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Welcome to EDC 365E

Project-Based Instruction

Please get a laptop

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Agenda for todays class:

Introductions

Syllabus

In-class reading

How can I know what topics are

engaging to students from verydifferent cultures than mine?

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Introductions

Make a name tent

Get to know your neighbor (groups of 2-3)

Introduce your partner to the class

(including area s/he will teach)

Briefly describe your own prior experience

with PBI

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Accommodations

The University of Texas at Austin providesupon request appropriate academicaccommodations for qualified students with

disabilities. For more information, contactthe Office of the Dean of Students at 471-6259, 471-4641 TTY.

If you need an accommodation for readingthe syllabus, let the instructor know.

I will try to SAY and DISPLAY all criticalinformation; different people processinformation better in different ways.

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Syllabus

Get a syllabus challenge question

Find someone in your content area to work with

Find the answer to your question and explain it to your

partner (get/give feedback on how to present it to class)

Then you will briefly explain your answer to the class

NOTE: questions require looking across various

sections of the syllabus. Please mention what sections

were relevant to your question.

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To access the syllabus:

Grab a laptop

Check into Blackboard (courses.utexas.edu)

Select this course

Click on syllabus

Syllabus/Blackboard

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Goal

Everyone understands the syllabus,

knows whats coming, and has a chance

to give feedback

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Syllabus

Get a syllabus challenge question

Find someone in your content area to work with

Find the answer to your question and explain it

to your partner (get/give feedback on how to

present it to class)

Then you will briefly explain your answer to the

class NOTE: questions require looking across various

sections of the syllabus. Please mention what

sections were relevant to your question.

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LO 1: Relate project-based instruction to the underlying

learning theories (e.g., constructivist and situated

perspectives) and findings (e.g., the importance of

context and metacognition) from the Learning Sciences

research base.

1. What course goal do you think is most

closely related to learning objective 1?

Find activities and readings that youbelieve will help you meet this learning

objective.

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LO 2: Analyze project-based instruction in terms of

students cognitive development, content-specific

participatory practices, motivation, and equity.

2. What course goal do you think is most

closely related to learning objective 2?

Find activities and readings that youbelieve will help you meet this learning

objective.

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LO 3: Be familiar with the history of PBI as well as

commonly perceived strengths and critiques of this

form of instruction; describe examples of PBI in STEM;

and analyze those examples in terms of several

frameworks for PBI.

3. What course goal do you think is most

closely related to learning objective 3?

Find activities and readings that youbelieve will help you meet this learning

objective.

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LO 4: Read and analyze research results and

theoretical literature on PBI and employ these in

analyses of their own teaching or observed lessons.

4. What course goal do you think is most

closely related to learning objective 4?

Find activities and readings that youbelieve will help you meet this learning

objective.

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LO5: Compare, contrast, and evaluate project-based

and other instructional approaches (including other

approaches also based on inquiry such as problem- or

case-based instruction), both in general and for

particular instructional goals.

5. What course goal do you think is most

closely related to learning objective 5?

Find activities and readings that youbelieve will help you meet this learning

objective.

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LO 6: Create and implement lesson plans for multi-day

high school STEM projects, following the design

principles and theoretical frameworks introduced in

class, and explicitly linking to district, state and/or

national content and inquiry standards.

6. What course goal do you think is most

closely related to learning objective 6?

Find activities and readings that youbelieve will help you meet this learning

objective

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LO 7: Review and critique lesson plans and their

implementation, using digital video of multi-day

lessons; and reflect on strengths and areas for

improvement

7. What course goal do you think is most

closely related to learning objective 7?

Find activities and readings that youbelieve will help you meet this learning

objective

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LO 8: Become familiar with various technological tools

that can be useful in project-based curriculum

development and implementation, and be able to

critically conduct a cost/benefit analysis of their use

8. What course goal do you think is most

closely related to learning objective 8?

Find activities and readings that youbelieve will help you meet this learning

objective.

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LO 9: Discuss lab safety and liability issues related to

STEM instruction in wet labs or field experiences.

9. What course goal do you think is most

closely related to learning objective 9?

Find activities and readings that youbelieve will help you meet this learning

objective

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LO 10: Become sensitive to and learn to proactively

handle equity and diversity issues in classroom

teaching, ensuring that all students have an

opportunity to learn, and become aware of students

funds of knowledge as a resource.

10. What course goal do you think is most

closely related to learning objective 10?

Find activities and readings that youbelieve will help you meet this learning

objective.

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LO 11: Create and evaluate alternative assessments

appropriate for project-based instruction.

11. What course goal do you think is most

closely related to learning objective 11?

Find activities and readings that youbelieve will help you meet this learning

objective.

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LO 12: Evaluate the role of national educational

accountability initiatives such as NCLB and Race to

the Top and their impact on PBI.

12. What course goal do you think is most

closely related to learning objective 12?

Find activities and readings that youbelieve will help you meet this learning

objective.

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Syllabus challenge

13. Describe how PBI relates to Step 1

and Step 2, Knowing and Learning, and

Classroom Interactions. State where in thesyllabus you found information that helped

you address this point.

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Syllabus challenge

14. From the syllabus, identify 3-5

important researchers specifically in the

area of PBI. Based on this, identify someuniversities that have impacted the field of

PBI.

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Syllabus challenge

15. According to the syllabus, what are

some strengths of PBI? Weaknesses or

challenges? What do you think additionalstrengths and weaknesses or challenges

might be?

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Syllabus challenge

16. Describe the role of groups in this

class and the rationale behind the use of

groups. Identify the paper that will guideour collaborative group work and briefly

summarize this papers main points.

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Syllabus challenge

17. Describe the role of discourse

(discussions) in this class. Identify the

paper that will guide our collaborativegroup work and briefly summarize this

papers main points.

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Syllabus challenge

18. Describe the field component of this

course. Compare and contrast it to those

of Step 1 and 2, and ClassroomInteractions.

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Syllabus challenge

19. What are the expectations for students

in this course?

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Syllabus challenge

20. Describe the required and

recommended readings for the course,

how to access them, and how discussionsconcerning the readings will be organized.

(Include a description of the role of

discussion leaders, discussion boards,and note-taking.)

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Syllabus challenge

21. Describe the grading policy for the

course. Create a rough timeline (using

PPT) showing where each gradingcategory is principally addressed.

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Syllabus challenge

22. The course goals are meant to

correspond to 5 major areas: instruction,

curriculum, assessment, learning theory,and the role of this course in the UTeach

sequence of courses. What course goal

do you think corresponds to each area?Describe the role of technology in each

major area.

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Relevance, Diversity, and PBI

Read the Moll et al. (1992) article silently

Focus on 2 aspects:

A) What is the project like?

B) How did the authors determine what topics

might be relevant to their students?

We will discuss point B today

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Funds of Knowledge vs.

Deficit Model

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Ideas on how to establish

relevance in your classroom

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For next time

Prerequisite Readings

Recommended Readings: Krajcik & Czerniak Ch. 1

Science: Doran, Chan, & Tamir Ch. 1

Science students: Online safety training class

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Essential Questions for PBI

How does a teacher choose a topic or learning goal that

leads students to enduring and meaningful

understanding of the material?

What scaffolding can be provided by teachers toincrease student learning during project-based

instruction?

When and how should teachers use formative and

summative assessment during project-basedinstruction?

How can a teacher develop the necessary social

structures to promote participation and leadership in

students while engaged in project-based instruction?