Project-Based vs. Text-Based Project-Based is sometimes called “Authentic Assessment” …a student building knowledge or skills by DOING… By definition, Project Based Learning is the use of classroom projects to bring about deep learning by relating questions and technology relative to the students everyday lives to classroom projects. Students form their own investigation of their own group which allows students to develop valuable research skills. The students engage in design, problem solving, decision making, and investigative activities. It allows students to work in groups or by themselves and allows them to come up with ideas and realistic solutions or presentations. Students take a problem and apply it to a real life situation with these projects.

Project-based learning is “a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.”

AUTHENTIC ASSESSMENT Group Activity # 1

Project-Based Learning brings new relevance to student discovery The way students used to learn is no longer a valid method: Passively listening Remembering/recalling information Using information out of context Being assessed primarily with pencil and paper type tests

Project-Based Learning address different student learning styles Visual—learning based on observation and seeing what is being learned Auditory—learning based on listening to instructions/information. Kinesthetic/Tactile- learning based on hands-on work and engaging in activities. Projects are designed to allow students with a variety of different learning styles to demonstrate their acquired knowledge. Therefore, a well designed project-based learning activity is one which addresses different student learning styles and which does not assume that all students can demonstrate their knowledge in a single, standard way.

An Introduction to Project Learning Video

Project-Based Learning typically involves 4 basic elements An extended time frame Collaboration Inquiry, investigation, and research The construction of an artifact or performance of a consequential task

Practical Project Ideas Group Activity #2

The Pluses of Project-Based Learning Students more directly involved with content Higher level of meaningfulness or relevancy Multi-dimensional or multi-modal (appeals to a variety of learning styles) Students able to show what they know in a variety of ways (other than pencil/paper-type tasks) Addresses real-world, real-life applications Requires HOTS (exploration, critical thinking, judgment, analysis and interpretation) Active rather than passive learning Allows for student empowerment and “ownership” of learning

What are other benefits of Project-Based Learning? Increases student-to-student collaboration Prepares for team work Integrates various content or subject standards Increases awareness of students as individuals

Why does Project-Based Learning typically start with a guiding question? It opens the door for students to explore the content in an in-depth and meaningful way It presents multiple ways for students to demonstrate knowledge It creates “bridges” between subjects so students can view knowledge holistically rather than as isolated facts It is more representative of how adults typically learn and solve problems

How can students use project-based activities to assess their own learning? Allow them to determine the attributes of a good performance Allow them to list these qualities of a good performance Allow them to evaluate their own performance based on this criteria

Use scoring guides (rubrics) to evaluate real life applications Students can start with one criterion and expand to others As they engage in determining the traits of quality work, they become better able to evaluate their own performance They will eventually be able to identify their areas of strength and weakness and set their own goals for improvement

Create a Scoring Rubric GROUP ACTIVITY #3 Create a Scoring Rubric

Students reflect how their own performance compares to exemplary models provided

How can a teacher tell if a student needs additional practice? Move around the classroom and enter a student’s immediate proximity Ask students to describe to you the quality of the work they are doing Discuss their work using the language of the scoring rubric, helping them to plan the next steps in their learning

How does one high school implement Project-Based Learning? SET UP At least one project is done per five-week unit Rubrics are given out at the start of the project Different students do different projects

How does one high school implement Project-Based Learning? DURING THE PROJECT Structure is given (lots at first, then less as time goes on) …also known as “SCAFFOLDING” Absolute deadlines are set for all steps of the project

How does one high school implement Project-Based Learning? FINAL ASSESSMENT Students are given opportunities for presenting their work Group and/or individual reflection is encouraged Displays are created in classrooms and/or throughout the school

What are some other ideas? Create and use a “target vocabulary” Create adequate “practice” environments based upon students’ understanding of the learning goals Have students work in pairs or groups, matching those who demonstrate skills & understanding with those who do not Provide feedback to them about their strengths and the areas that need improvement

Can a teacher use a Project-Based Student Performance as an end of unit test? YES!!!

The U. S. Dept. of Labor Secretary’s Commission states: The 21st century skills that students in today’s world need include: Personal and social responsibility Critical thinking, reasoning, creativity Highly developed communication skills Cross-cultural understanding Decision-making prowess Knowing how to utilize appropriate tools and technology for the task at hand