Project Based learning

An Overview

2

Project Learning Cycle

Review

Manage

Do

Plan

Define

3

The DEFINE Phase

Assessment approaches

Strategies

Links to curricula

Scope

Outcomes

Project Topics

Define Phase

4

The Define Phase: Six Features of Good Essential Questions Open-ended

Challenging

Relevant tostudents’ lives

Significant

Consistent withCurriculum standards

Provocative

5

Some Good Essential Questions

How can humans & animals live together harmoniously?How do you imagine the school of future?How can we provide access to safe drinking water for everyone in our world?What beliefs do people have in different parts of the world?

How can we end hunger in our world?What role does art or music play in our lives?What can we learn from the world of sports?What lessons have you learned from history?How can we take better care of our world and its resources?

6

Some Good Essential Questions

What lessons have you learned from a favorite book or film?

What kind of business would you start to serve your local community?

What is life like for people in your locality?

What makes a good world citizen?

What leader do you most admire, and why?

How would you introduce a tourist to your home (or country)?

What can you do to lead a healthy life?

05 February 2009 7

The Define Phase: Student Autonomy

Autonomy- Ability to control one’s actions and make independent decisions

Students’ Autonomy

Low Medium High

05 February 2009 8

The Define Phase: Grouping Strategies

Group sizeStudents’ skillsAbility of studentsRelationships between students

9

Developing the Assessment Approach

Assessment Approach

Authentic Formative Summative

Survey

Model

Portfolio

Feedbacks on

Meetings

Performances

Scores on reports

Evaluating models

Assessing presentation

O & A Session

Checklist

10

Assessment RubricsOde to the West

Wind Excellent10-7.5

Good7.4-5

Average4.9-2.5

Needs Improvement2.5-0

Presentation Creativity: Catchy PowerPoint, use of right colour combination, use of suitable templates

Content: proper headings, subheadings, inclusion of posters, effective narration, content easy to understand, grammatical accuracy

Creativity: Catchy PowerPoint, use of right colour combination, use of suitable templates

Content: proper headings, subheadings, inclusion of posters and effective narration, minor grammatical errors

Creativity: Plain PowerPoint, no thought to colour combination, use of suitable templates

Content: no subheadings (only main headings used), no posters, grammatical errors

Creativity: Ineffective PowerPoint, no thought to colour combination, blank template

Content: paragraphs without headings- subheadings, grammatical errors

Resources Used Library: Good use reference books, encyclopaedias, (no plagiarism)

Internet: Relevant content downloaded, proper links given, no plagiarism

Survey: Good quality of questionnaire, good data collected through survey

Library: Good use of reference books, encyclopaedias, (no plagiarism), editing not very effective

Internet: Relevant content downloaded, proper links given, no plagiarism

Survey: Average questionnaire for the survey

Library: Little use of Reference books, encyclopaedias

Internet: Quality of content downloaded, proper links not given, plagiarism

Survey: Insufficient questionnaire

Library: Little or no use of library books

Internet: No proper links given, plagiarism

Survey: Poor questionnaire

Team-work Work distributed according to the skill of the team-members, team-spirit, choosing efficient leader, solving disputes themselves

Work distributed according to the skill of the team-members, team-spirit, choosing efficient leader, Teacher’s intervention in solving the disputes

Work distributed according to the skill of the team-members, team-spirit, no member showing leadership, Teacher’s intervention in solving the disputes

Work not distributed according to the skill of the team-members, lack of team-spirit, no member showing leadership, Teacher’s intervention in solving the disputes

05 February 2009 11

The Plan Phase

The Plan Phase

Work breakdown, Products & Milestones

Role Definition Preparing a Time-line

05 February 2009 12

The Plan Phase

Example Tasks and Corresponding Products

Task Product

Research nuclear energy Research notes or report

Survey the community Survey results

Create a play Play performance

Build a factory model Model Factory

Test electrical circuits Test results

Present project results Presentation

05 February 2009 13

The Plan Phase- Task Schedule

Expanding the Project Plan

• Special Activities Plan- Field Trips, Guest Speakers, Exhibitions

• Resource Plan- Computers, Software applications, Internet access, Library materials, Paper and art supplies, Tools, Digital or video cameras

• Direct Instruction- Basic idea of the project, working guidelines, directions on various activities, regular monitoring

• Review & Checkpoints-Short meetings when needed, after reaching every milestone

14

The Do Phase

The Do Phase

Launch the Learning Project

Demonstration of Final Product

Celebration of Project

15

The Do Phase

The Project Launch

AssessmentPlan

Rules Timeline

GoalsExpectations

EssentialQuestion

Project Launch

16

The Do Phase

Capturing Artifacts• Student planning sheets• Learning logs• Research notes• Student journal entries• Drawings and sketches• Digital picture and video

files• Emails

17

The Do Phase

Celebrating Project Completion

Many different types of celebration, from small to large, can be arranged. Examples include:

•An award ceremony for students and teams

•A reception evening with parents invited•Awards presented by outside experts•A games session for students to enjoy

18

The Review Phase

• What was the most significant thing you learned?

• Did you collaborate effectively?

• How do you rate the quality of your work?

• What skills do you need to practice?

• What do you still not understand?

?

19

The Manage Phase

Conflict management

Re-planningProgress

monitoring

Facilitation

Process management

The Manage Phase

20

The Manage Phase

The Project Manager Rolein Learning Projects

Project Manager-•Defines the objectives, expectations, and

timelines for the project•Facilitates people and other resources, like

computers or library time•Schedules regular checkpoints and project

reviews•Manages conflict between individuals or

groups

21

Facilitation Techniques

Teachers as Facilitators

Scaffolding—Give all support

Resource Facilitation

Formative Assessment

22

The Manage Phase

Causes of Conflict in Learning Projects

Conflict often arises due to participation problems with one or more students in a group. These problems may arise from:

•Lack of self-discipline and self-management skills•Preference for working alone•Behavioral and/or emotional issues•Inability to get along with certain classmates•Diversity of learning needs within the classroom•Missing prerequisite skills•Lack of motivation to learn•Long absence of an academic challenge

23

The Manage Phase

Managing Conflict

Group Contract

Articulate goals

Emphasize on Team approachDefeat enemy

Through Collaboration

Negotiation Skills

24

Get set…

Review

Manage

Do

Plan

Define