Post on 26-May-2015
transcript
Project Based Learning
Dana Berg, ESA2Dana Berg, ESA2
WhatWhat’’s the difference s the difference between between
Doing ProjectsDoing Projects and and
Project Based LearningProject Based Learning??
Know/ Need to KnowKnow/ Need to Know
Presentation/ProductPresentation/ProductPresentation/ProductPresentation/Product
In PBL, the In PBL, the ““ProblemProblem”” is front- is front-loaded.loaded.
RubricRubric
WHAT DOES PBL LOOK LIKE?
DRAFT DRAFT SOLUTIONSSOLUTIONS
Teachers provide Teachers provide coaching, assignments coaching, assignments and direct instruction to and direct instruction to address student needs.address student needs.
Teachers develop problems Teachers develop problems based on content standards, based on content standards,
that students (working in that students (working in teams), develop solutions to. teams), develop solutions to.
GROUPGROUPPLANNINGPLANNING
RESEARCH ANDRESEARCH ANDINVESTIGATIONINVESTIGATION
FORMALFORMALTEACHINGTEACHING
WHAT DOES PBL LOOK LIKE?
DRAFT DRAFT SOLUTIONSSOLUTIONS
Teachers provide coaching, assignments and direct instruction to address student needs.
Teachers develop problems based on content standards,
that students (working in teams), develop solutions to.
GROUPGROUPPLANNINGPLANNING
RESEARCH ANDRESEARCH ANDINVESTIGATIONINVESTIGATION
FORMALFORMALTEACHINGTEACHING So, how do So, how do
we develop we develop projects?projects?
Guidelines for Project Development
• Begin with the end in mind
• Craft the driving question
• Develop a scenario
• Plan the assessment
• Map the project
• Receive Critical Friends feedback
• Manage the process
Developing The Project
Plan the Assessment
Begin w/ the End in Mind
Craft the Driving Question
Develop a Scenario
Documentation for Project Development
Map the Project
The team teachers want to create a new project, so they
Begin With The End in MindBegin With The End in Mind
• They look to the standardsstandards and school-wide learning outcomeslearning outcomes:
• I want to combine world history, career planning and world history, career planning and success skills, and language arts 9 standardssuccess skills, and language arts 9 standards
• I want to focus on developing collaboration, written collaboration, written communication, and oral presentation skillscommunication, and oral presentation skills
Content Standards
Next, they Craft the Driving QuestionCraft the Driving Question
• Why are there hate crimes/terrorism that are based on religious beliefs/customs? What are they and how can they be prevented?
Then, they Developed a Scenario Developed a Scenario by crafting a problem statement
How do we as….young Americans
Do……understand other religions/customs
So that..…we can eliminate hate crimes/terrorism and live in peace/harmony?
Finally, they Planned the Assessment (step 3)
Then they mapped the project
by developing an Entry Event
A Strong Entry Document…
Is aligned to State standards
Sets the scene
Outlines the problem/project
Gives the students roles
Gives the students a goal/idea of end product
Provides key words or phrases that hint toward the need-to-know list
Allows students to (at least initially) chart their own course.
Think Hansel and Gretel
Put down some “bread crumbs” to help your students find their way…
In your entry doc, lay some hints down, to help them go in the direction you want
Key words and phrases often serve as the “bread crumbs” - students will key on them as Need To Knows.
Think About…
Adult Connections
Any astronauts in your community? Invite them for assessment or as a guest speaker during the course of the project.
Contact NASA, tell them about your project, how they might help?
Authencity
Find the logo for NASA, put into letter.
Convince someone at NASA to actually allow the use of his/her name at the bottom of the letter.
Video conference presentations with Houston/Mission Control?
Trial Run It!
You might give your entry doc to another teacher, and have him/her write a list of knows/need to knows
Did that person identify the key areas that you want to hit in your project?
Will the need-to-knows provide direction for beginning the project?
They continued Mapping the Project Mapping the Project by planning scaffolding activities
• Workshops over the writing process
• Analyze various websites to see if they are credible
• Students will use note cards to document their findings
• Workshops on formatting report, title page, outline, sources, etc.
• Jigsaw workshops for each individual religion
• Understanding proofreader’s marks
Next, they receivedreceived Critical Friends FeedbackCritical Friends Feedback
• Once they completed the Project Overview document they asked for feedback from their colleagues and their designated coach.
• They made sure to follow the Critical Friends protocol so that everybody was able to focus on the project rather than the individuals who developed the project.
Finally, they considered how they would
Manage the ProcessManage the Process
Questions to consider…Questions to consider…
WhatWhat’’s my role during the project?s my role during the project?
What are the different stages of the project?What are the different stages of the project?
What does a typical day look like?What does a typical day look like?
WhatWhat’’s the role of my students during the project?s the role of my students during the project?
Learning to Work In a Group Is a New Skill For Many Students
Students may become frustrated
Students may want to work alone
Students may lack the skills to be a good collaborator
As with any new skill, students will need practice, guidance and support to develop this ability
Repeated practice and reflection
Tools to help guide collaboration
Group Contracts
Have students write a group contract at the beginning of each project
Provide Template, guidelines, sample contracts
Review with the group and have each member sign it
Refer to the contract when problems in the group arise
Ask the groups to reflect on their contract at the end of the project
Group Leaders
Meet with the groups leaders on a daily basis to discuss the groups progress and any questions the group may have
The group leader should keep a daily log of what the group accomplished
Incentives can be offered for groups that meet all of their deadlines
Project Pacing Charts
Each group should develop the chart collaboratively
Refer to the pacing chart on a regular and frequent basis
Points can be assigned for work ethic as a daily formative assessment
Discussion Database
How Its Used
Accountability
Daily Responses
Formative Assessment
Living Document
Examples
Notebook Journal
Wikispace Discussion
Blog
Wallwisher.com
Group Folders
Groups often struggle to manage all of the paperwork that is included in a project
If a student is absent, other group members have access to all the work
You can periodically check folders to monitor the progress each group is making
Create a folder for each group that can hold all the group work throughout the project
Contact Me
Dana Berg
www.danaberg.wikispaces.com
dberg@edec.org
Twitter: @danaberg81 @sdesa2