Project-Project-Based Based

LearningLearningJune 2011June 2011

Project-Project-Based Based

LearningLearningJune 2011June 2011

Peter SkillenPeter Skillen

www.peterskillen.orgwww.peterskillen.org

Some thoughts with plpconnectu…Some thoughts with plpconnectu…

What is PBL? What is PBL?

From the Buck Institute at www.bie.org

Project Based Learning focuses on the central concepts and principles

of a discipline involves students in problem-solving

investigations and other meaningful tasks allows students to work autonomously to

construct their own knowledge, and culminates in realistic products.

What is PBL What is PBL (cont’d)

George Lucas Educational Foundation at Edutopia.org

Project-based learning is curriculum fueled and standards based asks a question or poses a problem that each

student can answer asks students to investigate issues and topics

addressing real-world problems while integrating subjects across the curriculum

is a method that fosters abstract, intellectual tasks to explore complex issues.

What is PBLWhat is PBL (cont’d)

From www.4teachers.org

A project-based learning method is a comprehensive approach to instruction. Your students participate in projects and practice an interdisciplinary array of skills from math, language arts, fine arts, geography, science, and technology.

Scaffolding?Scaffolding?

Elements to ConsiderElements to Consider

Cognitively collaborativeCognitively collaborative

QuestioningQuestioning

Trust Trust (locus of control)(locus of control)

CollaborationCollaboration

Teacher DirectedTeacher Directed Student DirectedStudent Directed

Student GeneratedStudent GeneratedTeacherTeacher GeneratedGenerated

DependentDependentIndependentIndependent

InterdependentInterdependent

KnowledgeKnowledgeRetellingRetelling ConstructionConstruction

Low LevelLow Level High LevelHigh Level

ReductionistReductionist ComplexComplexContentContent

Socially cooperativeSocially cooperative

PurposePurposeContrivedContrived AuthenticAuthentic

StudentStudent

Teacher

PassionPassion(Affect, motivation)(Affect, motivation)

Self-determinationSelf-determination(Locus of Control)(Locus of Control)

PurposePurpose(Authenticity)(Authenticity)

SupportSupport(Scaffolding)(Scaffolding)

MetacognitionMetacognition(Goal-setting, planning, monitoring, reflection)(Goal-setting, planning, monitoring, reflection)

I believe that I believe that passion, purpose, self-determination and supportive, reflective environments are key to successful projects.

Locus of ControlLocus of Control

"Once you have learned how to ask relevant and appropriate questions, you have learned how to learn and no one can keep you from learning whatever you want or need to know."

Neil Postman and Charles Weingartner (Teaching as a Subversive Activity)

Driving QuestionsDriving Questions integral to the curriculum under study complex enough to be broken down into smaller

questions; ill-structured contextualized; link concepts/principles

across disciplines anchored in the lives of learners; meaningful Engages students in a state of ‘flow’

Krajcik and Soloway

Expert vs Novice Expert vs Novice LearnersLearners

Novices typically don't plan, monitor, and reflect Novices typically don't plan, monitor, and reflect on their learningon their learning

Expert learners use 'multiple representations’Expert learners use 'multiple representations’

Novices typically don't generate a number of Novices typically don't generate a number of potential solution strategies.potential solution strategies.

Expert vs Novice Expert vs Novice Learners Learners (cont’d)(cont’d)

Novices engage in 'knowledge telling' Novices engage in 'knowledge telling' rather than 'knowledge transformation'rather than 'knowledge transformation'

Experts realize that the ‘social context’ Experts realize that the ‘social context’ is important to learningis important to learning

Expert learners make multiple passes Expert learners make multiple passes at knowledge.at knowledge.

Expert vs Novice Expert vs Novice Learners Learners (cont’d)(cont’d)

Experts are able to transfer their Experts are able to transfer their learning to other domainslearning to other domains

Experts view 'mistakes' as opportunities Experts view 'mistakes' as opportunities to learnto learn

Journal WritingJournal Writing

I want to know... I want to learn... I think... My goals for this project are... I don’t understand... I wonder... I am having difficulty with... I am breaking my project into... A similar task I have had before is... The steps I plan to follow are... Different ways to solve this task...

Planning Starters

Imagine... What are some Solutions?

Journal Writing Journal Writing cont’dcont’d

I learned... Things I want to learn are... I think... I have managed to... I have changed my plan... I didn't get as far as I planned because... I got further than I had planned because... The steps I did first were... My next step will be...

Reflection Starters

Imagine... What are some Solutions?

Journal Writing Journal Writing cont’dcont’d

another as a result of attempt because believe consequently consider decide discovered discuss

in that case in view of look forward

to otherwise plan realize remember since so

expect explain feel figured give up Guess hope if...the

n intend

study thanks to that's

how that's why therefore think try until wish wonder

Elaboration Triggers

Imagine... What are some Solutions?

CollaborationCollaboration

Schoenfeld says that Groups are not just convenient way to accumulate the individual knowledge of their members. They give rise synergistically to insights and solutions that would not come about without them.

Journal Writing Journal Writing cont’dcont’d

I agree with you because ... I disagree with you because... Check... I think... I believe... Have you thought about... Maybe... I am confused... Another explanation... I don't understand... You need to... Your journal entry would be better if...

Comment Starters

Imagine... What are some Solutions?

Develop Driving Questions Develop Driving Questions PubliclyPublicly

Use Journals to support your Project Based LearningUse Journals to support your Project Based Learning

• Each student needs to work towards a ‘driving Each student needs to work towards a ‘driving question’ for the investigation.question’ for the investigation.

• This may take several journal pages and much This may take several journal pages and much discussion with peers to develop a question that discussion with peers to develop a question that meets the criteria. meets the criteria. 

• Each student needs to develop plans for investigation.Each student needs to develop plans for investigation.• ‘‘think aloud’ in journal and read and react to the think aloud’ in journal and read and react to the

comments of peerscomments of peers• student and peers have regular, reflective student and peers have regular, reflective

conversations about every stage of their work.conversations about every stage of their work.

Scaffolding Web 2.0 Scaffolding Web 2.0 ToolsTools

Scaffolding with Web 2.0 ToolsScaffolding with Web 2.0 Tools

Diigo as ‘Conversation’ ToolDiigo as ‘Conversation’ Tool

HiddenHidden

Hidden - by Robin Boston of the YMCA Academy for Adobe Youth Voices.

Art should be free to see not hidden like some dirty clothes, in the darkness, so nobody knows I suppose, like they try to hurt rap an try to keep us down, that’s why I keep my streets tagged like T-Dot was graffiti town. Soon enough they’re going to take my speech away so u can only see my sound, I trust art and only art because art would never let me down. We go out at night to take what we feel and express it, men were stressed soon to be handcuffed and arrested. Blessed am I or cursed, because I have been told what I’m doing is right but wrong since birth. I just want to decorate my block, I got it locked, but I always got to worry about the cops. So why would u try to get rid of something so great, you got to learn how to love before you learn how to hate.

Art shouldn’t be hidden in the darkness.

Teddy Bear ProjectTeddy Bear Project

ReflectionReflection

What did you learn?What did you learn?

How will your learning impact your practice?How will your learning impact your practice?

ResourcesResources The Construction Zone blog The Construction Zone blog http://theconstructionzone.wordpress.comhttp://theconstructionzone.wordpress.com

Tech2Learn Wiki Tech2Learn Wiki http://tech2learn.wikispaces.comhttp://tech2learn.wikispaces.com

ZPD - Who's in Charge Here? ZPD - Who's in Charge Here? http://bit.ly/eMVLOAhttp://bit.ly/eMVLOA

PBL - Who IS in Charge? What Tools can Help? PBL - Who IS in Charge? What Tools can Help? http://bit.ly/5znahMhttp://bit.ly/5znahM

Scaffolding for Deep Understanding Scaffolding for Deep Understanding http://bit.ly/cWwX1ohttp://bit.ly/cWwX1o

Journal Writing - Just Another Worksheet Journal Writing - Just Another Worksheet http://bit.ly/hiuNoUhttp://bit.ly/hiuNoU

Reasons to Use Collaborative LearningReasons to Use Collaborative Learning - - http://www.http://www.gdrcgdrc.org/kmgmt/c-learn/44.html.org/kmgmt/c-learn/44.html

Knowledge is NecessaryKnowledge is Necessary

How effective are kids at web research?How effective are kids at web research?

Studies show…’not very good’!Studies show…’not very good’!

Kids' Web ResearchKids' Web Research

6th & 9th grade science classes with student-6th & 9th grade science classes with student-generated questions generated questions (Lyons, Hoffman, Krajcik, Soloway, (1997)(Lyons, Hoffman, Krajcik, Soloway, (1997)

Categories of online inquiry were examinedCategories of online inquiry were examined ExploringExploring Asking questionsAsking questions PlanningPlanning Searching for informationSearching for information Assessing informationAssessing information

Kids' Web Research Kids' Web Research (cont'd)(cont'd)

ExploringExploring "Places to Start" provided

Students often skipped this Students were very unsuccessful in

their searches Students require a baseline of

knowledge to conduct effective online searches

Kids' Web Research Kids' Web Research (cont'd)(cont'd)

Asking QuestionsAsking Questions A difficult step for students

Usually asked closed, single answer questions

'Question Drift' Students require time to 'explore' their topic

must have a solid question before researching in earnest

Teachers must help students form good questions

The inquiry process must be a part of the culture of the classroom

Kids' Web Research Kids' Web Research (cont'd)(cont'd)

PlanningPlanning Planning increases the efficiency of the search Students must plan the 'process' & the 'product' Students typically did not show much planning

Used one keyword Looked for the 'one correct answer'

Limited information found Teachers need to 'scaffold' students' planning and

research

Kids' Web Research Kids' Web Research (cont'd)(cont'd)

Searching for InformationSearching for Information Boolean keyword searching is difficult for most students

Inappropriate keywords Misspelling Stringing words together as if it is ‘and’ is the most common error

Restricted range of keywords Lack of baseline content knowledge

Teachers need to know, and to teach, search strategies Students need to have access to print materials

Kids' Web Research Kids' Web Research (cont'd)(cont'd)

Assessing InformationAssessing Information Students have a tendency to believe almost anything that is written

Used to books and other authorities On the web, the question of 'authority' is critical

Limited ability to judge the worth of web pages Lack of baseline content knowledge

Students can be led off track by faulty information or miss worthwhile info Students need to have some background knowledge Students must learn how to cite web materials Students must learn the 'grammar' of the web

e.g., .gov .com .org .edu