Project Based Learning (PK-5th) & Bilingual Research...
Transcript of Project Based Learning (PK-5th) & Bilingual Research...
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Presented by:Dr. Michael Whitacre
Dual Language Training Institutedlti.us
Project Based Learning (PK-5th) &Bilingual Research Centers
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WhatisProject-BasedLearning?
• Project-basedlearning(PBL)involvesadiscoveryapproachthatallowsstudentstoinquireandbecomeindependentlearners(studentchoice).
• “Unlikespontaneousplay,projectsinvolvechildreninadvancedplanningandinvariousactivitiesthatrequireseveraldaysorweeksofcontinuedeffort.”
» Katz&Chard,2003
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DEVELOPING THE LESSONTeacher determines materials, time, etc. and develops as needed for lesson implementation
DELIVERING THE LESSONPurpose/Focus: Teacher establishes student purpose for learning lesson objective
(activate prior knowledge) – 5 minutes
Direct Instruction: Teacher explains, models and/or demonstrates lesson objective – 15 minutes
Pair Activity #1: Teacher places students into pairs/groups for comprehension levelactivity; monitors and guides students' learning (1st verb stated in objective) – 15 minutes
Pair Activity #2: Teacher places students into pairs/groups for higher order thinking levelactivity that applies, compares concepts being learned (application, analysis, synthesis, or evaluation level…2nd verb stated in objective) – 15 minutes
Closure: Teacher or students summarize; and/or students share their completed activity/project for lesson closure – 10 minutes
Conceptual Refinement: Small group refinement (2-5 students) after each math, SLA/ELA, science & social studies lesson; Independent Practice Activity (rest of class not in CR) –15 minutes
Journal Reflection: Students write a learning reflection (connected writing) – 10 minutes
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7-Step Lesson Plan Cycle
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AProjectcouldbe….
• Anexplorationofaphilosophicalquestion– “Whatisahealthycommunity?”
• Aninvestigation ofahistoricaleventoranaturalphenomenon.
• Aproblem-solvingsituation– eitherrealorfictitious.• Anin-depthexaminationofacontroversialissue.• Achallengetodesignanartifact,planorevent.• Achallengetocreateapieceofwriting,multimediaorworkofartforaparticularaudienceorpurpose.
From:JacqueMelin’s Website www.formativedifferentiated.comCopyright©2017-DualLanguageTrainingInstitute.AllRightsReserved.
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Project-basedLearning• Aclassicproject-basedlearningactivityusuallyinvolves4basicelements:
(1) anextendedtimeframe;canbefrom2-6weeks(2) collaboration;(3) inquiry,investigation,andresearch;andfinally,(4)theconstructionofanartifactorperformanceofaconsequentialtask.• Withinthisbasicframework,studentsandteacherscanadaptactivitiestoshowcaseandassessunderstanding.
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FAQ’s on Project Based Learning
CanotherteachingmethodsbeusedalongwithProjectBasedLearning?• Yes,PBLcanincorporatealltraditionalteachingtoolsandmethods,including
lecture,text-books,andconventionalassessments.• However,thenatureofPBLdemandsthatstudentsspendthebulkofthe
projectactivelyworkingingroupsorindividuallytoresearchthequestionandcometoconclusions.
• Also,theadvantageofPBListhatitrequiresstudentstousespecificskills,suchascollaboration,teamwork,timeandtaskmanagement,orpresentationskills,toconcludeaprojectsuccessfully.
• Theseskillscannotbepracticedorlearnedthroughtraditionaltransmissionmodelsofeducation.
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FAQ’s Project Based Learning
• Howlongdoprojectslast?• Projectstypicallylast2-3weeks.Timelinescanbeshortenedor
lengthenedbaseduponthecontentandscopeofthematerial.
• DoesProjectBasedLearningincorporatecontentandstandards?
• Thelearningofspecifiedsubject-matterconceptsandstandards(TEKS)isattheheartofPBL.Projectsbeginwithcurriculumstandardsandusealignedassessmentstodeterminewhatstudentshavelearned.ProjectsarethendesignedaroundaDrivingQuestionthatknitstogetherintendedoutcomesandprojectactivities.
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FAQ’s Project Based Learning
• HowdoesProjectBasedLearningdifferfromBilingualResearchCenters?
• PBLandBilingualResearchCentersaresimilar,andthetermsaresometimesusedinterchangeably.Botharebasedonamethodinquiryintoanauthenticproblemorquestion. PBLisbasedonaclasswideteacherfacilitatedprojectwhileBilingualResearchCentersareteacherdesignedandstudentled.
• Howismystudentgraded?• Rubricswillbeusedtogradeparticipationingroupwork,qualityof
product(s),andindividualpresentations.Individualweeklyworkethicgradeswillalsobegiven.Studentswillalsoreceiveindividualgradesthroughtraditionalassessmentsincluding;tests,quizzes,worksheets,andbenchmarks.
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Project Based Learning
• Whatisscaffolding?• Scaffoldingisthesystematicandcontinuousunfoldingofinformation
neededtocompletetheproject.Throughtheuseoforganizers,anever-changinglistofknowns andneedstoknowlistisdisplayedintheclassroom.Thislistallowsthestudentstogainknowledgeonaneedtoknowbasisandpreventsanoverwhelmingamountofinformationgivenatonetime.
• Isonechildresponsibleforotherstudentswork/grade?• Groupethicandresponsibilitiesaremonitoredbytheteacher,aswellas,
othermembersofthegroup.Eachstudentisresponsiblefortheirownworkandlearningduringaproject.Individualgrades,aswellas,groupparticipationgradesaregiven.
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Project Based Learning and Bilingual Research Centers
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• HowdoIuseBilingualResearchCenterswithProjectBasedLearning
• BilingualResearchCenterscanbeextensionsoftheProjectBasedLearningthattookplaceintheclassroom.
• Projectmightbeabroadtopicthatcoverscontentinformationaspartoftheresearchinformationgatheringprocessleadingtoanoutcome.
• TheBRCcanthenbeusedasanextensionforamorespecificprojectthatismoreindepth
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FAQ’s on Project Based Learning
WhyPBL?• Studentsgainadeeperunderstandingoftheconceptsandstandardsatthe
heartofaproject.Projectsalsobuildvitalworkplaceskillsandlifelonghabitsoflearning.
• Projectscanallowstudentstoaddresscommunityissues,explorecareers,interactwithadultmentors,usetechnology,andpresenttheirworktoaudiencesbeyondtheclassroom.
• PBLcanmotivatestudentswhomightotherwisefindschoolboringormeaningless.
• SourceSlides14-16:ProjectBasedLearning:InspiringMiddleSchoolStudentstoEngageinDeepActiveLearning.NewYorkCity Schools
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PROJECTBASEDLEARNING
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http://www.edutopia.org/kindergarten-project-based-learning-videohttp://www.edutopia.org/newsome-park-elementary-project-learning-video K-2
http://bie.org/project_search/results/search&channel=project_search&category=283&ps_source=283/ videopage
NowletsreviewthatweknowaboutPBL/BRC
Asyouviewthesevideosputacheckmarknexttothequestionswejustreviewedthatareansweredbythisvideo.
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Let’sStart:Step1:Beginwiththeendinmind
Goodprojectsdonotoccurbyaccident.Theyresultfromrigorousupfrontplanningthatincludesthoughtfuloutcomes,performanceassessments,andauthenticlearningactivities.
–Workbackwardfromatopic.–Useyourstandards.–FindprojectsandideasontheWeb.–Tieprojectstolocalandnationalevents.–ThecommunitycouldserveasagreatResource:pbl-online.orgCopyright©2017-DualLanguageTraining
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How do I Form a Question for PBL/ BRC?
Driving Questions and Entry Event Form open-ended questions that engage the students’interests and abilities.
How?üFirst, list key unit themes, then for each add a good
question that will motivate students to explore that theme.
ü It is crucial that the introductory lessons for any new topic capture students’ interests and motivate them to actively learn the material.
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Step2:CarvetheDrivingquestion• Whatmakesagoodquestion?
• areprovocative:¿EsquéE.UdebiódehabermandadotropasaIraq?Explica
• areopenended:¿CómolarevoluciónindustrialcambioelfuturodeE.U?
• gototheheartofadisciplineortopic:Howismathuseinourdailylife?
• arechallenging:¿Cuantocambiocreadoporelserhumanoalecosistemaesjustificable?
• canarisefromrealworlddilemmasthatstudentsfindinteresting:Shouldthegovernmentcreatenewguncontrollaws?
• areconsistentwithcurricularstandardsandframeworks:Whatisgoodwriting? Resource:bie.org
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ELAPBLDrivingQuestionandEntryEvent
HealthyChoices=LongLifeDrivingQuestion:Whyisitimportanttoestablishhabitsthatpromoteahealthylifestyle?
From:JacqueMelin’sWebsitewww.formativedifferentiated.com
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DevelopinganEssentialQuestion• Inordertoframeprojectwork,youneedtodetermineexactlywhatitis
youwantstudentstoknowanddoasaresultofcompletingtheproject.GrantWigginsandJayMcTighe refertothisprocessas"BackwardDesign"intheirbookUnderstandingbyDesign.Hereisasimpleprocesstohelpyoudeterminetheenduringunderstandingbehindyourtopic:
• 1.BrainstormalistofALLthedifferentthingsyouteachonthistopic.• 2.Reviewthelist.Grouptheitemstogetherbythemeorotherobvious
relationship.• 3.Writethethemeorrelationshipnexttoeachgrouping.• 4.Reviewthegroups.Trytocombinethemtogetherunderalargertheme.• 5.Repeatthisprocessuntilyouhaveonlyonethemeleft.• 6.Writeasentenceofnomorethansixwordsthatarticulatesthebigidea.
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DevelopinganEssentialQuestion• Anessentialquestion:• hasmanydifferentanswersandnoobviouscorrectanswer,andassuch,
provokesdisagreement;• leadstodiscoverybyrequiringstudentstoUNcover andREcover
importantideas;• seekstosolvereallifeproblems oraddressrealworldissues;• requiresresponsestobeanassessmentofcurrentinformationcombined
withexperimentsand• experiencestoformanargument orsolution;• isatthetopofBloom’sTaxonomy;• engendersfurtherinterest inthetopicbyleadingtomanymore
questions.
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DevelopinganEssentialQuestion• "Whatisthedifferencebetweenessentialquestions(à laUnderstanding
ByDesign)anddrivingquestions?"Inmyopinion,essentialquestions,whencreatedtotheirutmostpotentialare drivingquestions.Drivingquestionsarejustessentialquestionsthatarehighoncaffeine.Theydemandauthenticityandrigorousproblem-solving,whichessentialquestionscan do,butdon'talways.Inaddition,essentialquestionsareoftencreatedtobemorelikeenduringunderstandsorlearningtargets.
• Source:http://www.edutopia.org/blog/pbl-how-to-refine-driving-questions-andrew-miller
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Example:DrivingQuestions
• Math• Whatisthecostofaquinceañera?• Whatistheeconomicimpactwhenchangesaremade?
• Science• Whatarethevisiblechanges/differencesbetweenparentsandoffspring?
• Havequinceañeras evolvedintoquinceañerosduetotheenvironment?
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• Objective:StudentswillworkcooperativelytounderstandHowwecanlearnaboutchanges/evolutionbystudyingquinceañeras/o?
• Purpose• Thequinceañera/oisaHispanictraditionthatgoesbacktotheAztecsociety.It
representstheriteofpassageceremonyintowomanhood.Theprojectnotonlybuildsonthestudents’fundsofknowledge,becausemanyhaveexperiencedquinceañera/os,butthatalsogivesthemtheopportunitytolearnmoreabouttheirculture.Thepurposeofthisunitisforthestudentstohaveabetterunderstandingofthecelebration,whatarethehistoricalandculturalaspectsofthecelebration,andhowthiscelebrationhavechangedthroughouttime.
• Goals:• Thestudentwillunderstandthateveryculturecelebratestheriteof
passageoffemalesandmalesanditvariesaccordingtoculture,religion,andbeliefs.
• Thestudentswillunderstandthatquinceañeras/ohavechangedthroughouttimesduetoculture,socioeconomics,andtheenvironment.
• Thestudentswillunderstandthecostofaquinceañera/oandhowitvarieswhenchangesaremade.
EXAMPLE:
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Sample Task Statement
Thegroupwill____(action/verb)___the___(specific
element)___relatedtoourstudyof___(content topic)___.
Wewillgetandorganizeinformationby_(typesof
resources)_andshareourfindingsby___(product)__.
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Example Task Statement for Science
El grupo va a clasificar tipos de rocas (sedimentario,
metamórfico, y ígneo). Vamos a organizar la información
usando rocas y otros recursos y compartir nuestros resultados
usando una presentación.
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Example Task Statement for Social Studies
Thegroupwilldistinguish andcompare avarietyofTexas
regionsrelatedtothestudyoftheUnitedStatessuchas
political,population,andeconomicregions. Wewillgetand
organizeinformationbyconductingresearchandshareour
findingsbycreatingagamealongwithareport.
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Step3:PlantheAssessment
• AssessmentsinPBLmeasurecontentknowledgeandskills(i.e.,collaboration,communication,andproblemsolving).
• Agoodassessmentshouldanswerthefollowingquestions:
1. Howwelldothestudentsknowthecontentofthetopicoftheproject?
2. Howwellhavetheymasteredthekeyskillslearnedintheproject?
3. Howwelldidtheyapplytheirknowledgeandskillsastheypreparedtheirproducts?
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Assessment of PBL/BRC Learning• Think outside of the box on how we assess the
effectiveness of PBL and how we think about its outcomes. • Alternative assessment which is authentic to the learning
task• These assessment measures might include:
– constructed response items, – essays, – writing samples, – oral presentations,– exhibitions, – experiments, and/or – portfolios (Ewing, 1998).
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Step4:OutlinetheProject
• Whatshouldthewholeprojectlooklike?– Analyzinginstructionalneeds,selectactivities,estimatetime,andprepareresources.
• Scaffold:(videos,checklists,samples,graphicorganizers,models,timelines,goalsetting,etc..)
• Examplesofactivities:
Design HypothesisTesting Problemsolving Analysis
Buildamodel Datacollection Identifyingproblems
Debates
Designaproducttomeetspecifications
Control variables Trying outsolutions Investigatehowsomethingworks
Productimprovement
Comparison ofproductsorprocess
Interpreting clues Comparing/Classifying
Resource:pbl-online.org
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Project Based Learning and Bilingual Research Centers
• ProjectBasedLearningandBilingualResearchCentersfacilitatemasteryofcorecurriculumallowingstudentstopracticeskillsincontext.
• BilingualResearchCenters(BRC)areanextensionofinstructionandshouldbecreatedineacharea(s)theteacheristeaching:–math,science,socialstudies,orlanguagearts
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Taking Project Based Learning into Bilingual Research Centers
• BRCs are mini libraries of materials and other resources.
• They are accessible in both languages in each core area that teacher teaches.
• They are for students to access during group assignments (maybe during activity 2) and project-based learning.
• Teacher adds more materials in both languages based on topic of assignment throughout the year.
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BilingualResearchCenters
• BystudentsaccessinginformationfromanEnglishsciencebookinBRCbutcompletingfinalassignmentinSpanish,inLOItheprocessexposesstudentstovocabularyofscienceandsocialstudiesinEnglish,andmathinSpanish.
• BRCOutcomesareintheLanguageofInstruction
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ProjectBasedLearning(Pk-5th)andBilingualResearchCenters(3rd-5th)
• Purpose– topromoteproject-based,discovery-based,research-based learning;criticalthinking
– toenhance/increaseinteractionbasedoncontenttalk
– PBL/BRCintegratesavarietyofsubjectsincludedbutnotlimitedto:reading,writing,science,socialstudies,math,andtechnology.
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qResearch Centers are created by consolidating all available instructional and resource material available in one area, (books, magazines, pamphlets, websites, encyclopedias, dictionaries, etc.)
qRCs are used during content area instruction (extend lessons: math-English, science/SS-Spanish, language art)
qMinimum of 6-8 project/research-based lessons/activities should be planned yearly using RC’s (2 projects per content area)
Bilingual Research Centers
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BilingualResearchCentersinaDual-LanguageClassroom
§ Provideanareainwhichprojectscanbestored(uselargeziplockbags,boxes,etc.)
§ Otherresourcesinclude:paper,artmaterials,scissors,pencils,markers,glue,etc.
§ Technology:accesstovideocamera,digitalcamera,computers,etc.
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BilingualResearchCenters
n Content/TopicGroupActivityn Discussinyourgroupsthetypesofmaterials
thatyouwouldplaceinthefollowingBRCs:1. SocialStudies– Communities2. Science– Statesofmatter3. Math– Mass,volume,capacity4. Reading/Writing- Biography
n Writeitonyourchartpapern Bepreparedtoshare
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Step5:Managetheprocess
• InPBLthetheteacher’sroleisofafacilitator• Whenmanagingtheprocessmakesureto:
• Letstudentsknowthegoalsoftheproject• Groupstudentsappropriately• Clarify• Monitorandregulate• Evaluatethesuccessoftheprojectandhelpstudentrecognizewhathasbeenlearned
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DisplayingyourManagementSystem
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Additional Resources
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• WherecanIfindmoreinformationregardingPBLandBRC?
• ThefollowingtwowebsitesareexcellentsourcesofinformationaboutPBL:
• http://www.bie.org/• http://www.newtechnetwork.org/
• http://www.epals.com/projects/info.aspx?DivID=index
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Additional Video Resources
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• WherecanIfindmoreinformationregardingPBLandBRC?
• http://www.edutopia.org/project-based-learning-overview-video• http://www.edutopia.org/kindergarten-project-based-learning-video• http://www.edutopia.org/newsome-park-elementary-project-learning-video K-2 • http://www.edutopia.org/ferryway-ironworks-integrated-studies-video 3-5
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