Session 3: Introduction to PBL Design ICT in Education/APEID UNESCO Asia and Pacific Regional Bureau for Education 11 March 2014

Click to edit Master title style Grouping NCED Schools ETC UNESCO

Click to edit Master title style What are 21 st Century Skills?

Click to edit Master title style Why 21 st Century Skills? Static knowledge Connected: Changing knowledgeMain sources: Book & Teacher New set of skills is needed to be competent in the connected and changing world: Critical thinking Problem solving Collaboration Communication Technology literacy New set of skills is needed to be competent in the connected and changing world: Critical thinking Problem solving Collaboration Communication Technology literacy

Click to edit Master title style Let’s think through together.. Do you think the current way you teach at school will help Nepalese students develop skills that they would need in the 21 st century?

Click to edit Master title style Computers aren’t magic, but teachers are. (Craig R. Barrett, Former CEO, Intel Corporation.) Teachers’ new roles

Click to edit Master title style One of the student-centred approaches to teaching and learning where students are working in groups on authentic and ill- structured problems What is PBL?

Click to edit Master title style Principles of a good PBL Curriculum-based C Real-world problems R Expert thinking needed E Achievable and Measurable A Teamwork T Extending learning beyond class E

Some Examples

Click to edit Master title style Example 1: Math Grade 6 Math (Geometry) “My Dream House” Nonglinxia Road Primary School, Ms Nihong Li,

Click to edit Master title style Dream House

Example 2: Understanding Local Economy by Documenting Traders Observation and Interviews Learning by doing Public Education through Webpage Synthesis through Report

Example 3: Oral History Collection and Performance Collecting oral history Transforming Stories into music Performing to the public Creating a musical drama

Click to edit Master title style Example 4: Biology Grade 8 Science (Biology) on Endangered Species Needs to cover 1) endangered plants and animals in Thailand and 2) causes of extinction

Click to edit Master title style Example 4: Biology You are a curator of the National Science History Museum of Thailand. You are planning to run an exhibition on endangered species in Thailand. Your task is: 1)In a group of three, research on native species in Thailand (either animal or plants) and select one endangered specie that your group members agreed on. 2)Research on your group’s choice of specie in terms of: -Status (degrees of extinction) -Causes of extinctions -How to protect the specie 3)Create an audio-visual media for the exhibition suitable for years olds (e.g., Photo story,slideshows, video clips, etc.) 4)Don’t forget to cite all the sources of information.

Click to edit Master title style Tips from Real Teachers Take a baby step: Start with the single-subject approach within classroom. Try to tie into the curriculum. Get supports from the principal and other teachers.

STILL NOT SURE?

Click to edit Master title style What’s holding you back from applying PBL in your classrooms? Challenges in Student-Centred T&L

Click to edit Master title style I can’t do PBL approaches because I need to cover the curriculum. Misconceptions on PBL

Click to edit Master title style I can’t do PBL approaches in my school because I don’t have little access to ICT. Misconceptions on PBL

Click to edit Master title style A Classroom In FutureSchool

Click to edit Master title style Tuesdays as Recycling Day Reusing plastic bottles as part of the school decor Establishing Recycling Corners Regular recycling competition An Example PBL without ICT

Click to edit Master title style I can’t do PBL approaches because I have too many students in my class. Image source: Misconceptions on PBL

Click to edit Master title style Facilitating student-centred learning in a large class Concept map assignments for pre-class reading Breakdown tasks into small pieces Image source:

Are you ready for PBL?

Click to edit Master title style Group work Complete your worksheet Steps Upload the group work onto UNESCO Wiki website

Click to edit Master title style 1. Content Area to Cover 1.1Main Content / Topic 1.2 Overall learning objective/s – At the end of the project, the participating students are expected to …

Click to edit Master title style 2. PBL Topic 2.1 Rationale What is your driving question? What problem would you like to answer through the PBL? 2.2 PBL Description -Project Objectives -Major Activities / Project Components -Project Duration -Target Outputs (may be general or specific) -Brief description of the project (250 words)

Click to edit Master title style 3. Main Expected Learning What specific knowledge and skills would the students need to learn and/or apply to be able to achieve the project objectives, conduct the activities, and produce the target outputs? Knowledge/ skills needed or targeted Subject Areas involved Specific Learning Objectives

Click to edit Master title style 4. Participating Students 4.1 Participating Schools and Grade Levels 4.2 Any special criteria in selecting the students (special interests, prior knowledge, experiences or skills)? SchoolCity/CountryGrade LevelNumber of students

Click to edit Master title style THANK YOU. Jonghwi Park ICT in Education, UNESCO BANGKOK (

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In this session… We will complete 1)Step 1.2 Refine the Topic and Outputs for the PBL 2)Step 1.3 Define Students’ Learning Objectives 3)Step 2 Write the Brief Description of Your Group’s PBL 4)Step 3 Select and Analyze the Participating Students  Upload your work onto UNESCO Wiki website

Click to edit Master title style 1)Define learning goal(s) – your “question” 2)Expected outputs 3)Conduct context analysis -Student prior knowledge & ICT readiness -School facility -Curriculum -Inter-school collaboration possibility Step 1.2 Refine the Topic and Outputs for the PBL

Click to edit Master title style Using ICT automatically promotes S-C T&L? Traditional didactic approaches do not help 21st century skill development and I will teach all the subjects through PBL. S-C T&L works well with teachers’ minimal guidance because PBL is to let students discover. Some Cautions…

Click to edit Master title style PBL in secondary mathematics Longitudinal study for two years of two British schools implementing traditional and project/process-based approaches n=300 (Year 9 to Year 10 from two schools) Does PBL really work? (1) Boaler, J. (1998). Open and Closed Mathematics: Student Experiences and Understandings. Journal for Research in Mathematics Education, 29(1).

Click to edit Master title style Students from Process-based approach gained significantly higher grades in all aspects of applied tasks, tests and applied situations 71% vs 88% who passed the national exam (GSCE) Students from traditional school developed inert, procedural knowledge that was of limited use beyond textbook situations; learnings gained by students from non-traditional school were more usable and gave them the mathematical confidence that enable them to adapt and change procedures to fit new situations Findings from Boaler’s study

Click to edit Master title style PBL in Primary Schools in social studies (Year 5) n=40 (traditional and PBL classes in Turkey) Findings: – Higher academic success in Social Sciences course in primary education – Improved research skills – Effective in developing students’ HOT skills Does PBL really work? (2) Gultekin, M. (2005). The Effect of Project Based Learning on Learning Outcomes in the 5 th Grade Social Studies Course in Primary Education. Journal of Educational Sciences: Theory & Practice.

Click to edit Master title style PBL in Primary Schools (Year 4) n=70 from a school in Greece (traditional and PBL classes) Findings: – Significant in academic knowledge, collaborative skills and motivation – Pupils enriched and expanded their knowledge on units studied mainly through hands-on, field- based activities and experiential learning Does PBL really work? (2) Kaldi, S., Filippatou, D. & Govaris, C. (2011): Project-based learning in primary schools: effects on pupils' learning and attitudes. International Journal of Primary, Elementary and Early Years Education, 39 (1),