1. PBL Sara Hallermann PBL National Faculty Buck Institute for Education sarahallermann@yahoo.com

3. By the end of PBL 101, you will have started planning a project by: O Understanding “Main Course” PBL O Generating a Project Idea O Refining a Driving Question O Balancing Assessment Strategies O Gathering Tips for Managing Projects O All of the Above

5. MY STORY

6. Begin with the End in Mind

7. THINKSHARE BEGIN WITH THE END IN MIND. What knowledge, skills & dispositions do you want your students to have before they graduate? In other words, describe your “ideal graduate.”

8. THINK SHARE

11. Get Farther

13. “ It’s not focused enough on content.” – They

14. “ I can’t use traditional teaching tools !” – They

15. “ I can’t cover enough material.” – They

16. “ It’s loud & messy !” – They

17. “ There’s no individual accountability.” – They

18. “ I don’t have time and support.” – They

19. “ It’s not for my students.” – They

20. bie.org/research

21. By the end of PBL 101, you will have started Planning a Project by: O Understanding “Main Course” PBL O Generating a Project Idea O Refining a Driving Question O Balancing Assessment Strategies O Gathering Tips for Managing Projects O All of the Above

22. “The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.” – John Dewey

23. MY “PROJECT”

24. Dear Keepers of the Missions of Alta California, Because the Church desires to save more Indian souls, we would like to establish another mission, the 22nd, somewhere beyond the one in Sonoma. Please tell us exactly where you think the mission should be located and what it should look like, based on your knowledge of the area. With gratitude, Archbishop Fonte Mexico City, 10 June 1822

25. Driving Question or Challenge Need to Know Inquiry & Innovation Public Performance & Product Student Voice & Choice 21 st Century Skills Critique & Revision

26. The 22 nd Mission Project Driving Question or Challenge Need to Know Inquiry & Innovation Publicly Presented Product Student Voice & Choice 21 st Century Skills Feedback & Revision

27. Driving Question or Challenge

28. Need to Know

29. Inquiry & Innovation

30. 21 st Century Skills

31. Student Voice & Choice

32. Feedback & Revision

33. Publicly Presented Product

34. LINE IN THE SAND. Watch this video. Look for the 7 essential elements of PBL. Were any elements particularly strong, or were any missing? Video - Students as Entrepreneurs

35. revolution

36. “ Build with what they have. ” – Lao Tzu

37. REVOLUTION OR EVOLUTION. Would PBL be an evolution of your teaching, or a revolution? Or do you do it already? Could you modify some of your current activities or “projects” so they have the 7 essential features of PBL? THINK SHARE

38. By the end of PBL 101, you will have started planning a project by: O Understanding “Main Course” PBL O Generating a Project Idea O Refining a Driving Question O Balancing Assessment Strategies O Gathering Tips for Managing Projects O All of the Above

40. SOURCES OF INSPIRATION o Your Community o Your Students o Current Events o Real-World Practice/Problem o Your Content Standards o Online Project Libraries o Your File Cabinet o Your Colleagues

41. Authentic Culminating Product Activity

42. LIMITEDAMBITIOUS Duration 10-15 contact hours40+ contact hours Breadth One subject; few standards Interdisciplinary; several standards Technology BasicExtensive Setting ClassroomCommunity/World Who’s Involved One teacher Several teachers, outside experts, community Audience Classroom Experts, community, world, web Student Autonomy Teacher-defined; tightly managed Co-defined and managed

44. By the end of PBL 101, you will have started Planning a Project by: O Understanding effective PBL O Generating a Project Idea O Refining a Driving Question O Balancing Assessment Strategies O Gathering Tips for Managing Projects O All of the Above

45. PBL Need to Know Inquiry & Innovation Publicly Presented Product Student Voice & Choice Feedback & Revision 21 st Century Skills Driving Question or Challenge

46. WHY HAVE A DRIVING QUESTION? FOR STUDENTSFOR TEACHERS Guides Project Work Creates Interest and/or the Feeling of Challenge Reminds Them “Why we’re doing this today” Guides Planning & Reframes Content Standards or Big Ideas Captures & Communicates the Purpose of the Project Initiates and Focuses Inquiry

47. REFINING A DRIVING QUESTION. Watch this video. What do you notice about the process of refining a Driving Question?

48. THINKSHARE REFINING A DRIVING QUESTION. What do you notice about the process of refining a Driving Question?

49. From “too big” to manageable: How have humans changed the environment? How has our valley changed in the past 50 years?

50. From “Google-able” to open-ended: What were the major developments in the Renaissance? Was the Renaissance a rebirth, or a whole new baby?

51. From too general to more concrete and challenging: How do architects use geometry? How can we design a theatre that meets specifications with the greatest number of seats?

52. From too abstract to more relevant and engaging: What is a hero? Who are the heroes in my life?

53. From too general to more concrete and localized: What are the characteristics of healthy soil? Is our soil healthy enough to support a vegetable garden?

54. From “sounds like a teacher” to student-friendly: How does the author use voice and perspective in The House on Mango Street to reflect on her childhood and community? How does our childhood shape who we are as teenagers?

55. Types of Driving Questions...  Abstract “When is war justified?” “Should art be censored?” “Should President Truman have dropped the atomic bomb on Japan?”  More Concrete “Are amusement park rides safe?” “Is our water safe to drink?” “Can DNA evidence be trusted in criminal trials?”  Problem-Solving “How can we decrease the amount of pollutants in the water that runs off our city's streets into the river?” “How can we improve the traffic flow around our school?”  Design Challenge “How can we design a community theatre that meets size limits and seats the most people?” “How can we design a museum exhibit about the Vietnam War so that it appeals to diverse groups in our community?”

56. REFINE A DRIVING QUESTION. Choose one of the projects on the handout. Pick the best Driving Question for it, or refine one, or write a new one. THINK SHARE

57. CRITERIA FOR EVALUATING YOUR DRIVING QUESTION: 1.Will my students understand it? (Bonus: …and find it intriguing?) 2.Is it open-ended and does it require a complex answer? 3.To answer it, will my students need to learn important content and skills? 4.Does it focus on an authentic issue, problem or challenge? (Bonus: …and create a local context for the project?)

58.  Generate a Project Idea  Refine a Driving Question  Determine Culminating Products  Create an Entry Event* TO DOs:

61. bie.org/tools

64.  Generate a Project Idea  Refine a Driving Question  Determine Culminating Products  Create an Entry Event* TO DOs: