Project-Based Learning in a nutshell Pam Gresser and Sarah Merz April 2017 Presentation available at: http://bit.ly/2pj4kiz
Why would we even consider change?
This Breakout It is easy to get caught up in the glitz and glamour of projects. As important as it is to create those tangibles, it's: Discovering the process of learning, through the experience. Welcoming the complexities that come along with PBL practices. Exploring strategies to provoke thinking and guide learners Understanding the difference between projects and Project Based Learning. Learning how to get started with your students on creating projects.
How does change impact students?
Not... A Science What is Project Based Learning? Is... An Art Structured Compliance Learning Stuff Modeled PBIS Product Easy, neat, tidy Not NOT structured Engagement Learning Self Constructed Community Process Messy, hard, BEAUTIFUL
Projects vs. Project-Based Learning Can be done at home without teacher or team collaboration. Are used year after year and usually focus on a product (make a mobile, poster, diorama, etc ). Can be outlined in detail on one piece of paper by the teacher. The teacher work occurs after the project is complete The students do not have many opportunities to make choices at any point in the project. Requires teacher guidance and team collaboration. Is timely, complex, covers many TEKS and takes a team of highly trained professionals significant time to plan and implement Includes many Need to Knows on the part of students and teachers. The teacher work occurs mainly before the project starts. The students make most of the choices during the project with in the pre-approved guidelines. The teacher is often surprised and even delighted with students choice.
Many people ask, Are you doing Project-Based Learning? Project-Based Learning is a spectrum, NOT a continuum
The Golden Circle TED talk by Simon Sinek Sept. 2009
The Golden Circle by Simon Sinek
Parent Communication Make learning visible for parents Be transparent Over communicate Parent Night Make a presentation they can watch at home Over invite people in Always living in Beta (Never doing same thing twice)
Parent Communication via Technology Remind: https://www.remind.com/ Bloomz: https://www.bloomz.net/ Twitter: https://twitter.com/ Facebook: SeeSaw: When you publish student work, try saying, Notice how third graders are so parents know which skills to look for.
Intervention/Extension Block: Dream Vacation Using a budget of $5,000, students will create their dream vacation out of the United States. This activity will require them to do internet research, allocate resources, calculate the cost of the trip, convert costs and learn the geography of a new area.
CCSS (reading, writing, speaking and listening, social studies, math) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. Draw evidence from literary or informational texts to support analysis, reflection, and research. Fluently add and subtract multi-digit whole numbers using the standard algorithm Perform operations with multi-digit whole numbers and with decimals to hundredths Represent and interpret data. Write and interpret numerical expressions. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
Intervention/Extension Block: Newspaper Publishing Students are given the challenge to develop, write, and publish a 21st century globally-themed newspaper. Students will skim and scan media sources for story ideas, generate questions and apply strategies for gathering, compiling, and recording the news. Each student will create written news stories for the purpose of communicating the news to the school community and will publish their stories in a globally-themed school newspaper. Expectations for Newspapers 2 Student Examples
CCSS: reading, writing, math, speaking and listening, social studies Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. Represent and interpret data.
School Forest Interactive Trail Map Students participated in researching living and non-living organisms in the forest habitat next to our school. They chose topics based on an intended audience of adults and children. After selecting an organism, they read non-fiction pieces and analyze text, comparing/contrasting informational sources. They develop organizational strategies for maintaining notes on what they understand/learn. Each student chose how to publish their findings. They collaborated with other students on how to best utilize publishing apps, then drafted a script or outline of key details on their organizm. As a final publication, each student designed an interactive page for the trail guide, highlighting a detailed description, habitat, location (geography), life cycle & interesting facts. Acorn Trail Guide QR code
CCSS Reading, Writing, Speaking, Science Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Determine the main idea of a text; recount the key details and explain how they support the main idea. Compare and contrast the most important points and key details presented in two texts on the same topic. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Science and Social Studies: Heavy Hauling Students participate in researching fundamentals of forces and motion. They analyze text by comparing/contrasting informational sources. They develop organizational strategies for maintaining notes on what they understand/learn. Each student participates in several independent and team based investigations along the way, working on cooperation and collaboration. For their final project, students design a vehicle to haul a load of rocks from one point to another. They create a design, and then are given a budget in which they purchase materials to create their hauler, build and test their vehicle, use problem solving and critical thinking to modify their initial designs, and present a final demonstration. They document their learning in electronic portfolios, writing about, demonstrating and reflecting on their understanding.
CCSS: Reading, Writing, Math, Speaking, Science (STEM) Conduct short research projects that build knowledge about a topic. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Make observations and/or measurements of an object s motion to provide evidence that a pattern can be used to predict future motion.
Language arts: Passion Projects Students research and complete an inquiry project, based on their passions - really digging deep into what motivates them. The actual inquiry question does not have to be tied to the curriculum expectations because so much of what they will do does fit the curriculum so much more. Students become interactive learners as they investigate a self-selected topic in a student-centered and learner driven environment. Daily, students focus on collaboration with peers, critical thinking, problem solving, idea development, revision, and finally public presentation. The result is a product of the process they have gone through for weeks and a balanced development of information learned throughout the process.
CCSS: reading, writing, speaking and listening, science, social studies They learn research skills, refine their organizational skills, read nonfiction articles, develop questions, write, prepare and present a project. And best of all... they are engaged. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Read with sufficient accuracy and fluency to support comprehension. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
Project Idea: Time for the REAL FUN to Begin... Summary of the issue, challenge, investigation, scenario, or problem Enduring Understanding/ Learning Goals: What do you want students to walk away with? Driving Question Big idea/essential questions Entry Event How are you going to launch it? PBL- Planning Guide 21st Century Competencies Citizenship, Creativity and Innovation, Communication, Collaboration, Thinking, Personal Responsibility & Professionalism, Research and Information Fluency, Technology Operations and Concepts Culmination
Reflective Prompts
Assessment throughout Whole Group: Summative and formative Individuals Summative and formative Self Assessment On-going throughout Journals, blogs, discussions, surveys, etc
Great resources to guide your implementation
Great on-line resources to use Buck Institute for Education (BIE): Bie.org Highest priority is to help teachers prepare students for successful lives. We do this by showing teachers how to use Project Based Learning in all grade levels and subject areas. BIE creates, gathers, and shares high-quality PBL instructional practices and products and provides highly effective services to teachers, schools, and districts. Project Zero: http://www.pz.harvard.edu/ The Project Zero Classroom features various frameworks and tools that enable you to look at teaching analytically, develop new approaches to planning and make informed decisions about instruction. The Institute for Personalized Learning: http://institute4pl.org A division of CESA 1. We have found the BLOG link to be helpful with various articles regarding Project Based Learning and Personalized Learning. The Institute for Personalized Learning is also a great resource for arranging site visits to schools at various degrees of implementing Project Based Learning.
Great on-line resources to use continued The Institute for Personalized Learning: http://institute4pl.org A division of CESA 1. We have found the BLOG link to be helpful with various articles regarding Project Based Learning and Personalized Learning. The Institute for Personalized Learning is also a great resource for arranging site visits to schools at various degrees of implementing Project Based Learning.
Recommended Books Thinking Through Project-Based Learning: Guiding Deeper Inquiry By Jane Krauss and Suzie Boss Shows you how to create a more interactive classroom environment by giving an overview of PBL, sample projects, strategies for integrating PBL into all areas, and ways to involve the community. Building a Personalized Learning Teacher by Jean Garrity ****They have one for middle and high school teachers too Sample projects from different grade levels Guide to take you from generating ideas to project planning and implementation Planning tools, online resources, rubrics and handouts
Recommended Books continued Inside Information: Developing Powerful REaders and Writers of Informational Text Through Project-Based Instruction, K-5 by Nell Duke Using research to teach children to read and write informational text in an engaging way. Provides units that move children through a logical progresstion: Project launch, reading and research, revision and editing and presentation and celebration. PBL in the Elementary Grades By Buck Institute for Education ****They have one for middle and high school teachers too Sample projects from different grade levels Guide to take you from generating ideas to project planning and implementation Planning tools, online resources, rubrics and handouts
Recommended Books continued Make Learning Personal: The What, Who, WOW, Where, and Why by Barbara A. Bray and Ann McClaskey Shares a system that reduces barriers and maximizes learning for all learners, provides an explanation distinguishing personalization from differentiation and individualization, covers the stages of personalized learning environments that transform roles and discusses strategies around the culture shift in classrooms and schools as you personalize learning.
Recommended Books continued Comprehension and Collaboration, Revised Edition: Inquiry Circles for Curiosity, Engagement, and Understanding Revised Edition by Stephanie Harvey and Harvey Daniels Successful inquiry isn't simply sticking five kids together and telling them to research a topic. This book includes: 37 strategy lessons, including 11 completely new ones, for thinking and collaboration 7 new step-by-step classroom stories that model inquiry-based units Groundbreaking research in comprehension, collaboration, and inquiry Connections to inquiry structures such as makers, design thinking, genius hour, and capstone projects Tips on common questions about management and accountability A completely rewritten chapter on the wise use of technology Specific correlations from inquiry circles to common state and national standards.
Know yourself. Know your tendencies. When you are at your best. When you are at your worst. Be in it. Use it as a tool. Go slow to go fast. An activity is only an activity unless it is processed. Common Experiences Keleen Kaye & Becky Anderson, Project Creation Grades K-5 Presentation, June 2016
References: What is 21st Century Education: https://youtu.be/ax5cnlutays Emily s Quotes.com James Murray, Principal, Waukesha STEM Academy, Personalized Learning in a Project Based Environment Presentation, June 2016 Keleen Kaye & Becky Anderson, Project Creation Grades K-5 Presentation, June 2016 Harvard Project Zero: http://image.slidesharecdn.com/usingteacherinquirypd-121228191545-phpapp02/95/using-teacher-inquiry-as-professional-develo pment-21-638.jpg?cb=1356722201 TED: Simon Sinek - "The Golden Circle" Clip https://youtu.be/l5tw0pgcyn0 The Golden Circle image http://boscoanthony.com/wp-content/uploads/2013/01/thegoldencircle.jpg Honeycomb image: http://institute4pl.org/?da_image=144 Difference Between Projects And Project-Based Learning; Amy Mayer, @friedtechnology, The Original WOW! Academy, www.friedtechnology.com bit.ly/continuumchoice bit.ly/continuumvoice Learning Zones: https://digitalacademicblog.wordpress.com/tag/senningers-learning-zone-model/ http://francinemassue.weebly.com/uploads/1/3/0/9/13091251/4039307_orig.png http://www.personalizelearning.com/2013/03/new-personalization-vs-differentiation.html
Thank you so much for coming today! Feel free to contact us any time! Pam Gresser: pgresser@dce.k12.wi.us Sarah Merz: smerz@dce.k12.wi.us