1. Project Based Learning: Teacher Professional Development
October 15, 2016 By
Joshua Cutler
7-8 Division Social Studies Teacher
Hillel Day School

2. Please pair and share at your table.
For Reflection:
Think for a moment…
…About your most enjoyable educational experience. What made it so enjoyable?
Please pair and share at your table.

3. For Reflection:
Think for a moment… What kinds of projects did you do as a student? What kinds of projects have you had your students do? What were some of your successes, and what were some drawbacks as both a teacher and a student? Please pair and share with the people at your table.

4. What is Project Based Learning?
Project Based Learning (PBL) is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge (“Buck Institute,“ n.d.).

5. Features of Project Based Learning
Key Knowledge, Understanding, and Success Skills - The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, collaboration, and self- management (“Buck Institute,“ n.d.). 
Challenging Problem or Question - The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge (“Buck Institute,“ n.d.).
Sustained Inquiry - Students engage in a rigorous, extended process of asking questions, finding resources, and applying information (“Buck Institute,“ n.d.).
Authenticity - The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students’ personal concerns, interests, and issues in their lives (“Buck Institute,“ n.d.).

6. Features of Project Based Learning (cont.)
Student Voice & Choice - Students make some decisions about the project, including how they work and what they create (“Buck Institute,“ n.d.).
Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them (“Buck Institute,“ n.d.).
Critique & Revision - Students give, receive, and use feedback to improve their process and products (“Buck Institute,“ n.d.).
Public Product - Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom (“Buck Institute,“ n.d.).

7. Why Project Based Learning?
Project Based Learning’s time has come. The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that PBL is an effective and enjoyable way to learn - and develop deeper learning competencies required for success in college, career, and civic life. Why are so many educators across the United States and around the world interested in this teaching method? The answer is a combination of timeless reasons and recent developments (“Buck Institute,“ n.d.).

8. PBL and Student Learning
PBL makes school more engaging for students. Today’s students, more than ever, often find school to be boring and meaningless. In PBL, students are active, not passive; a project engages their hearts and minds, and provides real-world relevance for learning (“Buck Institute,“ n.d.).
PBL improves learning. After completing a project, students understand content more deeply, remember what they learn and retain it longer than is often the case with traditional instruction. Because of this, students who gain content knowledge with PBL are better able to apply what they know and can do to new situations (“Buck Institute,“ n.d.).
PBL builds success skills for college, career, and life. In the 21st century workplace and in college, success requires more than basic knowledge and skills. In a project, students learn how to take initiative and responsibility, build their confidence, solve problems, work in teams, communicate ideas, and manage themselves more effectively (“Buck Institute,“ n.d.).
PBL helps address standards. The Common Core and other present-day standards emphasize real-world application of knowledge and skills, and the development of success skills such as critical thinking/problem solving, collaboration, communication in a variety of media, and speaking and presentation skills. PBL is an effective way to meet these goals (“Buck Institute,“ n.d.).

9. PBL and Student Learning (cont.)
PBL provides opportunities for students to use technology. Students are familiar with and enjoy using a variety of tech tools that are a perfect fit with PBL. With technology, teachers and students can not only find resources and information and create products, but also collaborate more effectively, and connect with experts, partners, and audiences around the world (“Buck Institute,“ n.d.).
PBL makes teaching more enjoyable and rewarding. Projects allow teachers to work more closely with active, engaged students doing high-quality, meaningful work, and in many cases to rediscover the joy of learning alongside their students (“Buck Institute,“ n.d.).
PBL connects students and schools with communities and the real world. Projects provide students with empowering opportunities to make a difference, by solving real problems and addressing real issues. Students learn how to interact with adults and organizations, are exposed to workplaces and adult jobs, and can develop career interests. Parents and community members can be involved in projects (“Buck Institute,“ n.d.).

10. Risks of PBL for Students
Prior learning experiences do not prepare students well for PBL (Weimer, 2009).
PBL requires more time and takes away study time from other subjects (Weimer, 2009).
It creates some anxiety because learning is messier (Weimer, 2009).
Sometimes group dynamics issues compromise PBL effectiveness (Weimer, 2009).
Less content knowledge may be learned (Weimer, 2009).

11. Risks of PBL for Teachers
Creating suitable problem scenarios is difficult (Weimer, 2009).
It requires more prep time (Weimer, 2009).
Students have many questions about the process (Weimer, 2009).
Group dynamics issues may require faculty intervention (Weimer, 2009).
It raises new questions about what to assess and how (Weimer, 2009).
It works best with flexible classroom space (Weimer, 2009).

12. For Discussion at Your Table:
Is PBL worth the risks?

13. It Takes Courage!
No approach to achieving excellence in student learning is perfect (Popham, 2014)! Teachers must take risks to achieve success (“New York City,” 2010)! For students to learn, we must be willing to be innovative and reflective (“New York City,” 2010)!

14. Project Based Learning Sample Project: Ancient Civilizations PBL: Creating the Ideal Civilization
The creating the ideal civilization project was written for an eighth grade world history class.
The driving question was: What does the ideal civilization look like?
This PBL project was a “main course” project, which happens during the learning, rather than an after the learning, a “dessert project.”
The “main course” project design is a unique PBL requirement.

15. Creating the Ideal Civilization (cont.)
Skills practiced and learned during the project:
Reading purposefully
Writing effectively
Collaboration
Creativity
Communicating effectively
Solving problems
Critical thinking

16. Creating the Ideal Civilization (cont.)
Instructions, a rubric, and a calendar were created by the teacher and then shared with the students through Google Classroom. Please see each handout.
The project calendar was a nice balance of group/project work time, and teacher instruction/support.
The students were placed in groups of three.
The instructions required the students to create the ideal civilization during their study of ancient Mesopotamia, Egypt, Greece, Alexander the Great, and Rome.
A Google Slides presentation was the format of the project.

17. Creating the Ideal Civilization (cont.)
The finished projects were shared with the school community, another grade in school, and placed on the school website. The public sharing of the final projects was also a unique PBL requirement.
Content based ideas from the five civilizations that were studied appeared throughout the project.
New, creative ideas were mixed with the content based concepts.
There were twelve information categories, please see the handouts, each civilization had to incorporate into the finished product.

18. Creating the Ideal Civilization (cont.)
Each student in a group of three was responsible for completing four information categories and combining them with the other group members.
A rough draft was required from each group member. Feedback and reflection on the rough draft was also a unique PBL requirement.
There was one, polished final project, but each student received an individual grade, a formative assessment, and a group grade, a summative assessment.

19. The Need for PBL
PBL provides authentic opportunities for student learning and for assessment.
We as educators need to make sure that our students are ready for those next steps by helping them attain the knowledge they will need to use the skills they have learned in a meaningful way (Conley, 2007).
It is a daunting task if you think about it.

20. The Need for PBL (cont.)
We are not sure what the future will look like, as the change in the information age has been so rapid (Conley, 2007).
Our students need to be ready for whatever happens, and we have to make sure they have those tools.
The knowledge and the skills our future leaders learn will hopefully allow them to have successful careers and families, and also understand how to safeguard society and our planet (Achieve, Inc., 2009).

21. Conclusion
The creativity, innovation, problem solving, and critical thinking that are features of project based learning give our students the knowledge, skills, and contexts to prepare them for higher education, life, and to be the leaders of tomorrow (“New York City,” 2010).

22. Final Questions and Brainstorming
How might PBL fit your content?
Is there a cross curricular PBL possibility?
Please discuss with your colleagues.

23. References
Achieve, Inc. (2009). What is college- and career- ready? Retrieved from Buck Institute for Education. (n.d.). Retrieved from Conley, D. T. (2007). Redefining college readiness (Vol. 5). Eugene, OR: Educational Policy Improvement Center. New York City Department of Education iZone Schools. (2010, April 15). Transforming education: A vision workshop [Video file]. Retrieved from Popham, W. J. (2014). Classroom assessment: What teachers need to know (7th ed.). Boston, MA: Pearson Education, Inc. Weimer, M. (2009). Problem based learning: Benefits and risks. Faculty Focus. Retrieved from teaching-strategies/problem-based-learning-benefits-and-risks/