Project Based Learning Summer Splash “The Future of Learning”

1. Welcome Project Based LearningSummer Splash“The Future of Learning” Tracey Black and Jean Laswell June 30, 2010

2. What’s this all about? Effectiveness of Traditional Learning Environment http://www.youtube.com/watch?v=oBuPQgV8yBM This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

3. Workshop Outcomes • Define Project-Based Learning (PBL) • Describe benefits of PBL and its impact on student achievement • Understand qualities of a good PBL design • Complete first draft of project planning form for PBL project of your choice • Provide project management tips and additional resources Home This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

4. Workshop Agenda • Cell phones • Restrooms • Schedule 1:00 to 2:15 – PBL Overview 2:15 to 2:25 – Break 2:25 to 2:45 – Developing “Driving Question” 2:45 to 3:45 – Review & Complete Planning Form 3:45 to 4:00 – Reflection, Resources and Survey • Questions

5. Introductions – Find a Star • Name • Campus • Grade(s)/Subject • One suggestion for student engagement

6. 21st Century Learning Partnership For 21st Century Skills 2009

7. Average Retention Rate 5% 10% Lecture 20% Reading Audio-visual 30% Demonstration Discussion group 50% Practice by doing Teach others 75% 90% Involve Me and I Will Understand From: National Training Laboratories, Bethel Maine

8. What is Project-Based Learning? • Work with an elbow partner • Using the KNLA worksheet to complete the first two columns, identify: • what you already know about PBL • what you need to know about PBL This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

9. Project-Based Learning is… Studentsactively engaged in learning Teachersas facilitators and coaches This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

10. What is Project-Based Learning? Project-based learning (PBL) is an instructional method that challenges students to: • learn to learn • seek solutions to real-world problems PBL prepares students to: • think critically and analytically • find and use appropriate learning resources Problems and projects are used to engage students’ curiosity and increase desire to learn the subject matter University of Delaware, www.udel.edu/pbl, downloaded 8/3/05. This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

11. What is Project-Based Learning? Students acquire new knowledge and skills in the process of: • Designing • Planning • Producing some new product or performance. PBL fosters (21st Century Skills) • Communication • Planning • Problem solving • Teamwork Home Project-Based Learning with Multimedia, The Challenge 2000 Multimedia Project, San Mateo County Office of Education, http://pblmm.k12.ca.us/overview/25800/index.html, downloaded 8/3/05. This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

12. Why Project-Based Learning? • Promotes life-long learning • Accommodates varied learning styles and levels • Impacts student learning/achievement • Students are active participants rather than passive observers in their own learning • Supports self-directed learning • Allows students to be risk-takers • Reinforces multiple ways to solve problems http://www.youtube.com/watch?v=uZxYSe26O9I&feature=related Home This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

13. Essentials Elements of PBL A project in PBL: • is organized around an open-ended ”driving question,” problem, or challenge • creates a need to know the content & skills • requires inquiry to learn and/or create something new • results in a publicly presented product or performance • allows student voice & choice • requires critical thinking, problem solving, collaboration and communication This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

14. Sample PBL Project The Future of Learning Home .

15. A word or two from others….

16. What Constitutes a Good Project? “When you design a project you are designing for learning rather than planning for teaching.” Constructivist Learning Design, George W. Gagnon, Jr., and Michelle Collay, www.prainbow.com/cld/cldp.html, Downloaded 8/3/05. This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

17. Learning in action Teaching in Action What Constitutes a Good Project? • Promotes higher-order thinking • Challenging • Open-ended • Student-centered • Requires self-directed learning • Emulates the real world • Relevant to the student • May be collaborative This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

18. What Constitutes a Good Project? Collaborative • Reflective of work situation in the real world • Enhances social skills and interaction: • group decision-making • conflict management • communication • Provides opportunities in leadership Projects can reflect individual student effort and need not be collaborative. This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

19. What color is your rainbow?

20. Designing a PBL Project

21. Preparing a PBL Project • Step 1—Brainstorm a Project • Step 2—Develop a “Driving Question” • Step 3—Complete Project Planning Form • Step 4—Develop Entry Event • Step 5—Develop Instructional Materials and Assessment Materials/Rubrics

22. PBL in Action—Project Design • Step 1—Brainstorm a Project • What do you want the students to • learn? (TEKS) • How will you assess? What will be • the culminating product(s)? • How can you challenge them? • How much time can you dedicate? • How can individual activities “come together?” • How will the community or industry experts be involved? • Incorporating WOW design qualities This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

23. PBL in Action—Project Design • Step 2—Developing a “Driving Question” • “Why are we doing this?” -- Authenticity • Clearly states purpose of project • Provocative and/or challenging • Open-ended and/or complex • Linked to what you want students to learn • Localize and activate ? This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

24. PBL in Action—Project Design • Step 2—Developing a “Driving Question” (continued) • Four types: • Abstract/Conceptual • “When do we grow up?” • More concrete • “Is the water in our community safe to drink?” • Problem-Solving • “How can Chick-Fil-A attract more customers?” • Design Challenge • “How can we produce a video of a reality TV show in Spanish?” ? This was adapted from resources from the buck Instittute for Education.

25. PBL in Action—Project Design • Step 3—Complete Project Planning Form This was adapted from a resource developed by the Buck Institute for Education.

26. PBL in Action—Project Design • Step 4—Developing an Entry Event or Document • How NOT to motivate your students • Types of Entry Events • Correspondence • Guest Speaker • Web Site • Field Trip • Demonstration/Activity • Something provocative—thought provoking • Video • Space Odyssey 2010 • http://www.youtube.com/watch?gl=JP&hl=ja&v=mpFmmL8VXxM

27. PBL in Action—Project Design • Step 5—Develop Instructional Materials and Assessments • Culminating Product • How will you assess the learning? • How can you challenge them to get there? • How much time can you dedicate? • How can individual activities “come together”? • Incorporate WOW Design Qualities into your Project This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

28. Creating and Managing Teams

29. Creating and Managing Teams What makes a good team? • Members have common goals • Regular interaction can occur • Team members perceive their interdependence • Each team member understands the value of his/her own contribution • The team is motivated to succeed: • Internal motivation/self-worth • External motivation/grades This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

30. Creating and Managing Teams What makes a good team? (cont.) • Heterogeneous teams: • Create alternative perspectives to knowledge and learning. • Emulate the real-world workplace. • Include students with varied strengths and abilities. • Homogeneous teams; • Provide opportunity for teachers to reinforce specific skill gaps. • Enable students on the same ability level to work together. This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

31. Creating and Managing Teams Team Selection Issues Self selected vs. Teacher selected • Teacher selected teams distribute ability among groups but interaction may be more difficult • Emulates real-world environment • Student self-selected teams reinforce the decision-making process • Teams may be more cohesive or can become more argumentative • May cause conflict among friends This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

32. Creating and Managing Teams Team Selection Issues (continued) • Consider using different approaches (teacher vs. self select) for various projects • Team Size—3–4 students works well: • Partnerships may be appropriate depending on the project • Larger groups tend to increase challenges • Smaller groups may have a dominate member • Teachers should monitor teams closely by meeting with them on a regular basis for feedback This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

33. Creating and Managing Teams Discuss Expectations for Team Interaction • Regular dialogue: • Builds collective meanings and definitions of a problem • Shares learning • Consensus decision making • Equal contribution from each team member • Positive interactions This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

34. Creating and Managing Teams Possible Team Problems • Social loafing • Domineering teammates • Destructive criticism • Failure to resolve conflict • Uneven distribution of workload Computer Science and Information Technology Symposium, June 28, 2005, Abigail Gonzales, Northface University.

35. Creating and Managing Teams Possible Team Solutions Review Expectations • Social Loafing • Build in individual accountability • Domineering Teammates • Role rotation if possible • Teacher mediation • Destructive Criticism • Model constructive criticism This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

36. Creating and Managing Teams Possible Team Solutions (cont.) • Failure to Resolve Conflict: • Recognize it won’t go away on its own • Encourage discussion • Teacher mediation • Uneven Distribution of Workload: • Assist students to identify functional roles • Rotate roles if possible • Provide ongoing review and feedback This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

37. Creating and Managing Teams Questions to Consider • How can I ensure students will make optimal use of team time and resources? • What can I do to help students organize responsibility and work tasks resulting in equal distribution among team members? • Will a team approach result in segmented learning? • Is it important that all students participate in each activity? • How do I assess individual effort versus team effort and provide appropriate feedback? • What percentage distribution of the final project grade should be attributed to individual versus team effort? Home This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

38. Assessment and Evaluation

39. Assessment and Evaluation • Assessment: • Ongoing • Provides constant feedback • Occurs throughout the project • Evaluation: • Occurs at the completion of the project or at the completion of each activity within the project • Determines whether project met specific criteria and standards • Provides grades This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

40. Assessment and Evaluation Types—Self, Peer, Teacher Methods and Tools • Observations • Essays • Interviews • Exhibitions and Demonstrations • Reflections and Journals • Rubrics • Checklists • Activity Logs • Portfolios • Performance Tasks • Teacher-created Tests What are some of the methods and tools we could use? Home This was adapted from a resource developed from a collaboration between IBM Corporation and CSTA.

41. Reflections

42. Additional PBL Projects • “Going Green” • NASA “Crawl, Walk, Run, Fly!” • “My Computer Guy” • “Show Me The Money” • “The Tin Man” • “Mining with Robots” • “International Business Project” • “Scoreboard Project”

43. Questions? Please complete a session survey at http://www.surveymonkey.com/s/SummerSplash See the wiki site for access to our presentation, all forms and templates, and additional PBL resources. If you did not receive a business card listing the wiki site, please be sure to pick one up before you leave. Thank you for attending our PBL Summer Splash! Tracey and Jean

44. Contact Information • Jean Laswell, Presenter, CTE Teacher, Rockwall Heath High School • jlaswell@rockwallisd.org • 972-772-2474 • Tracey Black, Presenter, CTE Teacher, Maureen Cain Middle School • tblack@rockwallisd.org • 972-772-1170

45. Acknowledgements • Northface University, www.northface.edu • IBM Mentor Place, www.mentorplace.org • Esch, Camille, Project-Based and Problem-Based: The same or different?, Project-Based Learning with Multimedia, The Challenge 2000 Multimedia Project,San Mateo County Office of Education, 1998, http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm Downloaded 9/9/05. • Buck Institute for Education, www.bie.org • Computer Science Teachers Association, www.csta.org • Novel Approach Consulting Group, www.novelapproachpbl.com Home This presentation was developed from a resource developed from a collaboration between IBM Corporation and CSTA and materials developed by the Buck Institute of Education and NovelApproachPBL.