Teach with Project Learning And Use Projects to Showcase Learning

Lynette Molstad Gorder, Ed.D.Dakota State University

Madison, SD

http://www.homepages.dsu.edu/molstadL/laptop.htm

The World Today Constant change Technology all around Information Globalization Service-based

economy Ethics

Use technology Find and use information Manage resources Understand systems Work with others

SCANS report, 1991

Students Today

Educating and preparing our students

to succeed in a constantly changing world.

21st Century Skills

Analytical Thinking Collaborating Communicating Finding and Evaluating Information Problem Solving

(accfp)

21st Century Skills

Analytical Thinking

*Planning*Organizing*Prioritizing*Identifying similarities and differences*Questioning

*Learning cooperatively*Valuing contributions of others*Negotiating and resolving conflict*Guiding others*Working together as a team

Collaboration

Communicating

*Reading with comprehension*Observing*Conveying ideas*Speaking*Listening

*Defining the problem and variables*Stating problems and making predictions*Summarizing and taking notes*Determining relationships*Making decisions

Finding and Evaluating Information

Problem Solving

*Recognizing need for more information*Developing a strategy to find information*Using multiple sources of information*Determining -credibility -reliability -accuracy - relevance

1. Authentic instructional strategy2. Where students plan, implement,

evaluate3. Real-world applications

Project-based Instruction

Project DesignOutcomes

Map to Standards6 A’s of PBL

Project ImplementationScaffolding

9 Steps of PBLMarzano’s Essential 9

Project AssessmentProjects and Performance

Feedback StrategiesAuthentic Audiences

Next Slide

Key Project Components

1. Authenticity2. Academic Rigor3. Applied Learning4. Active Exploration5. Adult Relationships6. Assessment PracticesReturn

6 A’s of Project-Based Learning

AA

A

1. Skills and concepts for student learning2. Goals and standards3. Resources4. Situation or problem5. Project description and purpose6. Performance specifications 7. Rules and timelines8. Project participants with roles 9. Assessment

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Project Elements

1. Identifying Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort and Providing Recognition4. Homework and Practice5. Nonlinguistic Representations6. Cooperative Learning7. Setting Objectives and Providing Feedback8. Generating and Testing Hypotheses9. Cues, Questions, and Advance OrganizersSource: Mid-continent Research for Education and Learning (McREL)

Robert Marzano, Debra Pickering, and Jane Pollock

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The “Essential Nine” Instructional Strategies

Common student objectives of a project: -manage and meet timelines. -interpret data and make decisions. -resolve conflicts between group members. -prepare/communicate results.

Teachers need to assess the objectives of the project.

Use a rubric (common assessment tool).

Source: http://serc.carleton.edu/introgeo/assessment/project.html

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Assessing Project-Based Learning

Lydia’s Project

Trevor’s Project

Class Examples

Portfolio

Technology Tools

Communication Class Projects

Pet Store Public Library Fitness Center Café Bicycle Sales and Repair Shop Motor Sports Center Construction Company Drug Store

Final Project

IT Design Class Projects

1. Curricular content2. Technology (Multimedia)3. Student directed4. Collaboration5. Real-world connection6. Extended time frame7. Teacher as facilitator/co-learner8. Assess the product using a rubric9. Review lesson concepts10. Provide opportunities for reflection

Components of PBL

1. Student centered2. Beginning, middle, end3. Meaningful content4. Real-world problems5. Firsthand investigation6. Specific goals7. Tangible product8. Connection among academic, life, and

work9. Feedback and assessment10. Reflective thinking and self-assessment

Features of Project-Based Learning

1. Analyze tasks and skills to complete the project

2. Facilitate the process of analyzing tasks3. Set up the plan of action4. Implement and evaluate the project5. Determine student learning6. Facilitate decision making, thinking, and

problem solving7. Facilitate personal responsibility8. Facilitate integrity9. Facilitate interpersonal skills (teams)10. Evaluate the project

Teacher’s Role in Project-Based Learning

well designed rubric - measure learning and guides learning reality based with choice inductive not deductive - open to further questioning empowering differentiated collaboration certain set boundaries but give them enough time process and content outside mentor memorable learn and retain - application of knowledge ability to revisit  - work in progress room for reflection purposeful community involvement authentic and relevant self evident - no need to ask "why am I doing this?" depth over breadth Source: Jillian Gierke

EduCon 2.2

Good Projects

Project-Based Learning

Expeditionary Learning

In-depth investigations

Engage students

Real world learning experiences

1. Preparing students for the information workplace

2. Increasing motivation3. Connecting learning with reality4. Providing collaborative opportunities5. Increasing social and communication skills6. Increasing problem-solving skills7. Making connections between disciplines8. Increasing self-esteem9. Allowing for individual diverse learning10. Providing a practical real-world way to learn

using technology

Benefits of Project-Based Learning

If you don't like something,

change it; if you can't change it,

change the way you think about it.  ~Mary Engelbreit

Be the Change You Want to See