Project Based Learning Linda Ullah, M.A., M.Ed. ullahlinda@foothill.edu L. Ullah

Who are you? Name/school Subject Area(s) you teach Grade(s) you teach What do you know about? What do you want to know about PBL? Do you currently use PBL in your classroom?

Life Is Project Based Learning

But where is the disconnect between life and school?

PBL is NOT New JOHN DEWEY CARL ROGERS LEV VYGOTSKY SOCRATES 1859-1952 CARL ROGERS 1902 - 1987 LEV VYGOTSKY 1896-1934 SOCRATES 470-399 B.C. JEAN PIAGET 1896-1980 BENJAMIN BLOOM 1913-1999 JEROME BRUNER 1915-CURRENT SEYMOUR PAPART

Learning: an active process in which students construct new ideas or concepts based on their current knowledge.

PBL engages students provides an environment for the acquisition of skills needed in higher education & workplace. teaches curricular content Builds 21st Century Skills -Drake High School, San Francisco, CA http://drake.marin.k12.ca.us/academics/pbl/pblfs.htm

Seven Elements of Project-Based Learning Standards Based Assessment Student Centered Collaboration Real World Connection Extended Time Frame Multimedia Challenge 2000 Multimedia Project: http://pblmm.k12.ca.us

Six As of Project Based Learning Authenticity Academic Rigor Applied Learning Academic Exploration Adult Connection Assessment Practices From Buck Institute Web site http://www.bie.org

Another Way to Look at What is PBL Content Conditions Activities Results Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Content: Compelling ideas Problems presented in their full complexity Students finding interdisciplinary connections between ideas Students struggling with ambiguity, complexity, and unpredictability Real-world questions that students care about Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Conditions: Support student autonomy Students community of inquiry Coursework in a social context Students exhibit task- and time-management behaviors Students direct their own work & learning Students simulate the professional work Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Activities: Investigative and engaging Students multi-faceted investigations over long periods of time Students encountering obstacles, seeking resources, and solving problems Students making their own connections among ideas and acquiring new skills Students using authentic tools Students getting feedback from expert sources and realistic assessment Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Results Real-world outcomes Students generating complex intellectual products to demonstrate learning Students participate in assessment Students held accountable for competence Students exhibiting growth in real-world competence Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

How Do I Begin? Planning Begin with an “Essential Question” What is important to your students What is the deep learning--the enduring understanding What are the necessary skills Standards Prerequisite knowledge (prior knowledge) Prerequisite skills Skills and knowledge to to be embedded into the project

Engage Students in problem solving in higher order thinking skills in critical thinking to solve real problems for a real audience

Focus of curriculum Focus of curriculum Traditional Instruction Emphasizes Project Based Learning Emphasizes Focus of curriculum Content coverage Knowledge of facts Learning "building-block" skills in isolation of complex problem-solving skills Focus of curriculum Depth of understanding Comprehension of concepts and principles Development Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Scope and sequence Scope and sequence Traditional Instruction Emphasizes Project Based Learning Emphasizes Scope and sequence Follows fixed curriculum Proceeds block by block, unit by unit Narrow, discipline-based focus Scope and sequence Follows student interest Large units composed of complex problems or issues Broad, interdisciplinary focus Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Teaching role Teaching role Traditional Instruction Emphasizes Project Based Learning Emphasizes Teaching role Follows fixed curriculum Proceeds block by block, unit by unit Narrow, discipline-based focus Teaching role Follows student interest Large units composed of complex problems or issues Broad, interdisciplinary focus Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Focus of assessment Focus of assessment Traditional Instruction Emphasizes Project Based Learning Emphasizes Focus of assessment Process and products Tangible accomplishments Criterion performances and gains over time Demonstration of understanding Focus of assessment Products Test scores Comparisons with others Reproduction of information Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Materials of instruction Materials of instruction Traditional Instruction Emphasizes Project Based Learning Emphasizes Materials of instruction Texts, lectures and presentations Teacher-developed exercise sheets and activities Materials of instruction Direct or original sources: printed materials, interviews, documents, and others Data and materials developed by students Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Use of technology Use of technology Traditional Instruction Emphasizes Project Based Learning Emphasizes Use of technology Ancillary, peripheral Administered by teachers Useful for enhancing teachers' presentations Use of technology Central, integral Directed by students Useful for enhancing student presentations or amplifying student capabilities Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Classroom context Traditional Instruction Emphasizes Project Based Learning Emphasizes Classroom context Students working alone Students competing with one another Students receiving information from an instructor Classroom context Students working in groups Students collaborating with one another Students constructing, contributing, and synthesizing information Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Student role Student role Traditional Instruction Emphasizes Project Based Learning Emphasizes Student role Carry out self- directed learning activities Discoverer, integrator, and presenter of ideas Students define their own tasks and work independently for large blocks of time Communicate, show affect, produce, take responsibility Student role Carry out instructions Memorizer and repeater of facts Students receive and complete brief tasks Listen, behave, speak only when spoken to Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Short-term goals Short-term goals Traditional Instruction Emphasizes Project Based Learning Emphasizes Short-term goals Understanding and application of complex ideas and processes Mastery of integrated skills Short-term goals Knowledge of facts, terms, content Mastery of isolated skills Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Long-range goals Long-range goals Traditional Instruction Emphasizes Project Based Learning Emphasizes Long-range goals Depth of knowledge Graduates who have the dispositions and skills to engage in sustained, autonomous, lifelong learning Long-range goals Breadth of knowledge Graduates who have the knowledge to perform successfully on standard achievement tests Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

The Backwards Planning Process McTighe J, Wiggins G (op cit)

Assessment McTighe J, Wiggins G (op cit)

Your turn: http://www.lullah.com/pblwebquest/ Short PowerPoint on your essential question at December CalMod meeting 3 minute presentation Discussion and review