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The 21 st Century Context for

The 21 st Century Context for. Standards-Focused Project Based Learning Stage 1. The Rigor/Relevance Framework. K N O W L E D G E. T A X O N O M Y. 6 5 4 3 2 1. Ev aluation. C Assimilation. D Adaptation. Synthesis. Analysis. Application. A Acquisition. B

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The 21 st Century Context for

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  1. The 21st Century Context for Standards-FocusedProject Based Learning Stage 1

  2. The Rigor/Relevance Framework K N O W L E D G E T A X O N O M Y 6 5 4 3 2 1 Evaluation C Assimilation D Adaptation Synthesis Analysis Application A Acquisition B Application Understanding Awareness 1 2 3 4 5 Apply across disciplines Apply to real world predictable situations Apply to real-world unpredictable situations Knowledge Apply in discipline APPLICATION MODEL International Center for Leadership in Education Carla Williamson

  3. Rigor/Relevance FrameworkTeacher/Student Roles C D Student Think Student Think & Work R I G O R High A B Teacher Work Student Work Low Low High Relevance

  4. What Zone Am I In? • On Target • I know some things… • I have to think… • I have to work… • I have to persist… • I hit some walls… • I’m on my toes… • I have to regroup… • I feel challenged… • Effort leads to success.. • Too Easy • I get it right away… • I already know how… • This is a cinch… • I’m sure to make an A.., • I’m coasting… • I feel relaxed,,, • I’m bored… • No big effort necessary. • Too Hard • I don’t know where to start… • I can’t figure it out… • I’m spinning my wheels… • I’m missing key skills… • I feel frustrated… • I feel angry… • This makes no sense… • Effort doesn’t pay off… THIS is the achievement zone. THIS is the place to be.

  5. 21st Century Skills • Critical Thinking & Problem Solving • Creativity & Innovation • Collaboration, Teamwork & Leadership • Cross-cultural Understanding • Communication & Media Literacy • Computing and ITC Technology • Career & Learning Self-direction

  6. 21st Century Skills 7 C’s Component Skills Research, Analysis, Synthesis, Project Management, etc. New Knowledge Creation, Design Solutions, Storytelling Cooperation, Compromise, Consensus, Community Building • Critical Thinking and Problem Solving • Creativity and Innovation • Collaboration, Teamwork and Leadership

  7. 21st Century Skills 7 C’s Component Skills Diverse ethnic, knowledge and organizational cultures Crafting and analyzing messages, using technology effectively Effective use of electronic information and knowledge tools • Cross Cultural Understandings • Communication and Media Literacy • Computing and ITC Literacy

  8. 21st Century Skills 7 C’s Component Skills 7. Managing change, lifelong learning, and career redefinition 7. Career and Learning Self Direction

  9. Creating a Learning Environmentfor 21st Century Skills Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then creating presentations and products to share what they have learned.

  10. In a project learning classroom The teacher’s role is one of coach, facilitator, guide, advisor, mentor… not directing and managing all student work.

  11. Rigor/Relevance FrameworkStep 1. C Teacher gives students a real-world question to answer or problem to solve. D R I G O R High A B Low Low High Relevance

  12. Rigor/Relevance FrameworkStep 2. C D R I G O R High A B Students seek information to answer question or solve problem. Low Low High Relevance

  13. Rigor/Relevance FrameworkStep3. C D R I G O R High Students test the relevancy of the information as it relates to the question or problem. A B Low Low High Relevance

  14. Rigor/Relevance FrameworkStep 4. C Students reflect on the potential use of the new information as a solution D R I G O R High A B Low Low High Relevance

  15. Rigor/Relevance FrameworkStep 5. C D Students apply the information learned to answer the question or to solve the problem. R I G O R High A B Low Low High Relevance

  16. Rigor/Relevance FrameworkRelationships C D Relationships Important R I G O R Relationships Essential High A B Relationships of little importance Relationships Important Low Low High Relevance

  17. Begin with the end in mind.Stage 1

  18. Stage 1- This Work Session Backward Design Process • Begin with the End in Mind • Develop a project idea • Decide the scope of the project • Select standards • Incorporate simultaneous outcomes • Work from project design criteria • Create the optimal learning environment • Craft the Driving Question

  19. Stage 2. Backward Design Process • Plan the assessment • Create a balanced assessment plan • Align products and outcomes • Know what to assess • Use rubrics

  20. Stage 3 Backward Design Process • Map the Project • Organize tasks and activities • Decide how to launch the project • Gather resources • Draw a “Storyboard” • Manage the Process • Share project goals with students • Use problem-solving tools • Use checkpoints and milestones • Plan for evaluation and reflection

  21. Step 1. Develop a Project Idea 7 Suggestions: • Work backward from a topic. • Use your standards. • Find projects and ideas on the Web. www.bie.org • Map your community • Match what people do in their daily work. • Tie the project to local and national events. • Focus on community service.

  22. Step 1. Develop a Project Idea 7 Suggestions: • Work backward from a topic. • Use your standards. • Find projects and ideas on the Web. www.bie.org • Map your community • Match what people do in their daily work. • Tie the project to local and national events. • Focus on community service.

  23. Step 2. Define scope of project. • Duration • Breadth • Technology • Outreach • Partnership • Audience

  24. 3. Select Standards What do you want your students to know and be able to do? • Identify the key standards that you believe might best be met through project based instruction. • No more than 3 standards per subject is best in shorter projects. Adjust accordingly for interdisciplinary or longer-term projects. Include at least one literacy outcome in your project. • Do not plan for outcomes you cannot assess. Be clear about the standards that will be assessed and how the products will allow each student to demonstrate their learning.

  25. 4. Simultaneous Outcomes • Teachers incorporate more than academic outcomes into classroom activities • Specific skills (being able to work in groups, manage projects, meet deadlines, present information, think critically, solve problems, use technology efficiently) • Habits of mind (curiosity, flexibility, perseverance)

  26. SIMULTANEOUS OUTCOMES HABITS OF MIND LIFELONG LEARNER PROCESSES ACTIVITIES CONTENT Adapted from the work of Art Costa and BenaKallick

  27. 5. Project Design Criteria The Six A’s • Authenticity • Academic Rigor • Applied Learning • Active Exploration • Adult Connections • Thoughtful Assessment Practices

  28. 5. Project Design Does the project • Meet standards? • Engage students? • Focus on essential understanding? • Encourage higher-level thinking? • Teach literacy and reinforce basic skills? • Allow all students to succeed? • Use clear, precise assessments? • Require the sensible use of technology? • Address authentic issues?

  29. Caution Well-designed projects that meet PBL criteria differ from activities, or even projects, that have been traditional in the classroom.

  30. pbl vs. projects Continuum of Practice

  31. 6. Optimal Learning Environment • Give your project one or more connections beyond the classroom walls (partnerships, electronic linkages with distant people, mentorships) • Alter the look and feel of your classroom (partition room for group spaces; make the classroom like an office or laboratory)

  32. 6. Optimal Learning Environment Three Ideas for improving learning: • See the whole before practicing the parts. • Study content and apply it to authentic problems. • Make schoolwork more like real work.

  33. Buck Institute PBL Handbook Begin with the End in Mind Idea Bank Project Ideas Project Outcomes Project Design

  34. Crafting the Driving Question When crafting the Driving Question, remember: • Driving Questions are provocative. • Driving Questions are open-ended. • Driving Questions go to the heart of a discipline or topic. • Driving Questions are challenging. • Driving Questions can arise from real-world dilemmas that students interesting. • Driving Questions are consistent with curricular standards and frameworks.

  35. Example from PBL Handbook Should the Unites States have used the atomic bomb in World War II?

  36. Project Planning Forms Buck Institute PBL Handbook “Begin with the End in Mind” & “Draft the Driving Question” Resources

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