Presentation on theme: "21st CENTURY LEARNING: THE PROJECT APPROACH"— Presentation transcript:
121st CENTURY LEARNING: THE PROJECT APPROACH 21st CENTURY LEARNING: THE PROJECT APPROACHCelebrate 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.
2NEW 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 schoolsA School Development Organization
3The New Tech High Network AnchorageOregon (3)New YorkChicagoIndiana (3)Northern California (7)DenverNorth 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.
421ST CENTURY SKILLS DEFINED LEARNING & INNOVATIONCreativity & InnovationCritical Thinking & Problem-solvingCommunication & CollaborationLIFE & CAREERFlexibility & AdaptabilityInitiative & Self-directionSocial & Cross-cultural SkillsProductivity & AccountabilityLeadership & ResponsibilityINFORMATION & TECHNOLOGYInformation LiteracyMedia LiteracyICT LiteracyThe 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.
5Questions 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.
6Questions 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.
7SESSION OBJECTIVESAddress these questions through Project Based Learning (PBL) as an instructional strategy to address state content standards and 21st Century SkillsShare 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.
9School Purpose21st Century Skills as Learning Outcomes or Expected School Wide Learning Results (ESLRS)CRITICAL THINKINGCOLLABORATIONORAL COMMUNICATIONWRITTEN COMMUNICATIONTECHNOLOGY LITERACYCITIZENSHIP AND ETHICSCAREER PREPARATIONCORE SUBJECT MASTERYEvery 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.
10WRITTEN COMMUNICATION CITIZENSHIP AND ETHICS SCHOOL PURPOSE21st Century Skills as Learning Outcomes or Expected School Wide Learning Results (ESLRS)CRITICAL THINKINGCOLLABORATIONORAL COMMUNICATIONWRITTEN COMMUNICATIONTECHNOLOGY LITERACYCITIZENSHIP AND ETHICSCAREER PREPARATIONCORE SUBJECT MASTERYIdentifying 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.
11INSTRUCTIONAL PRACTICES PBL vs. Doing ProjectsThe Project is the CurriculumCreating a “Need to Know”Teacher Acts as a CoachFocus on Skills as well as Content StandardsSo, with those bottom level hierarchy issues addressed- you can focus on instructional practices and see impact in the classroom. Mypurpose is to give you a clear picture of what PBL is and what it looks like in the classroom.
12PBL vs. DOING PROJECTSProjects: 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 EditWriting ExerciseLectureCulminating ProjectMany 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.TextbookActivityLectureWriting ExerciseTextbookActivity
13PBL 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
14WHAT DOES PBL LOOK LIKE? PROJECT INFORMATION Each unit begins when students are presented with a complex, standards-based problemSo, 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
15Groups establish rolls and norms then begin to assign tasks WHAT DOES PBL LOOK LIKE?PROJECT INFORMATIONGroups establish rolls and norms then begin to assign tasksGROUP PLANNINGThe 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.
16RESEARCH AND INVESTIGATION WHAT DOES PBL LOOK LIKE?PROJECT INFORMATIONGROUP PLANNINGStudents 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 journalsRESEARCH AND INVESTIGATION
17RESEARCH AND INVESTIGATION WHAT DOES PBL LOOK LIKE?PROJECT INFORMATIONGROUP PLANNINGFormal 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 projectRESEARCH AND INVESTIGATIONFORMAL TEACHING
18RESEARCH AND INVESTIGATION WHAT DOES PBL LOOK LIKE?PROJECT INFORMATIONGROUP PLANNINGStudents create and refine solutions to the problem as they continue to cycle through the stages until time runs outDrafting solutions-Peer Editing, practice presentations, check in with teachersSometime a twist in the project will emerge… a second entry document.DRAFT SOLUTIONSRESEARCH AND INVESTIGATIONFORMAL TEACHING
19RESEARCH AND INVESTIGATION WHAT DOES PBL LOOK LIKE?FINAL PRESENTATIONSPROJECT INFORMATIONStudents present their ideas through debates, skits, panels, presentations, etc.Their work is evaluated by peers, teachers, parents, and community members.GROUP PLANNINGStructure of presentations- in front of class… in a small room with other adults… like Trumps boardroom.DRAFT SOLUTIONSRESEARCH AND INVESTIGATIONFORMAL TEACHING
20RESEARCH AND INVESTIGATION WHAT DOES PBL LOOK LIKE?REFLECTIONFINAL PRESENTATIONSPROJECT INFORMATIONA 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 PLANNINGThis 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 SOLUTIONSRESEARCH AND INVESTIGATIONFORMAL TEACHING
21INSTRUCTIONAL PRACTICES PBL vs. Doing ProjectsThe Project is the CurriculumCreating a “Need to Know”Teacher Acts as a CoachFocus on Skills as well as Content StandardsKey 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.
22QUALITITIES OF ACADEMICALLY RIGOROUS AND ENGAGING PBL UNITS Project Idea RubricAuthenticityAcademic RigorApplied LearningActive ExplorationAdult ConnectionsAssessment PracticesUse of TechnologySo, what makes a good PBL unit- one that is rigorous and engaging for students
23QUALITITIES OF ACADEMICALLY RIGOROUS AND ENGAGING PBL UNITS Project Idea RubricAuthenticityReal World ActivitiesSeveral Possible SolutionsAcademic RigorApplied LearningActive ExplorationAdult ConnectionsAssessment PracticesUse of TechnologyAuthenticity- 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.
24QUALITITIES OF ACADEMICALLY RIGOROUS AND ENGAGING PBL UNITS Project Idea RubricAuthenticityAcademic RigorDriving Questions derived from content standardsIncorporates 21st Century SkillsApplied LearningActive ExplorationAdult ConnectionsAssessment PracticesUse of TechnologyMust 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 StudiesMust incorporate 21st Cent. Skills. Require collaboration, wirtten communication, oral communication and high levels of innovative or critical thinking.
25QUALITITIES OF ACADEMICALLY RIGOROUS AND ENGAGING PBL UNITS Project Idea RubricAuthenticityAcademic RigorApplied LearningApply new knowledge to complex scenarioRequires the use of organization and self management skillsActive ExplorationAdult ConnectionsAssessment PracticesUse of TechnologyIn Applying their learning to the project, the scenario must require them to conenct classroom knowledge to new topics and real world examplesMust also require student to self manage and develop organizational self and group skills.
26QUALITITIES OF ACADEMICALLY RIGOROUS AND ENGAGING PBL UNITS Project Idea RubricAuthenticityAcademic RigorApplied LearningActive ExplorationRequires active research from a variety of sourcesAdult ConnectionsAssessment PracticesUse of TechnologyStudent 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-
27QUALITITIES OF ACADEMICALLY RIGOROUS AND ENGAGING PBL UNITS Project Idea RubricAuthenticityAcademic RigorApplied LearningActive ExplorationAdult ConnectionsStudents make connections with adults working in the fieldStudents present to a panel of experts and receive feedbackAssessment PracticesUse of TechnologyAdult 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
28QUALITITIES OF ACADEMICALLY RIGOROUS AND ENGAGING PBL UNITS Project Idea RubricAuthenticityAcademic RigorApplied LearningActive ExplorationAdult ConnectionsAssessment PracticesBalanced Assessment on a Variety of SkillsUse of TechnologyAssessment 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
29QUALITITIES OF ACADEMICALLY RIGOROUS AND ENGAGING PBL UNITS Project Idea RubricAuthenticityAcademic RigorApplied LearningActive ExplorationAdult ConnectionsAssessment PracticesUse of TechnologyStudents use a variety of digital tools and resourcesCalled 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”.
30Begin with the end in mind.. Project ShowcaseBegin 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 regionEnglish:1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.2.3 Write expository compositionsZip Code USAGoal is to discuss project and walk staff though the Know/ Need to Know Process9th grade integrated Geography and English ClassStory 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 regionWife had connection at Nat Geo. William Allen agreed to serve as external eval.
31Entry DocumentHired 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.
32Why use an Entry Document ? Scenario BuilderOutlines the problem or issueDefines the students’ roles and tasksSets forth the expectations for successful work in the projectSo, this is a entry document, but why do we use it?Builds scenario- not from the teacher- established adult connectionOutlines 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.
33Beyond Letters… Videos Web pages Guest Speakers Newspaper Articles Job AnnouncementsCasting CallsNeed 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.
34Zip 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.
35School Wide Learning Outcomes ASSESSING STUDENT PERFORMANCESchool Wide Learning OutcomesContent LiteracyLooking 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.
36SCHOOL 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 skillsLate paper- two days late-
37SKILLS 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.
38SKILLS 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.
39Sacramento New Technology High School – Segment 1 PBL IN ACTIONSo what does it look like? 17:42-26:18So 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
40SOME 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 solveWe 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.