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Teacher Leadership Institute

Why Project Based


Learning?
Office of Instruction
WVDE
The 21 Century Context for
st

Standards-Focused
Project Based
Learning
Education exists in the larger context of
society.

When society changes – so too must


education if it is to remain viable.
Job Outlook 2002National Association of Colleges and Employers (NACE)
The Rigor/Relevance Framework

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

• Core Academics
Rigor
• Stretch learning
• Learner Engagement
• Personal Skill
Development Relevance

Relationships
It is virtually impossible to make
things relevant for, or expect
personal excellence from, a
student you don’t know.
Carol Ann Tomlinson
What Zone Am I In?
Too Easy On Target Too Hard
•I get it right away… •I know some things… •I don’t know where to start…
•I already know how… •I have to think… •I can’t figure it out…
•This is a cinch… •I have to work… •I’m spinning my wheels…
•I’m sure to make an A.., •I have to persist… •I’m missing key skills…
•I’m coasting… •I hit some walls… •I feel frustrated…
•I feel relaxed,,, •I’m on my toes… •I feel angry…
•I’m bored… •I have to regroup… •This makes no sense…
•No big effort necessary. •I feel challenged… •Effort doesn’t pay off…
•Effort leads to success..

THIS is the place to be. THIS is the achievement zone.


Learning Criteria

• Core Academics – Achievement in


the core subjects of English
language arts, math, science, social
studies and others identified by the
school or district

• Stretch Learning – Demonstration


of rigorous and relevant learning
beyond the minimum requirements
Learning Criteria
• Learner Engagement – The extent to
which students are motivated and
committed to learning; have a sense of
belonging and accomplishment; and
have relationships with adults, peers
and parents that support learning

• Personal Skill Development –


Measures of personal, social, service,
and leadership skills and
demonstrations of positive behaviors
and attitudes
Learning Criteria

Learner Personal Skill


Core Stretch
Engagement Development
Learning Criteria
Rigor/Relevance Framework
Teacher/Student Roles

C D
Student Student
R High Think Think & Work
I
G A B
O Low
Teacher Student
Work Work
R
Low High

Relevance
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
21 Century Skills
st

7 C’s Component Skills

1. Critical Thinking and 1. Research, Analysis,


Problem Solving Synthesis, Project
Management, etc.
2. Creativity and
Innovation 2. New Knowledge
Creation, Design
Solutions, Storytelling

3. Collaboration, 3. Cooperation,
Teamwork and Compromise,
Leadership Consensus,
Community Building
21 Century Skills
st

7 C’s Component Skills

4. Cross Cultural 4. Diverse ethnic,


Understandings knowledge and
organizational cultures

5. Communication and 5. Crafting and analyzing


Media Literacy messages, using
technology effectively

6. Effective use of electronic


6. Computing and information and
ITC Literacy knowledge tools
21st Century Skills

7 C’s Component Skills

7. Career and Learning 7. Managing change,


Self Direction lifelong learning, and
career redefinition
Creating a Learning Environment
for 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.
Project Learning is Skill-Based

To learn collaboration –
work in teams
To learn critical thinking –
take on complex problems

To learn oral communication –


present
To learn written communications –
write
Project Learning is Skill-Based
To learn technology –
use technology

To develop citizenship –
take on civic and global issues

To learn about careers –


do internships
To learn content –
research and do all of the above
A Project Learning Classroom is ...

• Project-centered • Communication-
• Open-ended focused
• • Research-based
Real-world
• • Technology-
Student-centered
enhanced
• Constructive
• 21st Century reform-
• Collaborative friendly
• Creative • Hard, but fun!
In a project learning classroom

The teacher’s role is one of


coach, facilitator, guide,
advisor, mentor…

not directing and managing all


student work.
Students Develop Needed Skills in

 Information Searching &


Researching
 Critical Analysis
 Summarizing and Synthesizing
 Inquiry, Questioning and
Exploratory Investigations
 Design and Problem-solving
Rigor/Relevance Framework
Teacher/Student Roles

C D
Student Student
R High Think Think & Work
I
G A B
O Low
Teacher Student
Work Work
R
Low High

Relevance
Rigor/Relevance Framework
Step 1.

Teacher gives
C D students a real-
world question
R High
to answer or
problem to
I solve.

G A B
O Low
R
Low High

Relevance
Rigor/Relevance Framework
Step 2.

C D
R High
I
G A Students seek B
information to

O Low
answer
question or

R solve problem.

Low High

Relevance
Rigor/Relevance Framework
Step3.

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

Low High

Relevance
Rigor/Relevance Framework
Step 4.

C Students reflect
on the potential D
use of the new
R High
information as a
solution
I
G A B
O Low
R
Low High

Relevance
Rigor/Relevance Framework
Step 5.

C D Students apply the


information learned to
R High answer the question or to
solve the problem.
I
G A B
O Low
R
Low High

Relevance
Rigor/Relevance Framework

C Rigor D Motivation
- -
R High
Critical Thinking Creativity – Innovation
Problem Solving
I
G A B Relevancy
O Low
Acquisition of
knowledge/skill
-
Validation
R s
Low High

Relevance
Rigor/Relevance Framework
Relationships

C D
Relationships
R High Important
Relationships
Essential
I
G A B
O Low
Relationships of
little importance
Relationships
Important
R
Low High

Relevance
WHAT IS PROJECT-BASED LEARNING?

PBL
engages
students … is Academically Rigorous
in
complex, …is Relevant
real-world
problem PBL
…uses Active Learning
solving…
SIMULTANEOUS OUTCOMES

HABITS LIFELONG
ACTIVITIES CONTENT PROCESSES
OF MIND LEARNER

Adapted from the work of Art Costa and Bena Kallick


Begin with the end in mind.
Stage 1
2008 Teacher Leadership Institute

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
2008 Teacher Leadership Institute

Backward Design Process


• Plan the assessment
• Create a balanced assessment
plan
– Align products and outcomes
– Know what to assess
– Use rubrics
2008 Teacher Leadership Institute

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
Step 1. Develop a Project Idea
7 Suggestions:
1.Work backward from a topic.
2.Use your standards.
3.Find projects and ideas on the Web.
www.bie.org
4.Map your community
5.Match what people do in their daily work.
6.Tie the project to local and national
events.
7.Focus on community service.
Step 1. Develop a Project Idea
7 Suggestions:
1. Work backward from a topic.
2. Use your standards.
3. Find projects and ideas on the Web.
www.bie.org
4. Map your community
5. Match what people do in their daily
work.
6. Tie the project to local and national
events.
7. Focus on community service.
Step 2. Define scope of project.

• Duration
• Breadth
• Technology
• Outreach
• Partnership
• Audience
Step 2. Student Autonomy
• Who selects the topic?
• Who defines the learning outcomes?
• Does the teacher solicit student
input?
• Do the student and teacher
negotiate learning outcomes?
• Who defines the products and
activities?
• Who controls the timeline and pace
of the project?
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.
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)
5. Project Design Criteria

The Six A’s


• Authenticity
• Academic Rigor
• Applied Learning
• Active Exploration
• Adult Connections
• Thoughtful Assessment Practices
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?
Caution

Well-designed projects that


meet PBL criteria differ
from activities, or even
projects, that have been
traditional in the classroom.
pbl vs. projects
Projects PBL
Teacher directed Inquiry based
Highly structured Open-ended
Summative On-going
Thematic Driving question/challenge
Fun Engaging
Answer giving Problem solving
De-contextualized – School world Contextualized – Real world

Continuum of Practice
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)
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.


Buck Institute PBL Handbook

Begin with the End in Mind


Idea Bank
Project Ideas
Project Outcomes
Project Design
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.
Example from PBL Handbook

Should the Unites States have used


the atomic bomb in World War II?
Resources

Project Planning Forms


Buck Institute PBL Handbook
“Begin with the End in Mind”
&
“Draft the Driving Question”
Announcements

• Use the PBL Template found on the


TLI 08 Google Site, not the one
imaged on your computer.
• The K-2 group will get their
elementary PBL books in content
session today. We were able to
secure additional copies from
Scholastic for next week.
Create a Balanced Assessment
Plan Stage 2
Balanced Assessment Plan

• Formative assessments that allow


you to give feedback as the project
progresses – Classroom
Assessments for Learning
• Classroom Assessments of
Learning that provide students with
a culminating appraisal of their
performance
Align Products with Outcomes.

Planning effective assessments


requires that you work backwards
to align the product or
performances for the project with
the outcomes.
Align Products with Outcomes

This requires:
 Identifying culminating products for
the project
 Using multiple products and providing
feedback to students
 Using artifacts – evidence of the
process of student thinking – to
assess learning skills or habits of
mind
Establish Performance Criteria

• How well do the students know the


content?

• What is their skill level?

• How well did they apply their


knowledge and skills as they
prepared their product?
How will products allow students to
demonstrate their learning?

If the project asks students to


demonstrate proficiency in three
areas, each outcome must be
assessed and included in one or
more of the components of the
products for the project.
For example,
You have identified:
• Four (4) content objectives
• Three (3)learning skills objectives
• Two (2) technology tool objectives

You may first decide the products


students will produce:
• Exhibition
• Research paper
• Journal
Culminating Products

• Research papers
• Report to school staff or authentic
audience
• Multimedia shows
• Presentations at school-wide
assemblies
• Exhibitions in the school or
community
• Websites
• Public service announcements
Advantages to using exhibitions

• Participant involvement in
establishment of criteria
• Demonstration of progress toward
different goals or criteria
• Teamwork that provides emotional
support and feedback
• Exercises in meta-cognitive training
• Students as knowledgeable
practitioners
• Multiple assessors
A systematic set of checkpoints
for project products will not
only help keep students on
schedule, but it will also help
them refine and improve their
work.
Examples of multiple products

• Proposals • Product critiques


• Outlines • Videos
• Plans • Final versions of
• Blueprints papers
• Drafts • Field guides
• Edited drafts • Biographies
revised drafts • Websites
• models
Artifacts
• Notes
• Journal entries
• E-mail/Telephone records
• Records of conversations, decisions,
revisions
• Interviews using a structured set of
questions developed by the students
• Short reflective paragraphs describing the
progress of a project
• Task chart
• Project Team Contract
• Meeting notes
Know What to Assess

• Unpack the content standards and


objectives
– Series of specific statements of what
needs to be learned
– Think about unpacking the task(s)
– Define the “habits of mind” or learning
skills and technology tools by specific
statements or indicators
RUBRIC TIPS

 BUILD RUBRICS WITH STUDENTS

 SAVE AND USE WORK SAMPLES


 CRITERIA: Less is more!
 INDICATORS: Describe what it looks like
 LEVELS: Even number, student-friendly
TRADITIONAL ASSIGNMENT

RESEARCH PAPER
Required Elements:
 Select a disease to study
 Go to library and do
research
 Write ten pages
 Use proper essay form
 Include a bibliography
PBL ASSIGNMENT
HEALTH PROJECT
Required Elements:
 Develop family medical histories
 Write proposal to study health issue of
personal or community interest
 Keep research log, including citations
 Produce a newsletter
 Develop lesson plans and materials for
underserved population
 Present to real audience
TRANSFORMING PRACTICE

Traditional Assignment PBL Assignment


 Student works alone  Student works alone
 Context is school and in teams
 Assessment by  Context is family and
teacher only community
 Assessment by real
audience and teacher
WHY ASSESS?

What role does assessment


play in project-based
teaching and learning?
PURPOSES OF
ASSESSMENT
 Help students become aware of areas of need
 Formative -- help students along the way, ongoing
 Proof of learning, growth
 Feedback helps create better product/project
 Opportunity to test depth of understanding
 Helps to define lesson design and performance
 Helps teachers determine what to reteach
 Allows for natural adult connections
 Helps to share the workload
 Checkpoint for integration
FORMATIVE ASSESSMENT

In-Process Feedback: WHEN? WHO?


Key considerations:
 Frequency, Timing, & Who Gives
Feedback

STAR END
T
Use Rubrics

• Scoring guide that differentiates


levels of student performance
• Provides clear description of
proficient student work
• Guide for helping students achieve
& exceed performance standards
• Work best when accompanied by
exemplars
• Powerful when students apply
rubrics to previous student work
The process of writing a rubric
requires teachers to think deeply
about what they want their students
to know and do. The clearer the
outcomes, the clearer the
assignments and the better the
products.
Effective Rubrics
• Are based on an analysis of student work.
• Discriminate among the performances by
targeting the central features of
performance
• Provide useful and appropriate
discrimination to allow for sufficient
judgments regarding performances.
• Use rich descriptive language that allows
for students to verify their score and
accurately self-assess and self-correct
• Allow us to remove much of the ambiguity
as we recognize levels of performance
School-Wide Rubrics

School-wide rubrics can be a


powerful tool when developing a
culture of high expectations in your
school.
21st Century Skills Rubrics

http://www.novelapproachpbl.com/Project
AssessmentTools.htm
Guidelines for Writing Rubrics

To write clear descriptions of


proficient student work requires:
• thoughtful analysis;
• drafting and re-drafting; and
• piloting
All rubrics have three common
features:
• elements
• scales
• criteria
Collaboration

Below Standard At Standard Above Standard

 Student plays a passive role,  Student plays an active role in generating new ideas. In addition to meeting the criteria for At Standard, the:
 Student generates few new ideas  Student takes initiative in getting tasks organized. Student thoughtfully organizes and divides the work between group members.
 Student tends to only do what they are told to do by others.  Student delegates responsibilities when required. Student monitors progress toward group goal.
 Student keeps group/class on task and on schedule. Student adapts easily to changes in the task or group.

 Student understands and articulates goals of class/group.

 Student accepts responsibilities for his or her actions and the actions of the

group.
Leadership

0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50

In addition to meeting the criteria for At Standard, the:


 Student does not willingly follow directions.  Student follows directions from group leaders, group members and adults who
Student encourages cooperation through words and actions.
 Student vocalizes intense opposition to group or classroom goals. take the lead or offer assistance.
Student creates or initiates procedures (or activities) that encourage cooperation.
 Student does not comply with group, classroom and community rules.  Student expresses the ability in words and deeds to adapt to the goals of the
Student willingly switches roles in group or classroom as required by the situation.
group, even when those goals may be different than their own.

 Student complies with group, classroom and community rules.

Cooperation

0……………………………………………………..17 18………………………………………………………………35 36……………………………………………………………………50

In addition to meeting the criteria for At Standard, the:


 Student does not display positive attitude in words, expression or body  Student displays positive attitude toward individual and group tasks in words,
Student models appropriate speech, behavior, clothing,, etc. even at the risk of breaking peer
language expression and body language
norms.
 Student does not provide positive feedback.  Student provides positive feedback to peers and adults
Student goes out of their way to encourage positive behavior and attitude.
 Student does not dress, act or respond appropriately to the task at hand.  Student dresses, acts and responds appropriately to the task at hand.

Attitude & Demeanor


When building your rubric,

• Language used to label the scale


should reflect performance in
relation to a standard (below
standard, above standard, exceed
standard, etc.)
• Be sure to use enough points to
accurately represent the degrees of
student performance.
When applying criteria to the
elements and scales:
• Describe which criteria apply to
different aspects of performance
• Write criteria that describe
behaviors or results that be easily
measured or observed.
• Determine which criteria are critical
for the assignment
• Begin your rubric with a description
of exemplary performance.
Other Tips Related to Rubrics

• Use the Idea Bank in your Buck Institute PBL


Handbook
• Use Bloom’s Taxonomy for action verbs
• Link your grade level CSOs with the scoring
criteria. What do performance descriptors say?
• Be thoughtful as you determine the essential
elements you want to assess; do not have too
many/too few rubrics for the project.
• Use student-friendly language
• Maintain high standards for exemplary work
• Focus on tangible results – the product
In closing,
:
Remember to align your assessments to your
learning goals.

PLAN PLAN
OUTCOME INSTRUCTION ASSESS
ASSESSMENT INSTRUCTION

Remember to have a balanced assessment system.

Do not grade students during learning & practice.

Align the assessment and the rubric to the


Identified learning goals (content, learning skills and
technology tools
Announcements

• Check out at Waterfront is at 12:00


Noon. Be sure to honor this time.
• All equipment checked out by
participants is due in the TLI office by
12:00 Noon.
• Continue to monitor your access email
address, because all TLI
correspondence will be sent to that
address.
• You may keep the globe given to your
county.
Stage 3

Map the Project


Mapping the Project Stage 3

•Analyzing instructional
needs
•Planning activities
•Estimating time
•Preparing resources
Launching the Project

•Entry Events
•Entry Documents
Gathering Resources

• Information
– Websites, books, articles,
experts
• Supplies
• Technology tools
• Adults to attend final exhibition
Caution!

When there are central ideas that


everyone should understand or
critical skills that everyone should
obtain, structure group work so
that all students learn the common
core concepts.
Caution!

Begin with powerful, central


ideas or complex concepts
and then plan activities
around this content. Design
so that the challenge
associated with the project
is in discovering and using
subject-matter principles.
Caution!

Emphasizing technology in place of


content can take up time,
encourage “splash” at the expense
of deep learning, and mask the fact
that students have not done
sufficient work to solve the
problem or address the issues
raised by the Driving Question.

PBL Handbook
Drawing a Storyboard
• Sketch the project in a flow chart or
storyboard format
• Create a timeline
• Identify milestones and assignments
• Include the following:
– Project launch
– Sequence of activities
– Drafts, rehearsals, practices
– Due dates
– Exams
– Homework assignments
– Reflection and review
Managing the Process

• Orient students to the goals of the


project on a regular basis.
• Group students appropriately
• Organize the project on a daily basis
• Clarify everything
• Monitor and regulate student
behavior
• Manage the flow of work
• Evaluate the success of the project
Key Steps
• Share project goals with
students
• Use problem-solving tools
– Know/Need to Know list
– Learning Logs
– Planning, investigation, product briefs
• Use checkpoints and milestones
• Plan for evaluation and
reflection
Checkpoints or Milestones

• Informal briefings by group leaders


• Interview random or selected students
• Quick writes to groups or entire class
• Review student/class checklists of
completed project steps
• Examine student or group progress logs
• Sit with groups to monitor progress
• Debriefing sessions after activity or
product completion
Rigor/Relevance Framework
Step 1.

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

Relevance
Rigor/Relevance Framework
Step 2.

C D
R High
I
G A Students seek
information to
B
O
answer
Low question or

R solve problem.

Low High

Relevance
Rigor/Relevance Framework
Step3.

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

Low High

Relevance
Rigor/Relevance Framework
Step 4.

C Students reflect
on the potential D
use of the new
R High
information as a
solution
I
G A B
O Low
R
Low High

Relevance
Rigor/Relevance Framework
Step 5.

C D Students apply the


information learned to

R
answer the question or
High to solve the problem.

I
G A B
O Low
R
Low High

Relevance
Rigor/Relevance Framework

C Rigor DMotivation
Creativity –
-
R High Critical
Innovation
Problem Solving
I Thinking

G A B
Relevancy
O Low
Acquisition of
knowledge/skills -
R Validation
Low High

Relevance
Three Worlds of the Student

School world Real world

Virtual world
Reflect on Process & Outcomes

Student performance tied to project


goals/requirements

Student performance compared to


prior work/external standard

Clarity of instructions

Clarity of process

Clarity of assessment
planning
Review Standards

Write/Refine the Driving Question

Write/Refine/Find the Project


Day 0
Describe Student Products (demonstration of
understanding)

Create an Engaging Entry Event

Meet with your team; get some help

Project Duration: Contact hours vs. days/periods

Tip: Create master project calendar for


your school
planning
Create Assessments (Authentic)
Design Scaffolds
Collect Resources
Day Schedule Facilities/Equipment
0.5
Create Groups
Create Calendars
Create/Collect Exemplars
Create Presentation Schedule
(arrange panel)
Participate in Critical Friends
Let It Roll!
Unleash Entry Event
Create Need-to-Know List
Announce Groups/Presentation
Day Schedules
1.0
Students begin to….

Hold Initial Group Meetings


Write Group Contracts
Write Preliminary Task Lists
Complete Individual Activity Logs
Begin Research and Reading
Presentation

Group report
Peer Evaluation
Individual Defense – take the time!
Days
14.0 Followed by…
to
15.0 Structured Reflection
Self Evaluation
Peer Collaboration Scoring
Assignment of Bonuses/Rewards
Project Debriefs
Evaluations and Reflections

Students who have the opportunity


to discuss, analyze, and reflect on
their learning experiences are more
likely to retain and use their
knowledge and skills.
Culminating Evaluation

• What did we learn?


• Did we collaborative effectively?
• What skills did we learn?
• What skills do we need to practice?
• What was the quality of our work?
• Where can we improve?
Four Methods

•Whole class de-briefing


•Fishbowl
•Survey
•Self-evaluation
PBL FRAMEWORK

PROJECT

CURRICULUM INSTRUCTIONAL ASSESSMENT


DESIGN DELIVERY & EVALUATION

6 A’s

RESOURCES & CONSTRAINTS

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