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Project Based Learning Linda K. T. Ullah, M.A., M.Ed Support Coach Friday Institute for Educational Innovation

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Presentation on theme: "Project Based Learning Linda K. T. Ullah, M.A., M.Ed Support Coach Friday Institute for Educational Innovation"— Presentation transcript:

1 Project Based Learning Linda K. T. Ullah, M.A., M.Ed Support Coach Friday Institute for Educational Innovation

2 Why Project Based Learning? Good fit for 1:1 21st Century Skills Higher Order Thinking Enduring Understanding Promotes life-long learning Differentiation Cooperative Learning Lower absenteeism Colleges and universities Real world connection

3 Life Is Project Based Learning

4 Benefits Engaged students Deeper learning Better retention Multidisciplinary connections Improved social and collaboration skills Habits of mind Self-management skills Students become responsible for learning 21st Century Skills Test Scores do not drop

5 Data from 1992 to Present indicates: Better analytical skills Better critical thinking skills Better problem solving skills Better presentation skills Better creative thinking skills Better communication skills Better collaboration and teamwork skills Less absenteeism Better student engagement Fewer discipline problems Better time management skills In some cases--better test scores

6 Bridging the disconnect between life and school

7 Learning: an active process in which students construct new ideas or concepts based on their current knowledge.

8 Six As of Project Based Learning Authenticity Academic Rigor Applied Learning Active Exploration Adult Connection Assessment Practices From Buck Institute Web site

9 21st Century Skills Partnership for the 21st Century:

10 Another Way to Look at What is PBL Buck Institute for Education: Content Conditions Activities Results

11 Content: Compelling Complex problems Interdisciplinary connections Ambiguity and unpredictability Real-world questions that students care about Buck Institute for Education:

12 Conditions: Support student autonomy Community of inquiry Coursework in a social context Task- and time-management Self-directed students Simulates the professional work Buck Institute for Education:

13 Activities: Investigative and engaging Multi-faceted investigations over time Encounter obstacles, seek resources, and solving problems Making connections among ideas and acquiring new skills Authentic tools Feedback from expert sources and realistic assessment Buck Institute for Education:

14 Results Real-world outcomes Complex intellectual products to demonstrate learning Students participate in assessment Students held accountable for competence Students exhibit growth in real-world competence Buck Institute for Education:

15 How Do I Begin? Planning –Begin with an “Essential Question” Important to your students Deep learning--the enduring understanding –What are the necessary skills? Standards Prerequisite knowledge and skills Skills and knowledge to to be embedded into the project

16 Begin with the end in mind!

17 The Backwards Planning Process McTighe J, Wiggins G

18 3 Stages of a Project Beginning (pre-production) Middle (production) End (post-production)

19 Pre-Production Planning Launch Project Knows/Need to Knows Establish Teams Review Rubric Review Task Begin Research Direct Instruction Workshops Guest Speakers

20 Production Completing research Formative assessments Direct Instruction Tests/quizzes Final drafts Creating product Workshops Field trips Guest speakers

21 Post-production Editing Completing projects Presentations Displays Productions/Debates Final Tests/Assessments Reflection

22 PBL Process process/


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