Project and Problem Based Learning

1. Project and Problem Based Learning John HenryEIRCjhenry@eirc.org

2. PROJECT or SCENARIO Pedagogy Technology RESOURCES & CONSTRAINTS PBL FRAMEWORK Assessment Content

3. Constructivism Learning as an active process in which learners construct new ideas or concepts based upon their current or past knowledge. Students continually build upon what they have already learned.

4. The core idea of Project and Problem Based learning is that real-world problems or situations capture students' interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context.

5. Project Based Learning? Is a teaching and learning model that focuses on the central concepts and principles of a discipline, involves students in problem solving and other meaningful tasks, allows students to work autonomously and in groups to construct their own learning, culminates in realistic, student generated products.

6. Problem-Based Learning Defined Finkle and Torp (1995) state that "problem-based learning is a curriculum development and instructional system/process that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with an ill-structured problem that mirrors real-world problems"

7. What are the similarities between Project Based and Problem Based Learning? • Both instructional strategies are intended to engage students in authentic, "real world" tasks to enhance learning. • Students are given open-ended projects or problems with more than one approach or answer, intended to simulate professional situations. • Both approaches are student-centered and the teacher acts as facilitator or coach. • Students work in cooperative groups for extended periods of time • In both approaches, students seek out multiple sources of information. • There is often a performance-based assessment.

8. What are the differences between Project Based and Problem Based Learning? • In Project based learning, the students define the purpose for creating an end product. • In Problem based learning, the students are presented with a problem to solve. • In Project based learning, the students present their conclusion and there is an end product. • In Problem based learning, when the students present their conclusion, there may or may not be an end product.

9. PBL vs. PBL • Similarities • Both deal with a motivating prompt, a question or problem, that has to be addressed by creating a solution or product. • Each is a valid instructional strategy that promotes active learning and engages students.

10. Framework for 21st Century Learning http://www.21stcenturyskills.org/route21/

11. The standard includes six strands, which reflect the • Framework for 21st Century Learning: • 21st Century Skills • Critical Thinking and Problem Solving • Creativity and Innovation • Collaboration, Teamwork, and Leadership • Cross-Cultural Understanding and Interpersonal • Communication • Communication and Media Fluency • Accountability, Productivity, and Ethics • Understanding by Design UbD template (lesson plan development) • http://www.state.nj.us/education/cccs/2009/final.htm 21st Century Themes Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy

12. Similarities to PBL and What Employers Want • Willingness to share information and ideas • Commitment to work in teams • Responsiveness to change • Sense of ownership with work and ideas • Willingness to take calculated risks, without fear of • consequences

13. Similarities to PBL and What Employers Want • Multicultural experiences and or the ability to • communicate in multiple languages • Ability to communicate clearly and honestly with peers, • teachers, administrators, and experts from other • organizations • Understanding business strategies • Commitment to continuous learning and skill • development

14. What does the research say in regards to students? • Increased attendance • Growth and self-reliance • Improved attitude toward learning (Thomas, 2000) • Academic gains equal to or better than other models (Boaler, Education Week 2004) • Opportunities to develop complex skills (SRI, 2000) • Access to a broader range of learning opportunities

15. What does the research say in regards to teachers? • Increased collaboration among colleagues • Opportunities to build better relationships with students (Thomas, 2000)

16. What does the research say about PBL? A three-year 1997 study of two secondary schools -- one that used open-ended projects and one that used more traditional, direct instruction -- found striking differences in understanding and standardized achievement data in mathematics.

17. What does the research say about PBL? In a five-year study, researchers at SRI International found that technology-using students in Challenge 2000 Multimedia Project-Based classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving.

18. What does the research say about PBL? The Center for Learning in Technology researchers, led by Bill Penuel, found • increased student engagement • greater responsibility for learning • increased peer collaboration skills • greater achievement gains by students who had been labeled low achievers

19. What does the research say about PBL? Lakeview School in Ill., use PBL to reach students who are struggling in traditional schools by implementing a curriculum that is based on "doing things based on real world situation.“ while addressing state standards -- and uses a project-based approach that incorporates cultural awareness, sustainability and other themes.

20. Lecture…Sit and Get Passive Average Retention Rates PBL Active Learning

21. Bloom's Taxonomy New Version Old Version

23. Always think outside the box FedEx http://www.youtube.com/watch?v=alSQpinagp0

24. Engage the Student and the Achievement will Follow Achievement Gap or Engagement Gap? 85% of Middle and High School Students report being bored in their classrooms

25. Example of Engagement and Problem Solving Activity Toxic Popcorn Interest, hands-on, interactive and collaborative

26. Toxic Popcorn Scenario A can of highly toxic popcorn has contaminated a circle of approximately 4 feet in diameter. The toxic area extends to the ceiling. If the toxic popcorn is not transferred to a safe container for decontamination, it will contaminate the region The popcorn is estimated to have a safe life of exactly 15 minutes before it explodes. It’s up to you to save the day!

27. What do you know about PBL? • Why Do PBL? • What are the common features of PBL? • What is a typical process for PBL? • What are the benefits and obstacles of PBL • How can PBL facilitate an interdisciplinary approach to increase student learning? • How can it be incorporated across academic disciplines? • What are the differences and similarities of Project and Problem Based Learning ? • What are student and teacher roles when doing PBL? • How do you assess PBL?

28. Ms, McIntyre introduced a “project” to her students. She plopped a packet of papers on each student’s desk and explained that each student would create a poster about water-borne bacterium and how it can be harmful to humans. The packet included assignment sheets with due dates and grading policy, a guide for designing the poster, and a list of websites and books to use.

29. PBL is not… Giving students a project, that is hands-on, with step by step instructions, designed and guided by the teacher that results in a student produced product. This process is missing student voice and choice, and may not be relevant to a student

30. Redesign this Project Ms, McIntyre introduced a “project” to her students. She plopped a packet of papers on each student’s desk and explained that each student would create a poster about water-borne bacterium and how it can be harmful to humans. The packet included assignment sheets with due dates and grading policy, a guide for designing the poster, and a list of websites and books to use.

31. PBL consists of two complementary interrelated processes 1. Curriculum Design • Teachers design an ill-structured problem based on desired curriculum outcomes, learner characteristics, and compelling, problematic situations from the real world • Teachers develop a sketch or template of teaching and learning events in anticipation of students' learning needs • Teachers investigate the range of resources essential to the problem and arrange for their availability

32. PBL consists of two complementary interrelated processes 2. Cognitive Coaching • Students actively define problems and construct potential solutions • Teachers model, coach, and fade in supporting and making explicit students' learning processes

33. Characteristics of PBL • Learning is student centered. • Learning occurs in small student groups. • Teachers are facilitators or guides. • Problems form the organizing focus and stimulus for learning. • Problems are a vehicle for the development of problem-solving skills.

34. How does PBL work? • Students confront a problem. • In groups, students organize prior knowledge and attempt to identify the nature of the problem. • Students pose questions about what they do not understand. • Students design a plan to solve the problem and identify the resources they need. • Students begin to gather information as they work to solve the problem.

35. Problem-based learning has as its organizing center an ill-structured problem which... • is messy and complex in nature • requires inquiry, information-gathering, and reflection • is changing and tentative • has no simple, fixed, formulaic, "right" solution

36. Creatively Speaking, Part Two: Sir Ken Robinson on the Power of the Imaginative Mind

37. Examples of ill-structured problems used in PBL You are a scientist at the state department of nuclear safety. Some people in a small community feel their health is at risk because a company keeps thorium piled above ground at one of their plants. What action, if any, should be taken? Summer Challenge 1992, IMSA

38. You are a consultant to the Department of Fish and Wildlife. A first draft of a plan for the reintroduction of wolves to Yellowstone has received strong, negative testimony at hearings. What is your advice regarding the plan? John Thompson, Ecology, IMSA

39. You are a a science advisor at NASA. A planet much like the earth has experienced massive destruction of elements of its biosphere. What is causing the destruction of plant life? Can new plants from earth be successfully introduced to help save the planet's environment? Bill Orton, 2nd grade, Williamsburg, VA

40. You are a thirty-six year old single working mother with a five year old daughter. Upon your husband's death, you receive $20,000 in worker's compensation and $10,000 in stock option shares. How can you invest this money so that by your daughter's 18th birthday, its growth is maximized? LuAnn Malik, Community College of Aurora, Aurora, CO

41. You are a stockholder of a major oil refinery in Louisiana which has mined oil from wetlands in the southern part of the state. You have received pressure from publicity about the wetlands to make it property of the federal government so that it can be protected. What will you do? Christine Vitale, 4-5 multi-grade, Arlington Heights, IL

42. Develop, design, and demonstrate the feasibility of a self-contained, self-sustaining human community in a place that is not yet considered habitable. Woodbury High School, Advanced Technology Class, Grades 9-12

43. Paper or Plastic

44. Examples of Scenarios http://pbl4teachers.wikispaces.com/

45. PBL addresses student needs by taking learning theory into account with PBL: • Students take on an active role in their educational experiences. • Students are actively involved in the learning process, and they learn in the context in which knowledge is to be used. • Students are empowered with the responsibility of managing a largely self-directed learning process so that they are better equipped to take on the responsibilities of mature professional life. • Students are encouraged to develop the skill of transferring knowledge into new domains, a skill that students can carry with them throughout their lifetimes.

46. Teacher as coach… Models/coaches/fades in: • Asking about thinking • Monitoring learning • Probing/ challenging students' thinking • Keeping students involved • Monitoring/ adjusting levels of challenge • Managing group dynamics • Keeping process moving

47. Student as active problem-solver • Active participant • Engaged • Constructing meaning

48. Problem as initial challenge to promote motivation and attention • Ill-structured • Appeals to human desire for resolution/ equilibrium/harmony • Sets up need for and context of learning which follows

49. What are the benefits of PBL? • Motivation: PBL makes students more engaged in learning because they are hard wired to respond to dissonance and because they feel they are empowered to have an impact on the outcome of the investigation.

50. What are the benefits of PBL? • Motivation • Relevance And Context: PBL offers students an obvious answer to the questions, "Why do we need to learn this information?" and "What does what I am doing in school have to do with anything in the real world?"