1. Project Based Learning
Linda Ullah, M.A., M.Ed.
L. Ullah

2. Who are you? Name/school Subject Area(s) you teach Grade(s) you teach
What do you know about?
What do you want to know about PBL?
Do you currently use PBL in your classroom?

3. Life Is Project Based Learning

4. But where is the disconnect between life and school?

5. PBL is NOT New JOHN DEWEY CARL ROGERS LEV VYGOTSKY SOCRATES
CARL ROGERS
LEV
VYGOTSKY
SOCRATES
B.C.
JEAN PIAGET
BENJAMIN BLOOM
JEROME
BRUNER
1915-CURRENT
SEYMOUR PAPART

6. Learning: an active process in which students construct new ideas or concepts based on their current knowledge.

7. PBL
engages students
provides an environment for the acquisition of skills needed in higher education & workplace.
teaches curricular content
Builds 21st Century Skills
-Drake High School, San Francisco, CA

8. Seven Elements of Project-Based Learning
Standards Based
Assessment
Student Centered
Collaboration
Real World Connection
Extended Time Frame
Multimedia
Challenge 2000 Multimedia Project:

9. Six As of Project Based Learning
Authenticity
Academic Rigor
Applied Learning
Academic Exploration
Adult Connection
Assessment Practices
From Buck Institute Web site

10. Another Way to Look at What is PBL
Content
Conditions
Activities
Results
Buck Institute for Education:

11. Content: Compelling ideas Problems presented in their full complexity
Students finding interdisciplinary connections between ideas
Students struggling with ambiguity, complexity, and unpredictability
Real-world questions that students care about
Buck Institute for Education:

12. Conditions: Support student autonomy Students community of inquiry
Coursework in a social context
Students exhibit task- and time-management behaviors
Students direct their own work & learning
Students simulate the professional work
Buck Institute for Education:

13. Activities: Investigative and engaging
Students multi-faceted investigations over long periods of time
Students encountering obstacles, seeking resources, and solving problems
Students making their own connections among ideas and acquiring new skills
Students using authentic tools
Students getting feedback from expert sources and realistic assessment
Buck Institute for Education:

14. Results Real-world outcomes
Students generating complex intellectual products to demonstrate learning
Students participate in assessment
Students held accountable for competence
Students exhibiting growth in real-world competence
Buck Institute for Education:

15. How Do I Begin? Planning Begin with an “Essential Question”
What is important to your students
What is the deep learning--the enduring understanding
What are the necessary skills
Standards
Prerequisite knowledge (prior knowledge)
Prerequisite skills
Skills and knowledge to to be embedded into the project

16. Engage Students in problem solving in higher order thinking skills
in critical thinking
to solve real problems for a real audience

17. Focus of curriculum Focus of curriculum
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Focus of curriculum
Content coverage
Knowledge of facts
Learning "building-block" skills in isolation
of complex problem-solving skills
Focus of curriculum
Depth of understanding
Comprehension of concepts and principles
Development
Buck Institute for Education:

18. Scope and sequence Scope and sequence
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Scope and sequence
Follows fixed curriculum
Proceeds block by block, unit by unit
Narrow, discipline-based focus
Scope and sequence
Follows student interest
Large units composed of complex problems or issues
Broad, interdisciplinary focus
Buck Institute for Education:

19. Teaching role Teaching role Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Teaching role
Follows fixed curriculum
Proceeds block by block, unit by unit
Narrow, discipline-based focus
Teaching role
Follows student interest
Large units composed of complex problems or issues
Broad, interdisciplinary focus
Buck Institute for Education:

20. Focus of assessment Focus of assessment
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Focus of assessment
Process and products
Tangible accomplishments
Criterion performances and gains over time
Demonstration of understanding
Focus of assessment
Products
Test scores
Comparisons with others
Reproduction of information
Buck Institute for Education:

21. Materials of instruction Materials of instruction
Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Materials of instruction
Texts, lectures and presentations
Teacher-developed exercise sheets and activities
Materials of instruction
Direct or original sources: printed materials, interviews, documents, and others
Data and materials developed by students
Buck Institute for Education:

22. Use of technology Use of technology Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Use of technology
Ancillary, peripheral
Administered by teachers
Useful for enhancing teachers' presentations
Use of technology
Central, integral
Directed by students
Useful for enhancing student presentations or amplifying student capabilities
Buck Institute for Education:

23. Classroom context Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Classroom context
Students working alone
Students competing with one another
Students receiving information from an instructor
Classroom context
Students working in groups
Students collaborating with one another
Students constructing, contributing, and synthesizing information
Buck Institute for Education:

24. Student role Student role Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Student role
Carry out self- directed learning activities
Discoverer, integrator, and presenter of ideas
Students define their own tasks and work independently for large blocks of time
Communicate, show affect, produce, take responsibility
Student role
Carry out instructions
Memorizer and repeater of facts
Students receive and complete brief tasks
Listen, behave, speak only when spoken to
Buck Institute for Education:

25. Short-term goals Short-term goals Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Short-term goals
Understanding and application of complex ideas and processes
Mastery of integrated skills
Short-term goals
Knowledge of facts, terms, content
Mastery of isolated skills
Buck Institute for Education:

26. Long-range goals Long-range goals Traditional Instruction Emphasizes
Project Based Learning Emphasizes
Long-range goals
Depth of knowledge
Graduates who have the dispositions and skills to engage in sustained, autonomous, lifelong learning
Long-range goals
Breadth of knowledge
Graduates who have the knowledge to perform successfully on standard achievement tests
Buck Institute for Education:

27. The Backwards Planning Process
McTighe J, Wiggins G (op cit)

28. Assessment
McTighe J, Wiggins G (op cit)

30. Your turn: http://www.lullah.com/pblwebquest/
Short PowerPoint on your essential question at December CalMod meeting
3 minute presentation
Discussion and review