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The 21 st Century Context for Standards-Focused Project Based Learning Stage 1.

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Teacher Leadership Institute Why Project Based Learning? Office of Instruction WVDE.

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Presentation on theme: "The 21 st Century Context for Standards-Focused Project Based Learning Stage 1."— Presentation transcript:

1 The 21 st Century Context for Standards-Focused Project Based Learning Stage 1

2 Carla Williamson2 The Rigor/Relevance Framework A Acquisition B Application C Assimilation D Adaptation KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY Evaluation Synthesis Analysis Application Understanding Awareness APPLICATION MODEL KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations International Center for Leadership in Education

3 Rigor/Relevance Framework Teacher/Student Roles RIGORRIGOR Relevance High Low C A D B High Student Think Student Think & Work Teacher Work Student Work

4 What Zone Am I In? Too Easy I get it right away… I already know how… This is a cinch… Im sure to make an A.., Im coasting… I feel relaxed,,, Im bored… No big effort necessary. On Target I know some things… I have to think… I have to work… I have to persist… I hit some walls… Im on my toes… I have to regroup… I feel challenged… Effort leads to success.. Too Hard I dont know where to start… I cant figure it out… Im spinning my wheels… Im missing key skills… I feel frustrated… I feel angry… This makes no sense… Effort doesnt pay off… THIS is the place to be. THIS is the achievement zone.

5 21 st Century Skills Critical Thinking & Problem Solving Creativity & Innovation Collaboration, Teamwork & Leadership Cross-cultural Understanding Communication & Media Literacy Computing and ITC Technology Career & Learning Self-direction

6 21 st Century Skills 7 Cs 1.Critical Thinking and Problem Solving 2.Creativity and Innovation 3.Collaboration, Teamwork and Leadership Component Skills 1.Research, Analysis, Synthesis, Project Management, etc. 2.New Knowledge Creation, Design Solutions, Storytelling 3.Cooperation, Compromise, Consensus, Community Bui lding

7 21 st Century Skills 7 Cs 4.Cross Cultural Understandings 5.Communication and Media Literacy 6.Computing and ITC Literacy Component Skills 4.Diverse ethnic, knowledge and organizational cultures 5.Crafting and analyzing messages, using technology effectively 6.Effective use of electronic information and knowledge tools

8 21 st Century Skills 7 Cs 7. Career and Learning Self Direction Component Skills 7. Managing change, lifelong learning, and career redefinition

9 Creating a Learning Environment for 21 st Century Skills Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then creating presentations and products to share what they have learned.

10 In a project learning classroom The teachers role is one of coach, facilitator, guide, advisor, mentor… not directing and managing all student work.

11 Rigor/Relevance Framework Step 1. RIGORRIGOR Relevance High Low C A D B High Teacher gives students a real- world question to answer or problem to solve.

12 Rigor/Relevance Framework Step 2. RIGORRIGOR Relevance High Low C A D B High Students seek information to answer question or solve problem.

13 Rigor/Relevance Framework Step3. RIGORRIGOR Relevance High Low C A D B High Students test the relevancy of the information as it relates to the question or problem.

14 Rigor/Relevance Framework Step 4. RIGORRIGOR Relevance High Low C A D B High Students reflect on the potential use of the new information as a solution

15 Rigor/Relevance Framework Step 5. RIGORRIGOR Relevance High Low C A D B High Students apply the information learned to answer the question or to solve the problem.

16 Rigor/Relevance Framework Relationships RIGORRIGOR Relevance High Low C A D B High Relationships of little importance Relationships Important Relationships Important Relationships Essential

17 Begin with the end in mind. Stage 1

18 Stage 1- This Work Session Backward Design Process Begin with the End in Mind –Develop a project idea –Decide the scope of the project –Select standards –Incorporate simultaneous outcomes –Work from project design criteria –Create the optimal learning environment Craft the Driving Question

19 Stage 2. Backward Design Process Plan the assessment Create a balanced assessment plan –Align products and outcomes –Know what to assess –Use rubrics

20 Stage 3 Backward Design Process Map the Project –Organize tasks and activities –Decide how to launch the project –Gather resources –Draw a Storyboard Manage the Process –Share project goals with students –Use problem-solving tools –Use checkpoints and milestones –Plan for evaluation and reflection

21 Step 1. Develop a Project Idea 7 Suggestions: 1.Work backward from a topic. 2.Use your standards. 3.Find projects and ideas on the Web. 4.Map your community 5.Match what people do in their daily work. 6.Tie the project to local and national events. 7.Focus on community service.

22 Step 1. Develop a Project Idea 7 Suggestions: 1.Work backward from a topic. 2.Use your standards. 3.Find projects and ideas on the Web. 4.Map your community 5.Match what people do in their daily work. 6.Tie the project to local and national events. 7.Focus on community service.

23 Step 2. Define scope of project. Duration Breadth Technology Outreach Partnership Audience

24 3. Select Standards What do you want your students to know and be able to do? Identify the key standards that you believe might best be met through project based instruction. No more than 3 standards per subject is best in shorter projects. Adjust accordingly for interdisciplinary or longer-term projects. Include at least one literacy outcome in your project. Do not plan for outcomes you cannot assess. Be clear about the standards that will be assessed and how the products will allow each student to demonstrate their learning.

25 4. Simultaneous Outcomes Teachers incorporate more than academic outcomes into classroom activities –Specific skills (being able to work in groups, manage projects, meet deadlines, present information, think critically, solve problems, use technology efficiently) –Habits of mind (curiosity, flexibility, perseverance)

26 SIMULTANEOUS OUTCOMES LIFELONG LEARNER HABITS OF MIND PROCESSES CONTENT ACTIVITIES Adapted from the work of Art Costa and Bena Kallick

27 5. Project Design Criteria The Six As Authenticity Academic Rigor Applied Learning Active Exploration Adult Connections Thoughtful Assessment Practices

28 5. Project Design Does the project Meet standards? Engage students? Focus on essential understanding? Encourage higher-level thinking? Teach literacy and reinforce basic skills? Allow all students to succeed? Use clear, precise assessments? Require the sensible use of technology? Address authentic issues?

29 Caution Well-designed projects that meet PBL criteria differ from activities, or even projects, that have been traditional in the classroom.

30 ProjectsPBL Teacher directedInquiry based Highly structuredOpen-ended SummativeOn-going ThematicDriving question/challenge FunEngaging Answer givingProblem solving De-contextualized – School worldContextualized – Real world Continuum of Practice pbl vs. projects

31 6. Optimal Learning Environment Give your project one or more connections beyond the classroom walls (partnerships, electronic linkages with distant people, mentorships) Alter the look and feel of your classroom (partition room for group spaces; make the classroom like an office or laboratory)

32 6. Optimal Learning Environment Three Ideas for improving learning: See the whole before practicing the parts. Study content and apply it to authentic problems. Make schoolwork more like real work.

33 Buck Institute PBL Handbook Begin with the End in Mind Idea Bank Project Ideas Project Outcomes Project Design

34 Crafting the Driving Question When crafting the Driving Question, remember: Driving Questions are provocative. Driving Questions are open-ended. Driving Questions go to the heart of a discipline or topic. Driving Questions are challenging. Driving Questions can arise from real- world dilemmas that students interesting. Driving Questions are consistent with curricular standards and frameworks.

35 Example from PBL Handbook Should the Unites States have used the atomic bomb in World War II?

36 Resources Project Planning Forms Buck Institute PBL Handbook Begin with the End in Mind & Draft the Driving Question


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