2. POWER point

3. A Shared Vision A Presentation by: Mary Mellinger & Billie Perez

4. No Child Left Behind  Funding  Flexibility  Accountably  School District Report Cards  Public School Choice  Extra Help with Learning  Parental Involvement  Measuring Knowledge  Scientifically Based  Teacher Quality

5. Project Based Learning Engage and build on student interests and passions, Engage and build on student interests and passions, Provide a meaningful and authentic context for learning, Provide a meaningful and authentic context for learning, Immerse students in complex, real-world problems/investigations without a predetermined solution, Immerse students in complex, real-world problems/investigations without a predetermined solution, Allow students to take the lead, making critical choices and decisions, Allow students to take the lead, making critical choices and decisions, Connect students with community resources and experts, Connect students with community resources and experts,

6. Project Based Learning Require students to develop and demonstrate essential skills and knowledge, Require students to develop and demonstrate essential skills and knowledge, Draw on multiple disciplines to solve problems and deepen understanding, Draw on multiple disciplines to solve problems and deepen understanding, Build in opportunities for reflection and self- assessment, Build in opportunities for reflection and self- assessment, Result in useful products that demonstrate what students have learned, and Result in useful products that demonstrate what students have learned, and Culminate in exhibitions or presentations to an authentic audience. Culminate in exhibitions or presentations to an authentic audience.

7. SO……

8. "I hear and I forget. I see and I remember. I see and I remember. I do and I understand." I do and I understand."(Confucius)

9. NCLB Measuring Knowledge Scientifically Based PBL Build in opportunities for reflection and self- assessment Result in useful products that demonstrate what students have learned Result in useful products that demonstrate what students have learned Culminate in exhibitions or presentations to an authentic audience Culminate in exhibitions or presentations to an authentic audience meaningful and authentic context for learning

11. Resources http://www.newhorizons.org/crfut_gardner.html http://www.newhorizons.org/crfut_gardner.html http://www.newhorizons.org/crfut_gardner.html From Benjamin S. Bloom Taxonomy of educational objectives. Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson Education. From Benjamin S. Bloom Taxonomy of educational objectives. Published by Allyn and Bacon, Boston, MA. Copyright (c) 1984 by Pearson Education. What does the Research Say about PBL, Technology and Learning? Linda Ullah, M. Ed. Teacher in Residence Center for Innovation, Foothill College, http://www.foothill.fhda.edu/cfi/index.html, lku9541@fhda.edu What does the Research Say about PBL, Technology and Learning? Linda Ullah, M. Ed. Teacher in Residence Center for Innovation, Foothill College, http://www.foothill.fhda.edu/cfi/index.html, lku9541@fhda.eduhttp://www.foothill.fhda.edu/cfi/index.html lku9541@fhda.eduhttp://www.foothill.fhda.edu/cfi/index.html lku9541@fhda.edu

12. Group Four Defining the necessary steps involved in planning and executing a good project.

13. First, Decide what the project is about…

14. …but you can’t work on an empty stomach!

15. Time for a sandwich! (define the project)

16. What do you want? We could make a fancy pants pepper turkey with pesto and sprouts…or something a bit easier.

17. How much time do we have for lunch? (draft a time frame) (draft a time frame)

18. How about a good old peanut butter and jelly sandwich!

19. We have enough time for a grocery run; what do we need? (plan activity)

20. Shopping list Bread Peanut butter Jelly napkins plates drinks

21. Where should we eat? By the creek? In George’s kitchen? In the Library?

22. Remember the best PB+J you ever had? 4 Really fresh whole grain bread, crunchy PB, Apricot jelly 3 Wheat bread, creamy PB, Apricot jelly 2 Fresh white bread, creamy PB, concord jelly 1 Stale white bread, creamy PB, concord jelly 0 Stale bread, no jelly at all, no milk (plan assessment) http://rubistar.4teachers.org/index.php?screen=NewRubric

23. George, you get the plates. Kerry, open the package of bread. Tim, get the PB and jelly (begin project)

24. George, spread the peanut butter, Kerry, spread the jelly Tim, take a break (continue project)

26. Sit back and burp (finish and reflect)

27. Your chefs: George Reis Kerry Oswald Tim Curley

28. How and when should multimedia be used to enhance instruction in a way that is more effective than not using multimedia?

29. How?

30. Concept Mapping

31. Spreadsheet

32. Digital Movie

33. Class Website

34. Power Point

35. When?

36. For connecting kids to the real world

37. For higher order thinking skills

38. For teaching teamwork

39. For presenting information in a compelling way

40. For synthesizing and analyzing complex content

41. For research projects

42. To make learning fun

43. Created by Linda, Kathleen and Dan

44. The Role of Assessment in Project-Based Learning A Presentation By Doug, Caroline, and Sally

45. How do we assess student learning in PBL? Authentic Assessments:  Come from a problem or a question in the community that has meaning to the student.  Provides opportunities to create something of personal or social value.  Reflects student learning over time.  Builds real mastery of a subject as a whole.  Requires authentic audience

46. Examples of Authentic Assessment  Observation  Essays  Interviews  Performance Tasks  Exhibitions and Demonstrations  Portfolios  Journals  Teacher-created Tests  Rubrics  Self-and Peer-evaluation

47. Student Centered Assessment  Students learn to self- assess  Students develop assessment criteria  Students learn to assess other students constructively

48. Am I getting it? How am I doing? SSSStudents self assess continually through PBL TTTThrough self assessment, students develop higher level thinking skills

49. How do we know PBL can improve student learning?  Comparing Standardized Test Scores  Teacher Observations  Students Evaluations  Parent Evaluations

50. Teacher Observations  Increased engagement and motivation  Greater responsibility for learning  Increased peer collaboration skills  Greater confidence and self-esteem  Increased attention to an external audience

51. More Observations  Greater content mastery  More peer teaching  Better technology skills  More time on task  More skill in analyzing and solving problems

53. Welcome to the Components of a Well Planned Project

54. Components of a Well Planned Project  Look at examples 1 st to get ideas  Consider your audience (Skill Level, Styles of Learning)  Look at Standards / Curriculum – Can it adapt to PBL?  Identify your tech resources

55. Components of a Well Planned Project  Make sure your Project addresses real life issues for your students Make it relevant to them Make it something they can relate to  The project must ask questions that make them think!  Teacher’s role = Facilitator / Guide  Must provide opportunity for student assessment

56. Components of a Well Planned Project  Technology is the tool – NOT the end result  Use Rubrics! Make it clear to your audience!  Clearly define the guidelines for the project  Define the students / your role within the project  Make a timeline – Short Term Goals & Long Term Goals

57. Why Use Project Based Learning in the Classroom? Created by Bonnie Ramos and Jennifer Martin

58. Relevance Engages students in personal learning Global communication Brings outside world into the classroom

59. Life Skills Learn to work as: Individuals Small Groups Community

60. Learning Styles Build knowledge on varying backgrounds Use of all modalities through research Students strength used to achieve success—which provides higher learning {consequently higher test scores}

61. Life Long Learning Students become critical thinkers Learn to adapt Creates risk takers Students take responsibility for constructing their own knowledge