1. PROJECT/PROBLEM-BASED LEARNING: Who’s Doing the Thinking?
Marsha Iverson
New York City-Yonkers
Field Associate
CTE Technical Assistance Center of NY
Genesee Valley
Educational Partnership
December 6, 2016

2. WHAT IS PROJECT BASED LEARNING?
Project/Problem-Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to complex, authentic, real-world problems or challenges. 
BTA Conference - October 14, 2011

3. WHO IS DOING THE THINKING AND PLANNING?
What it is NOT!
PBL is NOT the dessert; it IS the main course!
PBL is NOT a string of activities tied together; it IS a set of learning experiences and tasks that guide students in inquiry to solve a problem or meet a challenge.
PBL is NOT “making something”, “hands-on learning” or “doing an activity”; it IS intellectually challenging tasks focused on research.
WHO IS DOING THE THINKING AND PLANNING?

4. 21st Century Learning (P21)
the skills gap
Our graduates lack the problem solving skills and 21st century skills that are required for success in college and careers.
21st Century Learning (P21)

5. THE KEY…
Ask students higher order questions (HOT questions) that encourage exploration of content area … and then step back and facilitate!!!

6. the win-win Research indicates: Student MOTIVATION is increased
Student ACHIEVEMENT is increased (in both the PBL subject and other subjects as well)
Student RETENTION OF KNOWLEDGE is increased
Student ENGAGEMENT is improved (greater autonomy in designing and organizing their work)
Student MASTERY OF WORKPLACE SKILLS is increased

7. PBL IS…
It is a focus on creating physical artifacts. It must involve other intellectually challenging tasks and products focused on research, reading, writing, discussion, and oral presentation.
From: “High Quality CTE: What the Research Shows”. Presentation by James R. Stone III, National Research Center for CTE, University of Louisville. Presentation to Conference on 21st Century Career and Technical Education, New York, October 10, 2013

8. Role of the teacher in PBL
PBL enables the teacher to work more closely with students, acting more like a coach or project manager, “the guide on the side” instead of the “sage on the stage.” Students discover answers on their own.
As students become more able to work independently, the teacher facilitates less.

9. Creativity and Innovation
THE 4 C’s of PBL
Critical Thinking
Collaboration
Communication
Creativity and Innovation

10. Impact of PBL on teaching and learning
Changes the culture of the classroom
Improves mastery of Common Core State Standards
Enhances differentiated instruction
Demonstrates perseverance
Important Skills not easily taught in traditional classroom!!!

11. PBL and Gradual Release of Responsibility

12. PBL ELEMENTS PROBLEM IDEA DRIVING QUESTION
CONTENT AND CCSS TO BE ADDRESSED
21st CENTURY SKILLS (CAREER READINESS SKILLS)
CULMINATING PRODUCTS AND PERFORMANCES
BENCHMARKS or CHECKPOINTS
ASSESSMENTS (Formative and Summative)
ASSESS PROCESS as well as PRODUCT  
RESOURCES NEEDED
REFLECTION METHODS

13. THE PBL STEPS Problem formation Prior Knowledge Pose Questions
Design a Plan
Gather Information
Create artifacts
Present the solution

14. THE DRIVING OR FOCUS QUESTION
A DRIVING QUESTION LETS STUDENTS CHOOSE THEIR OWN SOLUTION There are no right or wrong answers. Rather, there are reasonable solutions based on application of knowledge and skills deemed necessary to address the issue.

15. PRODUCTS OR ARTIFACTS
Learning artifacts may include reports, presentations, brochures, debates, demonstrations, or other ways of showing evidence of student learning.
Created items can include artwork, publications, displays, games, science projects, and community service projects.
BTA Conference - October 14, 2011