| Date post: | 17-May-2015 |
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None or almost none
Less than 1/4 About 1/4 About half About 3/4 All or almost all
0
1
2
3
4
Teachers who use PBL to a greater extent use more online features
Amount of time spent on PBL, in selected course
Mean # ofFeatures Used
MORE PBL, MORE FEATURES
Jason Ravitz Julie BlazevskiBuck Institute for Education Hypothesi Novato, CA Ann Arbor, [email protected] [email protected]
Assessing the impact of
ONLINE SUPPORTS ON
PBL use in US High Schools
Why study PBL?• Strong theoretical basis• Evidence of effectiveness• Emphasized in small high school reform
– PBL is the most frequently cited strategy– Biggest hurdles are instructional
• Need for more sophisticated PBL in K-12• Need for supports for PBL
– Or else PBL will not be used, or used effectively
"It appears that small schools are fostering more personal and supportive contexts for both teachers and students, but they do not appear to be spurring increased instructional reform”
- Kahne, Sporte, de la Torre & Easton (2006)
“Among the schools in this initiative that reported efforts to implement a common pedagogy across all classes, Project Based Learning (PBL) is the most commonly cited instructional strategy”
– GATES Funded Evaluation (AIR/SRI)
Institute of Education Sciences – Newsflash
(August, 2010)
Problem-based curriculum boosts high school students'
knowledge of economics http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=89
A design view of PBL
“a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process that is structured around complex, authentic questions and carefully designed products and tasks”
Mergendoller, et al., 2006
Today’s PBLLooks nothing like the ‘Project Method” popularized by William H. Kilpatrick (1918), in the early 20th century
Nor does it look like “discovery learning” or “minimally-guided instruction”, popularized later 20th century
– High Tech High School (hightechhigh.org/projects/)– Envision Schools (envisionprojects.org)– Expeditionary Learning schools (elschools.org)– New Tech Network (newtechnetwork.org)
But….it’s not easy
• Teachers need– Professional development– Resources– Structural change (time)– Assessment reform
• Do they need online technologies too?
SURVEY POPULATION
1200 PBL using teachers400 valid responses
35% response
SURVEY POPULATION Academic teachers in public US High Schools
Large, comprehensive schools Small High Schools (Start-ups and Conversions) Reform Models
Invested in PBL Received BIE Materials or Workshops
Confirmed use of PBL for “core” academics Math, Science, Social Studies or English
In different kinds of high schools and across academic subjects…
What is the prevalence of PBL use, preparedness and challenges?
What is the prevalence of online feature use for PBL?
To what extent is online feature use related to PBL use, preparedness and challenges?
Research Questions
PBL INVOLVES: Extended investigation In-depth inquiry Student self-direction or choice Presentation of results or conclusions
ONLINE FEATURES Resource Lists Project Libraries Design & Management Tools Collaboration Tools Student Feedback Teacher Feedback Access to Experts
PREVALENCE
PBL Use and Conditions by School Type
4 or more tech-nology features
More than 5 days PBL-related PD
A school-wide em-phasis on problem-
based, project-based, or inquiry
learning
1/2 or more time spent on PBL
0 20 40 60 80 100
Models
Startups
Conversions
Comprehensives
%PBL & High School Reform
Lack of time in curriculum to carry out projects
Lack of professional development or coaching for PBL
72%
40%
64%
17%
30%
17% Reform network
Other Small/SLC
Large, com-prehensive
% of teachers “moderate” or “major” challenge
PBL Challenges by School Type
2X more Large School Teachers wereChallenged by lack of Professional Development
When compared to other schools,
2X fewer Reform Model Teachers wereChallenged by lack of Time in Curriculum for PBL
An online collection of high quality projects
An online collection of PBL resources (e.g., rubrics, templates, examples, descriptions, suggestions,
video)
Tools created to help you or your students design and manage projects online
A way for YOU to get feedback from other teachers or adults on your projects or student work
A way for your STUDENTS to post work to get feedback or be assessed by you or others
Tools for linking you or your students to outside experts, mentors, or other schools
Online collaboration tools, e.g., blog, Wiki, listserv, social networking, etc).
46%
44%
36%
11%
18%
8%
20%
45%
58%
31%
23%
21%
19%
35%
63%
60%
58%
39%
56%
34%
47% Reform Network
Other Small/SLC
Large, comprehensive
When compared to other schools,
3X more Reform Model Teachershave had Students get Online Feedback
2-3X fewer Large School TeachersReceived Online Feedback about projects
RELATIONSHIPS
None or almost none
Less than 1/4 About 1/4 About half About 3/4 All or almost all
0
1
2
3
4
Teachers who use PBL to a greater extent use more online features
Amount of time spent on PBL, in selected course
Mean # ofFeatures Used
MORE PBL, MORE FEATURES
High Tech High (N=28)
Individual Handbooks (N=19)
Center for Effective School Practices (N=19)
San Diego (N=27)
New Tech High (N=122)
BIE workshop (N=104)
Edvisions (N=45)
High Tech High Affiliates (N=12)
Bulk Handbook (N=44)
North Carolina (N=70)
Envison Schools (N=23)
-0.05
-0.1
0.06
0.21
0.23
0.32
0.35
0.41
0.46
0.55
0.55
Online Features Correlated to PBL Preparedness
Correlations
-0.10
-0.05
0.60 Math0.57 Social Studies0.40 Interdisciplinary0.36 Science0.19 English
Correlation Between PBL Use & Features Use
2x fewer Large School Teacherswho used online collections of projects
When compared to other teachers,
were challenged by lack of PBL examples or models
3x fewer Large School Teacherswho used online collections of PBL resources
were challenged by lack of Professional Development
Comparisons of the % of those who used the feature who felt “well prepared” followed by the % of those who did not use the feature who felt “well prepared” , within school type (R=Reform Network, S=Small School, L=Larger, comprehensive)
Preparedness for Tasks by Use of Features
50% more Small School Teacherswho design & manage projects online
When compared to other teachers,
feel well prepared for each PBL-related Task
50% more Reform Model Teacherswho link to experts online
feel well prepared for most PBL-related Tasks
100% of Large School Teacherswho received online feedback from others
When compared to other teachers,
Felt Well Prepared to…• Teach as assess skills beyond academics• Facilitate and manage groups• Promote depth of student work• Meet state standards• Plan and design new standards
vs. about 50%who did not receive online feedback
β= 0.20 Preparedness-0.21 Fewer Challenges 0.25 Time Spent on PBL
In Reform Model SchoolsOnline Feature Use is related to…
After controlling for teacher professional engagement, school wide emphasis on PBL, and interdisciplinary instruction
β= 0.38 Preparedness-0.20 Fewer Challenges
In non-reform Model SchoolsOnline Feature Use is related to…
After controlling for teacher professional engagement, school wide emphasis on PBL, and interdisciplinary instruction
Which came first PBL or Technology?
PBL is a technology
Innovativeness = one construct?
Does that make the entire relationship spurious?
Do you have to be an early adopter or teacher-leader?
“Technology is the answer …but what was the question?” (Ely, 1991)
A. Can we support more effective use of PBL? (by using new technologies) B. Can we support more effective use of new technologies? (by using PBL)
Don’t drop the egg! (Solis, 2010)
How does PBL use differ when new technologies are used?
How does new technology use differ when PBL is used?
Future Research
REFERENCESBarron, B. & Darling-Hammond, L. (2008). Powerful Learning: What We Know About Teaching for Understanding.
http://www.bie.org/research/study/powerful_learning
Buck Institute for Education (2010). Does PBL Work? http://www.bie.org/about/does_pbl_work
Mitchell, K., Shkolnik, J.,Song, M, Uekawa, K., Murphy, R., Garet, M., & Means, B. (2005). Rigor, relevance, and results: The quality of teacher assignments and student work in new and conventional high schools. Washington, D.C.: American Institutes for Research and SRI International. http://smallhs.sri.com/documents/Rigor_Rpt_10_21_2005.pdf.
Ravitz, J. (2009a). Does Project Based Learning Help Foster Communities of Learners in Small US High Schools? Paper presented at meetings of of the European Association for Research on Learning and Instruction. Amsterdam, NL. August 29, 2009. http://www.bie.org/research/study/BIE_EARLI_2009
Ravitz, J. (2008). Project Based Learning as a Catalyst in Reforming High Schools. Paper presented at Annual Meetings of the American Educational Research Association. NY, NY: http://www.bie.org/research/study/AERA_2008
Riel, M. & Becker, H. (2008). Characteristics of teacher leaders for information and communication technology. In J. Voogt & G. Knezek (eds.) International Handbook of Information Technology in Primary and Secondary Education, 397-417. http://mindmaps.typepad.com/files/08-riel-becker-teacher-leadership-tech.pdf
Strobel, Johannes and van Barneveld, Angela (2008) "When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms," Interdisciplinary Journal of Problem-based Learning , 3(4). :http://docs.lib.purdue.edu/ijpbl/vol3/iss1/4
bie.org/researchbiepbl.blogspot.com
