Presentation on theme: "Why Project Based Learning?"— Presentation transcript:
1 Why Project Based Learning? Office of InstructionWVDEThis presentation is based on the work of the International Center for Leadership in Education. When we work with teachers we find that they easily understand the importance of relationships in increasing rigor and relevance in the classroom. The Rigor and Relevance Framework allows us to explore the characteristics of 21st century instruction and assessment beyond the scope of the Knowledge Taxonomy alone.
2 Education exists in the larger context of society. When society changes – so too must education if it is to remain viable.
3 Today’s Youth Digital learners Multimedia Find and manipulate data Analyze data and imagesCare about relationshipsMySpaceFacebookTravel in groups
5 Job Outlook 2002National Association of Colleges and Employers (NACE)
6 The Rigor/Relevance Framework DGTAXONMYEvaluation654321CAssimilationDAdaptationSynthesisAnalysisApplicationAAcquisitionBApplicationUnderstandingThe Rigor/Relevance Framework is a tool developed by the staff of the International Center for Leadership in Education to examine curriculum, instruction and assessment. I have been using this framework during my work with office staff and teachers for several years, because it is easy for people to see what we are talking about when we describe 21st century learning and assessment. The Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement.First, there is the continuum of knowledge that describes the increasingly complex ways in which we think. The Knowledge Taxonomy is based on the 6 levels of Bloom’s Taxonomy.The application Model, or the second continuum, is one of action. The five levels of this continuum describe putting knowledge to use.AwarenessApplyacrossdisciplinesApply toreal worldpredictablesituationsApply to real-worldunpredictablesituationsKnowledgeApply indisciplineAPPLICATION MODELInternational Center for Leadership in Education
7 Success Beyond the Test Core AcademicsStretch learningLearner EngagementPersonal SkillDevelopmentRigorHowever, there is a third component that we cannot ignore and that is Relationships. Ray McNulty, the Senior Vice President at the Center, tells us that based upon his work with schools across the country and in other countries, he is convinced that Relationships must come first before the relevance and the rigor. When we show students respect, take interest in them and their interests, listen actively, move around the room establishing frequent contact, encourage them, avoid “put downs,” display their work, write encouraging notes or comments on rubrics, and identify and showcase unique talents, we are building relationships.There are structures that allow us to be better at building relationships with students. Some of these would be the professional learning communities, small learning communities within the school, teaching teams, teacher continuity.In addition to the Rigor and Relevance Framework, the International Center for Leadership in Education, in their work with hundreds of schools, have identified four important Learning Criteria that support the R & R Framework. Let’s take as closer look at each of the four.RelevanceRelationships
8 Learning CriteriaCore Academics – Achievement in the core subjects of English language arts, math, science, social studies and others identified by the school or districtStretch Learning – Demonstration of rigorous and relevant learning beyond the minimum requirements
9 Learning CriteriaLearner 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 learningPersonal Skill Development – Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes
10 Learning Criteria Learner Engagement Personal Skill Development Core Stretch
13 The New Learning Formula 3 Rs X 7Cs = 21st Century LearningOf course, we know the three R’s are Rigor, Relevance and Relationships.The seven Cs are…..
14 21st Century Skills Critical Thinking & Problem Solving Creativity & InnovationCollaboration, Teamwork & LeadershipCross-cultural UnderstandingCommunication & Media LiteracyComputing and ITC TechnologyCareer & Learning Self-direction
15 21st Century Skills 7 C’s Component Skills Critical Thinking and Problem SolvingCreativity and InnovationCollaboration, Teamwork and LeadershipResearch, Analysis, Synthesis, Project Management, etc.New Knowledge Creation, Design Solutions, StorytellingCooperation, Compromise, Consensus, Community Building
16 21st Century Skills 7 C’s Component Skills Cross Cultural UnderstandingsCommunication and Media LiteracyComputing and ITC LiteracyDiverse ethnic, knowledge and organizational culturesCrafting and analyzing messages, using technology effectivelyEffective use of electronic information and knowledge tools
17 21st Century Skills 7 C’s Component Skills 7. Career and Learning Self Direction7. Managing change, lifelong learning, and career redefinition
18 Creating a Learning Environment for 21st 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 ... Communication- focusedResearch-basedTechnology- enhanced21st Century reform-friendlyHard, but fun!Project-centeredOpen-endedReal-worldStudent-centeredConstructiveCollaborativeCreative
20 Today’s Students are Digital Natives Conventional Twitch Speed Speed Step-by-Step Random Access Linear Processing Parallel Processing Text First Graphics First Work-Oriented Play-Oriented Stand-alone Connected
21 Digital Learners are Engaged by Multitasking/TogglingMultimedia learningOnline social networkingOnline information searchingGames, simulations and creative expressions
22 Project Learning is Skill-Based To learn collaboration –work in teamsTo learn critical thinking –take on complex problemsTo learn oral communication –presentTo learn written communications –write
23 Project Learning is Skill-Based To learn technology –use technologyTo develop citizenship –take on civic and global issuesTo learn about careers –do internshipsTo learn content –research and do all of the above
24 Students Develop Needed Skills in Information Searching & ResearchingCritical AnalysisSummarizing and SynthesizingInquiry, Questioning and Exploratory InvestigationsDesign and Problem-solving
25 In a project learning classroom The teacher’s role is one of coach, facilitator, guide, advisor, mentor… not directing and managing all student work.
33 It is virtually impossible to make things relevant for, or expect personal excellence from, a student you don’t know.Carol Ann Tomlinson
34 What Zone Am I In? On Target THIS is the place to be. I know some things…I have to think…I have to work…I have to persist…I hit some walls…I’m on my toes…I have to regroup…I feel challenged…Effort leads to success..Too EasyI get it right away…I already know how…This is a cinch…I’m sure to make an A..,I’m coasting…I feel relaxed,,,I’m bored…No big effort necessary.Too HardI don’t know where to start…I can’t figure it out…I’m spinning my wheels…I’m missing key skills…I feel frustrated…I feel angry…This makes no sense…Effort doesn’t pay off…Vygotsky’s work.THIS is the place to be.THIS is the achievement zone.
36 2008 Teacher Leadership Institute Backward Design ProcessBegin with the End in MindDevelop a project ideaDecide the scope of the projectSelect standardsIncorporate simultaneous outcomesWork from project design criteriaCreate the optimal learning environmentCraft the Driving QuestionReference: Buck Institute and New Tech Foundation for connections to our design for pd.
37 2008 Teacher Leadership Institute Backward Design ProcessPlan the assessmentCreate a balanced assessment planAlign products and outcomesKnow what to assessUse rubrics
38 2008 Teacher Leadership Institute Backward Design ProcessMap the ProjectOrganize tasks and activitiesDecide how to launch the projectGather resourcesDraw a “Storyboard”Manage the ProcessShare project goals with studentsUse problem-solving toolsUse checkpoints and milestonesPlan for evaluation and reflection
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