21st CENTURY LEARNING: THE PROJECT APPROACH

21st CENTURY LEARNING: THE PROJECT APPROACH
21st CENTURY LEARNING: THE PROJECT APPROACH Celebrate states initiative- looking at the agenda, it is wonderful to see how your group is focusing on critical issues of engaging student in rigorous and relevant materials.

NEW TECHNOLOGY FOUNDATION
We are a school development organization. We work with school districts and states to replicate the new tech high school model. 12 years old. Started in Napa, CA now 35 schools A School Development Organization

The New Tech High Network
Anchorage Oregon (3) New York Chicago Indiana (3) Northern California (7) Denver North Carolina (9) Los Angeles (4) Texas (3) Quick overview of the Foundation’s replication work. Next year schools in Texas, Louisiana, Illinois, and in talks with West Va. New Orleans (2) Starting in 2001, the New Technology Foundation has now helped 35 schools adopt the New Tech High School model.

21ST CENTURY SKILLS DEFINED
LEARNING & INNOVATION Creativity & Innovation Critical Thinking & Problem-solving Communication & Collaboration LIFE & CAREER Flexibility & Adaptability Initiative & Self-direction Social & Cross-cultural Skills Productivity & Accountability Leadership & Responsibility INFORMATION & TECHNOLOGY Information Literacy Media Literacy ICT Literacy The skills needed to be successful today are much different than they were when schools were designed. Your state has taken it one step farther than many other states. Defining your outcomes, developing PD around 21st century skills, etc.

Questions Emerge…. ? How do we create a rigorous, relevant, student–centered learning environment that better prepares all students for the 21st Century? So, with the these skills gaining importance and definition in states, this is our question. How do we create a learning encironment to meet these skills.

Questions Emerge…. ? How do we measure these skills? How do we capture the students growth in these skills over time? How do we engage students in the learning process to build these skills? On top of how we actually create this 21st century learning environment, other questions emerge about assessing and measuring 21st century skills. Skills like collaboration and oral communication are difficult to measure with traditional strategies like standardized tests.

SESSION OBJECTIVES Address these questions through Project Based Learning (PBL) as an instructional strategy to address state content standards and 21st Century Skills Share school wide strategies for assessing and reporting 21st Century skill development to students and parents. Share other school wide initiatives which support PBL and 21st Century Learning. So, with those questions, these are our objectives for this session.

HIERARCHY OF NEEDS FOR A 21ST CENTURY SCHOOL
The hierarchy of needs for school change informs us that without addressing issues of culture, purpose and structure, our attempts to improve instructional practice are very difficult to sustain. Where to start. Many reform efforts are piecemeal approaches. (Magic Binder training) aimed at curriculum as a solution. The reason is that it is the easiest fix. The problem is that it does not address the bottom level of the hierarchy. So schools must pay attention to the bottom levels of the hierarchy before they can hope to see increased student success. So, I am going to use this hierarchy as a framework for how our network of schools have addressed the bottom level hierarcy issues to support PBL as an instructional practices. In sharing best practices for each of the three bottom levels of the hierarchy, I will then give a detailed walk though of Project Based Learning and the outcomes of 21st century skill development. In order for Instructional practices to be effective, must have positive school culture. Many schools have used advisory programs, broken into small schools or SLCs. The next level is refocusing the purpose of a school around 21st century outcomes © New Technology Foundation

School Purpose 21st Century Skills as Learning Outcomes or Expected School Wide Learning Results (ESLRS) CRITICAL THINKING COLLABORATION ORAL COMMUNICATION WRITTEN COMMUNICATION TECHNOLOGY LITERACY CITIZENSHIP AND ETHICS CAREER PREPARATION CORE SUBJECT MASTERY Every school has eslrs, but most are a document that lives on the wall. Part of school plan, but does not connect directly to clasroom practice. All schools in the network look at the 21st cent skills, SCANS report, and other skills, They emerge with a set of ESLRs that are focused on producing students with the right skills to compete in life after school. 21st century skills become the focus of the learning outcomes for the sites.

WRITTEN COMMUNICATION CITIZENSHIP AND ETHICS
SCHOOL PURPOSE 21st Century Skills as Learning Outcomes or Expected School Wide Learning Results (ESLRS) CRITICAL THINKING COLLABORATION ORAL COMMUNICATION WRITTEN COMMUNICATION TECHNOLOGY LITERACY CITIZENSHIP AND ETHICS CAREER PREPARATION CORE SUBJECT MASTERY Identifying is not enough. Even with, they would live on a poster next to the clock. Schools have to develop ways to measure these skills in all classes. Each school develops a set of school wide rubrics are used thoughout projects to set benchmarks for student work and provide ongoing feedback. They are used in all classes, so they get uniform feedback in all classes. Our work is to get the staffs to adapt these, so they have a sense of ownership in the tool and understand how it is used.

INSTRUCTIONAL PRACTICES
PBL vs. Doing Projects The Project is the Curriculum Creating a “Need to Know” Teacher Acts as a Coach Focus on Skills as well as Content Standards So, with those bottom level hierarchy issues addressed- you can focus on instructional practices and see impact in the classroom. My purpose is to give you a clear picture of what PBL is and what it looks like in the classroom.

PBL vs. DOING PROJECTS Projects: Large activities completed after the students have been pushed through homework assignments, lectures, and readings. Usually a culminating event for a unit or semester. Peer Edit Writing Exercise Lecture Culminating Project Many people “do projects”- very different from PBL. Problem is that activities are not connected to eachother. Students get to the end and ask questions about what was addressed weeks ago. Textbook Activity Lecture Writing Exercise Textbook Activity

PBL vs. DOING PROJECTS Projects:
PBL: Students are pulled through the curriculum by a driving question or realistic problem that provides a “need to know” the material. Lectures and readings are integrated into the problem as the students need the information. PBL takes a different approach- students pulled through with curriculum to prompt them to ask questions. Know/ Need to Know

WHAT DOES PBL LOOK LIKE? PROJECT INFORMATION
Each unit begins when students are presented with a complex, standards-based problem So, you have a view of a classroom, I want to provide a detail of the PBL process… common question is, what does the teacher do in a PBL unit. All projects start with a an entry document. Many people are moving toward having entry events, with taped speakers, videos, or adults coming in to present to the problem the students are going to face. In this prcess they use the entry event as a way to develop a list of questions that they need to solve in order to complete the task. These questions, derived from the standards, become the content that explored and taught within the project. Students create a list of thing they “need to know” which drives classroom activities

Groups establish rolls and norms then begin to assign tasks
WHAT DOES PBL LOOK LIKE? PROJECT INFORMATION Groups establish rolls and norms then begin to assign tasks GROUP PLANNING The group planning phase is when the students establish the norms of their group- Often the most difficult phase for both teachers an students. Requires them to go outside of their comfort zone. Group Contract- establishes norms- students can fire group members if not meeting expectations. Oranizational skills though a pacing chart or task sheet, which gives the students the chance to set deadlines and goals within a project.

RESEARCH AND INVESTIGATION
WHAT DOES PBL LOOK LIKE? PROJECT INFORMATION GROUP PLANNING Students use computers, text books, interviews, and experiments to gather information related to their “need to knows” Research and Investigation- Internet research and interaction with experts- labs and experiments. Teachers role- Scaffolded though Graphic Organizers, meeting with team members, reflection journals RESEARCH AND INVESTIGATION

WHAT DOES PBL LOOK LIKE? PROJECT INFORMATION GROUP PLANNING Formal teaching- tied to the need to knows of the project. Students can request workshops, where they get their questions addressed by teachers. Use our Learning system to do this. Bulk of the project- in a 3 week project this phase makes up about 80% of the time. Teachers continue to help student understand the subject with lectures, assignments, readings and other activities that are tied to the project RESEARCH AND INVESTIGATION FORMAL TEACHING

WHAT DOES PBL LOOK LIKE? PROJECT INFORMATION GROUP PLANNING Students create and refine solutions to the problem as they continue to cycle through the stages until time runs out Drafting solutions- Peer Editing, practice presentations, check in with teachers Sometime a twist in the project will emerge… a second entry document. DRAFT SOLUTIONS RESEARCH AND INVESTIGATION FORMAL TEACHING

WHAT DOES PBL LOOK LIKE? FINAL PRESENTATIONS PROJECT INFORMATION Students present their ideas through debates, skits, panels, presentations, etc. Their work is evaluated by peers, teachers, parents, and community members. GROUP PLANNING Structure of presentations- in front of class… in a small room with other adults… like Trumps boardroom. DRAFT SOLUTIONS RESEARCH AND INVESTIGATION FORMAL TEACHING

WHAT DOES PBL LOOK LIKE? REFLECTION FINAL PRESENTATIONS PROJECT INFORMATION A critical last step is to give students time to reflect on their learning, on their performance, and provide the teacher with feedback on the project. GROUP PLANNING This is the most important phase, which is often skipped early in teachers’ development. Reflections captured in Portfolio, tests often given on the content. Teachers meet with teams and give feedback. DRAFT SOLUTIONS RESEARCH AND INVESTIGATION FORMAL TEACHING

INSTRUCTIONAL PRACTICES
PBL vs. Doing Projects The Project is the Curriculum Creating a “Need to Know” Teacher Acts as a Coach Focus on Skills as well as Content Standards Key concept of PBL is developing a need to know- How to trick the students into asking you content based questions. The questions they begin to ask become the formal teaching and support. The last big shift is getting the teacher to act as a coach- exteralizing the enemy- want to be like a football coach. Change the relationship between teacher and student.

QUALITITIES OF ACADEMICALLY RIGOROUS AND ENGAGING PBL UNITS
Project Idea Rubric Authenticity Academic Rigor Applied Learning Active Exploration Adult Connections Assessment Practices Use of Technology So, what makes a good PBL unit- one that is rigorous and engaging for students

Project Idea Rubric Authenticity Real World Activities Several Possible Solutions Academic Rigor Applied Learning Active Exploration Adult Connections Assessment Practices Use of Technology Authenticity- we must connect curriculum to how those skills are used outside of the classroom. Students should consistently be able to make the connection about how they will use or apply these skills. Must develop questions where there are several possible correct solutions. Must develop projects and problems where there is no one simple answer.

Project Idea Rubric Authenticity Academic Rigor Driving Questions derived from content standards Incorporates 21st Century Skills Applied Learning Active Exploration Adult Connections Assessment Practices Use of Technology Must start with standards. PBL is not new- got a bad wrap in 1980’s as people were developing really cool project with no connection to standards. Rockets in Social Studies Must incorporate 21st Cent. Skills. Require collaboration, wirtten communication, oral communication and high levels of innovative or critical thinking.

Project Idea Rubric Authenticity Academic Rigor Applied Learning Apply new knowledge to complex scenario Requires the use of organization and self management skills Active Exploration Adult Connections Assessment Practices Use of Technology In Applying their learning to the project, the scenario must require them to conenct classroom knowledge to new topics and real world examples Must also require student to self manage and develop organizational self and group skills.

Project Idea Rubric Authenticity Academic Rigor Applied Learning Active Exploration Requires active research from a variety of sources Adult Connections Assessment Practices Use of Technology Student live in a digital world where resources are accessible from a variety of sources. We must teach them research skills and information literacy skills to be able to analyze information and look at the sources it comes from. Information Processing skills-

Project Idea Rubric Authenticity Academic Rigor Applied Learning Active Exploration Adult Connections Students make connections with adults working in the field Students present to a panel of experts and receive feedback Assessment Practices Use of Technology Adult Connections are important- separate PBL from other strategies- externalize the enemy- connect students and receive outside feedback. We have seen this in all areas, from urban Los Angeles to rural Indiana. Schools have developed a number of creative ways to reach out to their community when professionals were not available. Sacramento- easy access to politiicans and state level employees- not same access in LA

Project Idea Rubric Authenticity Academic Rigor Applied Learning Active Exploration Adult Connections Assessment Practices Balanced Assessment on a Variety of Skills Use of Technology Assessment is critical- must provide ongoing feedback on a variety of skills, not just content. Still do tests and quizzes, but only one of many assessment methods used throughout the project

Project Idea Rubric Authenticity Academic Rigor Applied Learning Active Exploration Adult Connections Assessment Practices Use of Technology Students use a variety of digital tools and resources Called New Tech- people think we are a factory of techies… not the case. Only 20% of students report that they are interested in entering the tech industry. Students must use technology in a similar was as professionals in the field. Traditionally, technology in school has been used to replace traditional approaches. In search of a paperless classroom, need to go beyond “doing powerpoints”.

Begin with the end in mind..
Project Showcase Begin with the end in mind.. State Content Standards: Geography: Standard 4: The physical and human characteristics of places. Standard 6: How culture and experience influence people's perception of places and region English: 1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas. 2.3 Write expository compositions Zip Code USA Goal is to discuss project and walk staff though the Know/ Need to Know Process 9th grade integrated Geography and English Class Story Behind Project- my team teacher wanted to have student develop an expository compositon. We also wanted to focus on quotations and citations. I wanted to focus on how culture and experience influence people's perception of places and region Wife had connection at Nat Geo. William Allen agreed to serve as external eval.

Entry Document Hired as a staff writer- Zip Code USA is their first assignment. Write an article about a city- specifially looking at the cutlrure within the city, the residents view of the location, and the concept of what makes the place uniquie. Before they write the article, they need to submit a proposal, discussing contacts and the focus of the article.- Allows to get feedback from other authors.

Why use an Entry Document ?
Scenario Builder Outlines the problem or issue Defines the students’ roles and tasks Sets forth the expectations for successful work in the project So, this is a entry document, but why do we use it? Builds scenario- not from the teacher- established adult connection Outlines problem- zip code article- interview people in the city, capture what makes something uniquie? Defines role and task- writers - writeing article. Expectations- length of article, when it is due- similar format to other articles.

Beyond Letters… Videos Web pages Guest Speakers Newspaper Articles
Job Announcements Casting Calls Need to come up with other ways to launch projects- students get tired of letters. Best is real person, with real problems. Launch project- return to evaluate.

Zip Code USA Project Showcase
Final product looks like this- students created articles in small groups. They were submitted to Nat Geo- some were linked off of their website.

School Wide Learning Outcomes
ASSESSING STUDENT PERFORMANCE School Wide Learning Outcomes Content Literacy Looking at the students work, the question posed in the beginning, was how to measure and give feedback on 21st cent. Skills over time. Several assessment tools to give feedback- school wide outcomes use static tools, assessed in all classes. Content changes. Adults from outside give feedback on these tools.

SCHOOL PURPOSE YOU GET WHAT YOU ASSESS
Traditional assessment methods do not reinforce 21st Century skills nor do they give meaningful formative feedback to students Technology can be used to support a system that encourages teachers to provide more authentic assessment of student performance. Beyond using these tools, how can we capture their growth in these skills. Problem with traditional forms of giving feedback is that a single grade does not capture feedback on students skills Late paper- two days late-

SKILLS BASED ASSESSMENT
We provide a skills based assessment- clear feedback based on the students performance from those rubrics. For those who can see- what skills is this student struggling with? Parents and students can quickly see their perfromance and where they need to focus to improve. Live gradebook, updated instantly. Better more immediate feedback for students and parents.

SKILLS BASED ASSESSMENT
Hard to see- teacher enter scores in multiple categories. Creates need to know for the teachers- how do we evaluate collaboration, critical thinking, organizational skills.

Sacramento New Technology High School – Segment 1
PBL IN ACTION So what does it look like? 17:42-26:18 So with a big picture view of the process (from the entry do to the rubric) I want to focus on what happens within the classroom. This video from Sacramento and Napa New tech and captures the work within a classroom. Sacramento New Technology High School – Segment 1

SOME FINAL THOUGHTS A LENS FOR OUR WORK:
If students are to be well prepared for their futures, they must become active learners who can collaborate, communicate and problem solve We should look to change the traditional role of teacher and student in the classroom. PBL enables the teacher to act as a coach and have the students interact with experts in the field. Technology is a powerful lever for change when combined with other factors and can support more rigorous, relevant instruction when designed to do so.

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