Why Project Based Learning? Office of Instruction WVDE.
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Transcript of Why Project Based Learning? Office of Instruction WVDE.
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Why Project Based Learning?
Office of InstructionWVDE
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Education exists in the larger context of society.
When society changes – so too must education if it is to remain
viable.
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Today’s Youth
• Digital learners• Multimedia• Find and manipulate data• Analyze data and images• Care about relationships
– MySpace– Facebook– Travel in groups
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Job Outlook 2002National Association of Colleges and Employers (NACE)
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6
The Rigor/Relevance Framework
AAcquisition
BApplication
CAssimilation
DAdaptation
KNOWLEDGE
TAXONOMY
6
5
4
3
2
1
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
APPLICATION MODEL
1 2 3 4 5Knowledge Apply in
discipline
Apply acrossdisciplines
Apply toreal worldpredictable situations
Apply to real-worldunpredictable situations
International Center for Leadership in Education
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Success Beyond the Test
• Core Academics• Stretch learning• Learner Engagement• Personal Skill
Development
Rigor
Relationships
Relevance
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Learning Criteria
• Core Academics – Achievement in the core subjects of English language arts, math, science, social studies and others identified by the school or district
• Stretch Learning – Demonstration of rigorous and relevant learning beyond the minimum requirements
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Learning Criteria
• Learner Engagement – The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers and parents that support learning
• Personal Skill Development – Measures of personal, social, service, and leadership skills and demonstrations of positive behaviors and attitudes
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Learning Criteria
Core StretchLearner
EngagementPersonal SkillDevelopment
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Learning Criteria
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Rigor/Relevance FrameworkTeacher/Student Roles
RIGOR
Relevance
High
Low
C
A
D
B
Low High
StudentThink
Student Think & Work
Teacher Work
StudentWork
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The New Learning Formula
3 Rs X 7Cs =21st Century Learning
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21st Century Skills
• Critical Thinking & Problem Solving
• Creativity & Innovation• Collaboration, Teamwork &
Leadership• Cross-cultural Understanding• Communication & Media Literacy• Computing and ITC Technology• Career & Learning Self-direction
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21st Century Skills
7 C’s
1. Critical Thinking and Problem Solving
2. Creativity and Innovation
3. Collaboration, Teamwork and Leadership
Component Skills
1. Research, Analysis, Synthesis, Project Management, etc.
2. New Knowledge Creation, Design Solutions, Storytelling
3. Cooperation, Compromise, Consensus, Community Building
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21st Century Skills
7 C’s
4. Cross Cultural Understandings
5. Communication and Media Literacy
6. Computing and ITC Literacy
Component Skills
4. Diverse ethnic, knowledge and organizational cultures
5. Crafting and analyzing messages, using technology effectively
6. Effective use of electronic information and knowledge tools
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21st Century Skills
7 C’s
7. Career and Learning Self Direction
Component Skills
7. Managing change, lifelong learning, and career redefinition
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Creating a Learning Environment
for 21st Century Skills
Students working in teams to experience and explore
relevant, real-world problems, questions, issues, and
challenges; then creating presentations and products to share what they have learned.
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A Project Learning Classroom is ...
• Project-centered• Open-ended• Real-world• Student-centered• Constructive• Collaborative• Creative
• Communication- focused
• Research-based• Technology-
enhanced• 21st Century reform-
friendly• Hard, but fun!
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Today’s Students are Digital Natives
Conventional Twitch SpeedSpeed
Step-by-Step Random AccessLinear Processing Parallel ProcessingText First Graphics FirstWork-Oriented Play-OrientedStand-alone Connected
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Digital Learners are Engaged by
• Multitasking/Toggling• Multimedia learning• Online social networking• Online information searching• Games, simulations and
creative expressions
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Project Learning is Skill-Based
To learn collaboration – work in teams
To learn critical thinking –
take on complex problems
To learn oral communication –
presentTo learn written communications –
write
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Project Learning is Skill-Based
To learn technology –
use technology
To develop citizenship –
take on civic and global issues
To learn about careers –
do internshipsTo learn content –
research and do all of the above
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Students Develop Needed Skills in
Information Searching & Researching
Critical AnalysisSummarizing and SynthesizingInquiry, Questioning and
Exploratory InvestigationsDesign and Problem-solving
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In a project learning classroom
The teacher’s role is one of coach, facilitator, guide,
advisor, mentor…
not directing and managing all student work.
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Rigor/Relevance FrameworkTeacher/Student Roles
RIGOR
Relevance
High
Low
C
A
D
B
Low High
StudentThink
Student Think & Work
Teacher Work
StudentWork
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Rigor/Relevance FrameworkStep 1.
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Teacher gives students a real-world question to answer or problem to solve.
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Rigor/Relevance Framework
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students seek information to answer question or solve problem.
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Rigor/Relevance Framework
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students test the relevancy of the information as it relates to the question or problem.
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Rigor/Relevance Framework
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students reflect on the potential use of the new information as a solution
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Rigor/Relevance Framework
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Students apply the information learned to answer the question or to solve the problem.
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Rigor/Relevance Framework
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Rigor-
Critical Thinking
Motivation-
Creativity – InnovationProblem Solving
Acquisition ofknowledge/skills
Relevancy -
Validation
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It is virtually impossible to make things relevant for, or expect personal excellence from, a student you don’t know.
Carol Ann Tomlinson
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What Zone Am I In?
Too Easy•I get it right away…•I already know how…•This is a cinch…•I’m sure to make an A..,•I’m coasting…•I feel relaxed,,,•I’m bored…•No big effort necessary.
On Target•I know some things…•I have to think…•I have to work…•I have to persist…•I hit some walls…•I’m on my toes…•I have to regroup…•I feel challenged…•Effort leads to success..
Too Hard•I don’t know where to start…•I can’t figure it out…•I’m spinning my wheels…•I’m missing key skills…•I feel frustrated…•I feel angry…•This makes no sense…•Effort doesn’t pay off…
THIS is the place to be. THIS is the achievement zone.
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Rigor/Relevance FrameworkRelationships
RIGOR
Relevance
High
Low
C
A
D
B
Low High
Relationships oflittle importance
RelationshipsImportant
RelationshipsImportant Relationships
Essential
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2008 Teacher Leadership Institute
Backward Design Process• Begin with the End in Mind
– Develop a project idea– Decide the scope of the project– Select standards– Incorporate simultaneous outcomes– Work from project design criteria– Create the optimal learning
environment• Craft the Driving Question
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2008 Teacher Leadership Institute
Backward Design Process• Plan the assessment• Create a balanced assessment
plan– Align products and outcomes– Know what to assess– Use rubrics
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2008 Teacher Leadership Institute
Backward Design Process• Map the Project
– Organize tasks and activities– Decide how to launch the project– Gather resources– Draw a “Storyboard”
• Manage the Process– Share project goals with students– Use problem-solving tools– Use checkpoints and milestones– Plan for evaluation and reflection