Project Based Learning

1. Project Based Learning Linda Ullah, M.A., M.Ed. ullahlinda@foothill.edu L. Ullah

2. Who are you? • Name/school • Subject Area(s) you teach • Grade(s) you teach • What do you know about? • What do you want to know about PBL? • Do you currently use PBL in your classroom?

3. Life Is Project Based Learning

4. But where is the disconnect between life and school?

5. PBL is NOT New JOHN DEWEY 1859-1952 CARL ROGERS 1902 - 1987 LEV VYGOTSKY 1896-1934 SOCRATES 470-399 B.C. JEAN PIAGET 1896-1980 JEROME BRUNER 1915-CURRENT BENJAMINBLOOM 1913-1999 SEYMOUR PAPART

6. Learning: an active process in which students construct new ideas or concepts based on their current knowledge.

7. PBL • engages students • provides an environment for the acquisition of skills needed in higher education & workplace. • teaches curricular content • Builds 21st Century Skills -Drake High School, San Francisco, CA http://drake.marin.k12.ca.us/academics/pbl/pblfs.htm

8. Seven Elements of Project-Based Learning • Standards Based • Assessment • Student Centered • Collaboration • Real World Connection • Extended Time Frame • Multimedia Challenge 2000 Multimedia Project: http://pblmm.k12.ca.us

9. Authenticity Academic Rigor Applied Learning Academic Exploration Adult Connection Assessment Practices Six As of Project Based Learning From Buck Institute Web site http://www.bie.org

10. Content Conditions Activities Results Another Way to Look at What is PBL Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

11. Compelling ideas Problems presented in their full complexity Students finding interdisciplinary connections between ideas Students struggling with ambiguity, complexity, and unpredictability Real-world questions that students care about Content: Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

12. Conditions: Support student autonomy • Students community of inquiry • Coursework in a social context • Students exhibit task- and time-management behaviors • Students direct their own work & learning • Students simulate the professional work Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

13. Activities: Investigative and engaging • Students multi-faceted investigations over long periods of time • Students encountering obstacles, seeking resources, and solving problems • Students making their own connections among ideas and acquiring new skills • Students using authentic tools • Students getting feedback from expert sources and realistic assessment Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

14. Results Real-world outcomes • Students generating complex intellectual products to demonstrate learning • Students participate in assessment • Students held accountable for competence • Students exhibiting growth in real-world competence Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

15. How Do I Begin? • Planning • Begin with an “Essential Question” • What is important to your students • What is the deep learning--the enduring understanding • What are the necessary skills • Standards • Prerequisite knowledge (prior knowledge) • Prerequisite skills • Skills and knowledge to to be embedded into the project

16. Engage Students in problem solving in higher order thinking skills in critical thinking to solve real problems for a real audience

17. Traditional Instruction Emphasizes Project Based Learning Emphasizes • Focus of curriculum • Content coverage • Knowledge of facts • Learning "building-block" skills in isolation • of complex problem-solving skills • Focus of curriculum • Depth of understanding • Comprehension of concepts and principles • Development Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

18. Traditional Instruction Emphasizes Project Based Learning Emphasizes • Scope and sequence • Follows fixed curriculum • Proceeds block by block, unit by unit • Narrow, discipline-based focus • Scope and sequence • Follows student interest • Large units composed of complex problems or issues • Broad, interdisciplinary focus Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

19. Traditional Instruction Emphasizes Project Based Learning Emphasizes • Teaching role • Follows student interest • Large units composed of complex problems or issues • Broad, interdisciplinary focus • Teaching role • Follows fixed curriculum • Proceeds block by block, unit by unit • Narrow, discipline-based focus Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

20. Traditional Instruction Emphasizes Project Based Learning Emphasizes • Focus of assessment • Process and products • Tangible accomplishments • Criterion performances and gains over time • Demonstration of understanding • Focus of assessment • Products • Test scores • Comparisons with others • Reproduction of information Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

21. Traditional Instruction Emphasizes Project Based Learning Emphasizes • Materials of instruction • Texts, lectures and presentations • Teacher-developed exercise sheets and activities • Materials of instruction • Direct or original sources: printed materials, interviews, documents, and others • Data and materials developed by students Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

22. Traditional Instruction Emphasizes Project Based Learning Emphasizes • Use of technology • Ancillary, peripheral • Administered by teachers • Useful for enhancing teachers' presentations • Use of technology • Central, integral • Directed by students • Useful for enhancing student presentations or amplifying student capabilities Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

23. Traditional Instruction Emphasizes Project Based Learning Emphasizes • Classroom context • Students working alone • Students competing with one another • Students receiving information from an instructor • Classroom context • Students working in groups • Students collaborating with one another • Students constructing, contributing, and synthesizing information Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

24. Traditional Instruction Emphasizes Project Based Learning Emphasizes • Student role • Carry out self- directed learning activities • Discoverer, integrator, and presenter of ideas • Students define their own tasks and work independently for large blocks of time • Communicate, show affect, produce, take responsibility • Student role • Carry out instructions • Memorizer and repeater of facts • Students receive and complete brief tasks • Listen, behave, speak only when spoken to Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

25. Traditional Instruction Emphasizes Project Based Learning Emphasizes • Short-term goals • Understanding and application of complex ideas and processes • Mastery of integrated skills • Short-term goals • Knowledge of facts, terms, content • Mastery of isolated skills Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

26. Traditional Instruction Emphasizes Project Based Learning Emphasizes • Long-range goals • Depth of knowledge • Graduates who have the dispositions and skills to engage in sustained, autonomous, lifelong learning • Long-range goals • Breadth of knowledge • Graduates who have the knowledge to perform successfully on standard achievement tests Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

27. The Backwards Planning Process McTighe J, Wiggins G (op cit)

28. Assessment McTighe J, Wiggins G (op cit)

30. Your turn: • http://www.lullah.com/pblwebquest/ • Short PowerPoint on your essential question at December CalMod meeting • 3 minute presentation • Discussion and review