1. PROJECT-BASED LEARNING

2. WHAT IS PROJECT-BASED LEARNING?
… is Academically Rigorous
PBL engages students in complex,
real-world problem solving…
…is Relevant
PBL
…uses Active Learning

3. WHAT IS PROJECT-BASED LEARNING?
Project Based Learning is a teaching and learning model that focuses on the central concepts and principles of a discipline, involves students in problem solving and other meaningful tasks, allows students to work autonomously to construct their own learning, culminates in realistic, student generated products.
BIE

4. The defining features of the Project Based Learning model are:
The project work is central rather than peripheral
Students are accountable for themselves and their peers
The work is related to the world outside the classroom
Contextualized learning for an In-depth exploration of
important topics
Frequent opportunities for feedback so they learn from
experience
Impact on the hard to teach “life skills” and “process skills”

5. PBL FRAMEWORK PROJECT 6 A’s INSTRUCTIONAL ASSESSMENT CURRICULUM
DESIGN
INSTRUCTIONAL
DELIVERY
6 A’s
ASSESSMENT
& EVALUATION
RESOURCES & CONSTRAINTS

6. SIMULTANEOUS OUTCOMES
LIFELONG
LEARNER
HABITS
OF MIND
PROCESSES
CONTENT
REAL WORLD SKILLS
HANDS ON ACTIVITIES
RELEVANCE
ADDRESS STANDARDS
Adapted from the work of Art Costa and Bena Kallick

7. Begin with the end in mind.

8. Backward Design Process
Begin with the End in Mind
Develop a project idea
Decide the scope of the project
Select standards
Incorporate simultaneous outcomes
Work from project design criteria
Create the optimal learning environment
Craft Driving Questions

9. Backward Design Process
Plan the assessment
Create a balanced assessment plan
Align to products and outcomes
Know what to assess
Use rubrics
-- Ongoing

10. PURPOSES OF ASSESSMENT
Help students become aware of areas of need
Formative -- help students along the way, ongoing
Proof of learning, growth
Feedback helps create better product/project
Opportunity to test depth of understanding
Helps to define lesson design and performance
Helps teachers determine what to reteach
Allows for natural adult connections
Helps to share the workload
Checkpoint for integration

11. BALANCED ASSESSMENT COLLECT EVIDENCE AT VARIOUS STAGES OF THE WORK
USE A VARIETY OF METHODS:
Tests
Product assessments
Performance assessments
Self-Reports

12. Backward Design Process
Map the Project
Organize tasks and activities
Decide how to launch the project
Gather resources
Draw a “Storyboard”
Plan an engagement activity
Manage the Process
Share project goals with students
Use problem-solving tools
Use checkpoints and milestones
Plan for evaluation and reflection

13. Step 1. Develop a Project Idea
Suggestions:
Work backward from a topic.
Use your standards.
Find projects and ideas on the Web.
Map your community
Match what people do in their daily work.
Tie the project to local and national events.
Focus on community service.

14. Step 2. Define scope of project.
Duration
Breadth
Technology
Outreach
Partnership
Audience

15. Step 3. Student Autonomy Who selects the topic?
Who defines the learning outcomes?
Does the teacher solicit student input?
Do the student and teacher negotiate learning outcomes?
Who defines the products and activities?
Who controls the timeline and pace of the project?

16. Step 4. Select Standards
What do you want your students to know and be able to do?
Identify the key standards that you believe might best be met through project based instruction.
No more than 3 standards per subject is best in shorter projects. Adjust accordingly for interdisciplinary or longer-term projects. Include at least one literacy outcome in your project.
Do not plan for outcomes you cannot assess. Be clear about the standards that will be assessed and how the products will allow each student to demonstrate their learning.

17. Step 5. Simultaneous Outcomes
Teachers incorporate more than academic outcomes into classroom activities
Specific skills (being able to work in groups, manage projects, meet deadlines, present information, think critically, solve problems, use technology efficiently)
Habits of mind (curiosity, flexibility, perseverance)

18. Step 6. Project Design Criteria
The Six A’s
Authenticity
Academic Rigor
Applied Learning
Active Exploration
Adult Connections
Thoughtful Assessment Practices

19. Optimal Learning Environment
Give your project one or more connections beyond the classroom walls (partnerships, electronic linkages with distant people, mentorships)
Alter the look and feel of your classroom (partition room for group spaces; make the classroom like an office or laboratory)

20. Optimal Learning Environment
Three Ideas for improving learning:
See the whole before practicing the parts.
Study content and apply it to authentic problems.
Make schoolwork more like real work.

21. Step 7. Project Design Does the project Meet standards?
Engage students?
Focus on essential understanding?
Encourage higher-level thinking?
Teach literacy and reinforce basic skills?
Allow all students to succeed?
Use clear, precise assessments?
Require the sensible and appropriate use of technology?
Address authentic and real world issues?

22. Today’s Students are Digital Natives
Conventional Twitch Speed Speed Step-by-Step Random Access Linear Processing Parallel Processing Text First Graphics First Work-Oriented Play-Oriented Stand-alone Connected

23. Similarities Between Project Based and Problem Based Learning
Both instructional strategies are intended to engage students in authentic, "real world" tasks to enhance learning.
Students are given open-ended projects or problems with more than one approach or answer, intended to simulate professional situations.
Both approaches are student-centered and the teacher acts as facilitator or coach.
Students work in cooperative groups for extended periods of time
In both approaches, students seek out multiple sources of information.
There is often a performance-based assessment.

24. Differences Between Project Based and Problem Based Learning
In Project based learning, the students define the purpose for creating an end product.
In Problem based learning, the students are presented with a problem to solve.
In Project based learning, the students present their conclusion and there is an end product.
In Problem based learning, when the students present their conclusion, there may or may not be an end product.

25. Project and Problem Based Learning Differences and Similarities Example

26. An education company has asked for your help to create an activity with the following materials. 20 pieces of paper, 4 paper clips, 10 inches of tape and a tennis ball. The activity should include 21st Century Skills and other content areas. Work in groups of 3 to 5. You have 20 minutes to complete and present
your group results.
This is a Problem Based Learning activity

27. You have been given 20 pieces of paper, 4 paper clips and 10 inches of tape.
Your group is to build the highest paper tower possible that will support a tennis ball for 10 seconds when placed on top. The structure is to be free standing and cannot touch any other object that would aid in support. The tape is also not to be used to attach the tower to any other object. One final objective for your group is to make connections to STEM content areas relating to this activity. You have 20 minutes to complete.
This is project based

28. Example of a Problem Based Learning Method
Present the Problem, Scenario, or Situation
Define problem statement
List what is known
List what is unknown, or needed to know
List what is needed to be done: Action Plan, who will do what and why
Gather and analyze information (Dynamic Governance)
Present Findings

29. Crafting the Driving Question
When crafting the Driving Question, remember:
Driving Questions are provocative.
Driving Questions are open-ended.
Driving Questions go to the heart of a discipline or topic.
Driving Questions are challenging.
Driving Questions can arise from real-world dilemmas that students interesting.
Driving Questions are consistent with curricular standards and frameworks.

30. A Project Learning Classroom is ...
Communication- focused
Research-based
Technology- enhanced
21st Century friendly
Hard, but fun!
Project-centered
Open-ended
Real-world
Student-centered
Constructive
Collaborative
Creative
When we have rigorous, but relevant, real-world assignments that engage students and require them to work collaboratively as they synthesize information and evaluate their work, we get to creativity in the classroom. We bring life to learning. This is what the students told us during the panel at the last County Leadership Team Conference.
We need to give our students time to reflect on what they have learned and accept or reject that learning from their projects. Teachers in project learning classrooms ask questions to get kids to connect to their world. It is those well written and thought out driving questions that takes student learning into Quadrant D of the R & R Framework. This project learning classroom teachers also build in the differentiation of the process and the product to meet the learning needs of the students.

31. Project Learning is Skill-Based
To learn collaboration – work in teams To learn critical thinking – take on complex problems To learn oral communication – present To learn written communications – write

32. Project Learning is Skill-Based
To learn technology – use technology To develop citizenship – take on civic and global issues-- Service Learning To learn about careers – do internships To learn content – research and do all of the above

33. Students Develop Needed Skills in
Information Searching & Researching
Critical Analysis
Summarizing and Synthesizing
Inquiry, Questioning and Exploratory Investigations
Design and Problem-solving

34. In a project learning classroom
The teacher’s role is one of coach, facilitator, guide, advisor, mentor… not directing and managing all student work.

35. Culminating Products Examples
Research papers
Report to school staff or authentic audience
Multimedia shows
Presentations at school-wide assemblies
Exhibitions in the school or community
Websites
Public service announcements

36. Mark Swiger swiger. mark@gmail
Mark Swiger Marshall County Schools, WV John Henry EIRC