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Why Project Based Learning? Office of Instruction WVDE.

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Presentation on theme: "Why Project Based Learning? Office of Instruction WVDE."— Presentation transcript:

1 Why Project Based Learning? Office of Instruction WVDE

2 Education exists in the larger context of society. When society changes – so too must education if it is to remain viable.

3 Todays Youth Digital learners Multimedia Find and manipulate data Analyze data and images Care about relationships –MySpace –Facebook –Travel in groups

4

5 Job Outlook 2002National Association of Colleges and Employers (NACE)

6 6 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

7 Success Beyond the Test Core Academics Stretch learning Learner Engagement Personal Skill Development Rigor Relationships Relevance

8 Learning Criteria Core Academics – Achievement in the core subjects of English language arts, math, science, social studies and others identified by the school or district Stretch Learning – Demonstration of rigorous and relevant learning beyond the minimum requirements

9 Learning Criteria Learner Engagement – The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers and parents that support learning Personal Skill Development – Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes

10 Learning Criteria CoreStretch Learner Engagemen t Personal Skill Development

11 Learning Criteria

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

13 The New Learning Formula 3 Rs X 7Cs = 21 st Century Learning

14 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

15 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

16 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

17 21 st Century Skills 7 Cs 7. Career and Learning Self Direction Component Skills 7. Managing change, lifelong learning, and career redefinition

18 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.

19 A Project Learning Classroom is... Project-centered Open-ended Real-world Student-centered Constructive Collaborative Creative Communication- focused Research-based Technology- enhanced 21 st Century reform- friendly Hard, but fun!

20 Todays Students are Digital Natives Conventional Twitch Speed Speed Step-by-Step Random Access Linear ProcessingParallel Processing Text FirstGraphics First Work-OrientedPlay-Oriented Stand-aloneConnected

21 Digital Learners are Engaged by Multitasking/Toggling Multimedia learning Online social networking Online information searching Games, simulations and creative expressions

22 Project Learning is Skill-Based To learn collaboration – work in teams To learn critical thinking – take on complex problems To learn oral communication – present To learn written communications – write

23 Project Learning is Skill-Based To learn technology – use technology To develop citizenship – take on civic and global issues To learn about careers – do internships To learn content – research and do all of the above

24 Students Develop Needed Skills in Information Searching & Researching Critical Analysis Summarizing and Synthesizing Inquiry, Questioning and Exploratory Investigations Design and Problem-solving

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

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

27 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.

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

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

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

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

32 Rigor/Relevance Framework RIGORRIGOR Relevance High Low C A D B High Rigor - Critical Thinking Motivation - Creativity – Innovation Problem Solving Acquisition of knowledge/skills Relevancy - Validation

33 It is virtually impossible to make things relevant for, or expect personal excellence from, a student you dont know. Carol Ann Tomlinson

34 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.

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

36 2008 Teacher Leadership Institute 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

37 2008 Teacher Leadership Institute Backward Design Process Plan the assessment Create a balanced assessment plan –Align products and outcomes –Know what to assess –Use rubrics

38 2008 Teacher Leadership Institute 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


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