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Project-Based Learning Staff Development Day

Sara ArmstrongJane Krauss

& a phalanx of facilitators

San Francisco ArchdioceseFriday, February 4, 2011

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Jane Krauss

About Your Guides

Sara Armstrong

Colleagues, PBL Advocates

Where We’re Going Today

MORNING

Orient ourselves to work ahead

Ask and answer: Why projects?

Qualities of good projects

Elements of project design

---Break

Breakouts, project planning

AFTERNOON

---Lunch

Breakouts, project planning

---Break

Share work

Resources Round Up

Closing

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A Story

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Who’s Your PLN?

Life Is a Project

Capabilities of Project-Doing

When It Comes to PBL…

Armchair traveler: curious from afar?

Tenderfoot: setting out on first journey?

Explorer: finding your way?

Scout: can guide and teach others?

Are you an…

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Let’s Define PBL…

In project-based learning,

students learn important subject matter

by investigating open-ended questions

and “making meaning”

that they transmit in purposeful ways.

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Let’s Define PBL…

In project-based learning,

students learn important subject matter

by investigating open-ended questions

and “making meaning”

that they transmit in purposeful ways.

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Let’s Define PBL…

In project-based learning,

students learn important subject matter

by investigating open-ended questions

and “making meaning”

that they transmit in purposeful ways.

12

Let’s Define PBL…

In project-based learning,

students learn important subject matter

by investigating open-ended questions

and “making meaning”

that they transmit in purposeful ways.

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Let’s Define PBL…

In project-based learning,

students learn important subject matter

by investigating open-ended questions

and “making meaning”

that they transmit in purposeful ways.

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Let’s Define PBL…

In project-based learning,

students learn important subject matter

by investigating open-ended questions

and “making meaning”

that they transmit in purposeful ways.

Projects allow students a degree of choice,

setting the stage for active engagement and teamwork.

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What Might This Look Like?

Newsome Park ElementaryNewport News VA

• Read, write, do math with apples

• Visit an orchard• Make apple sauce• Conduct a taste test• Paint and draw apples• Put on a Johnny

Appleseed play

PBLWhy these apples?

Activity based v. PBL

“Why are these the apples sold in our store?”

Consumer preference, geography, agriculture, economics

“How did they get from the tree to here?”

labor, distribution systems, home gardens

“Did grandma eat these apples at my age?”

change over time, narratives

Thematic Unit

Activity-Based Learning Project-Based Learning

Teacher-Directed Student-Driven

Give Answers Make Meaning

Useful to Know Enduring Understanding

School-World Real-World

Curricular Enhancement

Activity-Based v. Project-Based Learning

Continuum of Practice

Fun Captivating

(or not)

Thematic

Curricular Focus

How to Teach This Way?

Key Components

Support–Important conditions met, honored

Instructional design –“Backward” design

–Mapped to objectives

–Shaped by input

Preparation –Materials

–Expectations

How to Teach This Way?

Several Important Conditions

School improvement aims

Opportunities for professional learning

Flexible structures

Shared vision

Access to appropriate technologies

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How to Teach This Way?

Key Components

Fearlessness

Fraternité

Forgiveness

Fidelity

Fortitude

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What do you think, wonder?

The Package

Entry event

Project sketch

Driving question

+ Great project title

Fabulousness

Why Have a Driving Question?

FOR STUDENTS FOR TEACHERS

Guides project work

Creates interest and/or the feeling of challenge

Reminds them “Why we’re doing this today”

Aids discussion of the project

Guides planning

Reframes content standards or big ideas

Captures & communicates the

purpose of the project

Initiates and focuses inquiry

Questions as Catalyst

Qualities of good driving questions

Something you want to know, and keeps you interestedNo simple “yes” or “no” answerGoogle-proof, causes you to construct new meaningRequires investigation to answerLeads to more questions

From Good Qs to Better Ones

Can you discriminate?

1. Where do earthquakes happen?2. Are we at risk from earthquakes here?

1. Can every citizen get where they need to go?2. What transit services serve our community?

1. Why do we need others?2. What do community helpers do?

Content KnowledgeFormative

Summative

Self & Peer Evaluation:Reflection and discussion

Skills

Assessment ~ What & How?

What?

Dispositions, 21st c. Skills

How?

Assessment Timeline

What’s Next?

BREAK! 10:35 – 11:00

BREAKOUTS! 11:00 – 12:00

Sara (510) 326-8324Jane (541) 221-3219

About You

When it comes to PBL, you are:

Armchair traveler: curious from afar

Tenderfoot: setting out on first journey

Explorer: finding your way

Scout: can guide and teach others

Armchair Traveler? Keep reading, looking

Reinventing PBL

Authors Jane Krauss, Suzie Boss

Blog:

http://reinventingpbl.blogspot.com

Flickr: www.flickr.com/groups/reinventingpbl

Buck Institute for Education

Edutopia

Understanding by Design

Where to go next

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Tenderfoot? Join others in a project.

Pennies for Peace, international service-learning project with curriculaWebinar @ Edutopia

Other projects to join:iEARN

Where to go next

Cornell Labs Citizen Science (Birds)

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Tenderfoot? Join others in a project.

Where to go next

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Where to go next

Explorer? Expand beyond your classroom.Find collaborative partners at:Classroom 2.0: www.classroom20.org Edutopia groups: www.edutopia.org ePals: www.epals.org Global Education Collaborative:

http://globaleducation.ning.com/ Global SchoolNet [web address]

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Scout? Build buzz and go to scale.

• Buzz-builders: Twitter, blogs, Facebook

• Invite others to join: Edutopia groups

• Share your wisdom with others in PBL~Better with Practice group:

www.classroom20.com/group/pblbetterwithpractice

Where to go next

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How Did It Go?

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Thank You

Jane Krauss

jkrauss@mahonia.us

Skype: jkrauss1989

Twitter: @jkrauss

Blog:http://

reinventingpbl.blogspot.com

Sara Armstrong Ph.D

saarmst@telis.org

Skype: mizbear

Web: sgaconsulting.org