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PBL




      for the 21 st
      century
BIE: Who We Are
      BIE is dedicated to improving 21st Century teaching and
     learning by creating and disseminating knowledge,
     products, and practices for effective Project Based
     Learning
      Non-profit located near San Francisco
      Workshops and partners in over 30 states and 6
     countries
      www.bie.org
      www.pbl-online.org
      PBL Handbook and PBL Toolkit series, and project based
     curriculum units for high school Economics and U.S.
     Government
PBL Double Session Today

      9:30 PBL What & Why; Generate ideas
           and review sample projects for
           global education

      11:00 Planning & Managing your
            project; Driving Questions;
            assessment; classroom tips
Your ideal grad – begin with the end in
mind
                Title Here
Begin with the end in mind
                                     Critical thinker/problem-solver
  Knowledge of science, history,
  literature, languages, etc.         Appreciates diversity

        Time management                 Global awareness

  Strong work ethic                         Technology literacy

       Respectful & Caring                  Communication skills

              Organized
                                        Works independently and
       Reading/writing/math skills      collaboratively
    Responsible
                                       Healthy lifestyle
Everybody is saying the same thing


    Partnership for 21st Century Skills

    enGauge 21st Century Skills

    Tony Wagner’s Seven Survival Skills for the
     21st Century

    OECD Framework for Key Competencies
And remember

   Career-tech skills / 21st century skills / habits of
  success need to be developed while building
  students’ content knowledge

   To stay engaged in school, students need to care
  about learning – by being given meaningful work

   Relationships count – more personalized teaching
  should lead to more rigorous work
Sample PBL Unit

     Geography Course Culminating
     Project: “Travel Website”
     (From the National Academy Foundation/Pearson Education)


     Read and discuss with 1-2 partners:
          How could this project improve
          student engagement and outcomes?
Why PBL? A summary

   Motivates students to learn

   Improves retention of knowledge

   Teaches applied learning / 21st century skills

   Connects school to real world

   Makes school more meaningful = fewer
    disengaged students
Activity-based teaching
vs. PBL

 Activity-based teaching         PBL
 Enjoyable; active, hands-on     Engaging (emotionally and
 learning                        intellectually); “heads-on”
 Focused on theme, concept,      Driving question, problem or
 time period, novel, topic,      challenge
 culture, textbook chapter
 “we do projects” = curricular   Project organizes curriculum
 add-on (“dessert”)              & instruction (“main course”)
 Assessment = product            Product and process
 School world                    Real world
Essential elements
of PBL
  A project, in PBL:
   is organized around an open-ended
    Driving Question, problem, or challenge
   creates a need to know essential content & skills
   requires inquiry to learn and/or create something new
   results in a publicly presented product or performance
   allows student voice & choice
   requires critical thinking, problem solving, collaboration and
    various forms of communication
Activity-based teaching vs. PBL


      Is it PBL?
       Perform scenes from Macbeth and make collages of
        symbols that represent major characters.
       Listen to different sounds. Make a graph. Identify
       features of common sounds that are disturbing to the ear.
       Write a research report on a Renaissance artist, build
        a model of a device from a da Vinci drawing, and
        create a TV news video about a major event of the time.
       Play various card and dice games to determine the
        probability of winning.
From activities & “doing projects”
to PBL


       From…             To…

  Perform scenes from    Explore universal themes in
  MacBeth and make       MacBeth by writing and
  collages of symbols    performing key scenes in
  that represent major   modern English, in modern
  characters.            settings.
From activities & “doing projects”
to PBL


        From…                  To…

  Listen to different          Identify five sound
  sounds. Make a graph.        pollution problems in the
  Identify features of         community. Form task
  common sounds that           forces to study the
  are disturbing to the ear.   problems and
                               recommend solutions.
From activities & “doing
 projects” to PBL


       From…                 To…

 Write a research report     Study various developments
 on a Renaissance artist,
 build a model of a device   during the time period to
 from a da Vinci drawing,    support and present an
 and create a TV news        answer to the question, “Was
 video about a major         the Renaissance a rebirth or a
 event of the time.          whole new baby?”
From activities & “doing projects”
to PBL


         From…              To…

                            Plan a “Probability Booth” for
  Play various card and     the annual PTA fundraising
  dice games to determine   Carnival, with activities whose
                            odds of winning would attract
  the odds of winning.
                            lots of players.
                            Determine how much money
                            it would cost to play, how
                            much winners receive, and
                            how much profit you expect.
“yeah, but …”

      It’s not standards-based
      I can’t cover enough material
      My students aren’t ready
      It’s loud and messy
      I can’t use traditional teaching tools
      There’s no individual accountability
      I don’t have time and support
Designing & implementing a
project

                    Getting
                    Started



                                Planning &
                                Preparing
        Reflect &
        Perfect



                     Managing
Designing & implementing a
project
                              • Develop an idea
                    Getting   • Specify learning goals
                    Started   • Decide on the scope
                              • Write a Driving Question

                                  Planning &
                                  Preparing
        Reflect &
        Perfect



                     Managing
Pathways to Project Ideas

  Real-world                   21st Century
  practice                     Skills



Community needs                 Standards
                     Project
                        Idea
 Current issues &               Curriculum
 events                         materials


                                Your file
 Student interests
                                cabinet
Developing an idea: what will students do?


      Write a proposal          Recommend a solution
      Develop a plan            Conduct a campaign
      Design a website          Produce a play
      Publish a magazine        Invent a device
      Build a model             Debate an issue
      Create art                Make a multimedia
                                 presentation

                      make it   authentic!
Your turn


        Read the handout “Ideas for PBL:
        Places to Start the Wheels Turning”

        Discuss with 1-3 others how you
        could adapt ideas from this list – or
        think of your own potential projects
Specifying learning goals

     Content standards:
      Choose “power standards” (not too many)

     21st century skills:
      Collaboration, presentation, and critical
       thinking in all projects
      Some skills may be explicitly taught &
       assessed; others may only be “encouraged”
Scope of a Project
                          Limited                               Ambitious

      Duration           10-15 contact hours        40+ contact hours

      Breadth            One subject; 1-2 power     Interdisciplinary; 3-4
                         standards                  power standards
      Technology         Basic                      Extensive

      Setting            Classroom                  Community/World

      Who’s Involved     One teacher                Several teachers, outside
                                                    experts, community

      Audience           Classroom                  Experts, community,
                                                    world, web
      Student Autonomy   Teacher-defined; tightly   Co-defined and
                         managed                    managed
Why have a Driving Question?

  For teachers:              For students:
  • Guides planning          • Creates interest and/or
                               the feeling of challenge
  • Captures &
    communicates the         • Reminds them “Why
    purpose of the project     we’re doing this today”
  • Initiates and focuses    • Guides project work
    inquiry
A Driving Question is...

   Provocative or challenging

   Understandable to students

   Open-ended; multiple possible answers

   Answerable (but not in a simple way)

   Linked to important content in the discipline
A Driving Question can
be...
 Abstract
        “When is war justified?”
        “Should we genetically modify organisms?”
        “What makes someone a hero?”

 Concrete
       “How can we design the best networking plan for a business?”
       “How can we use geometry to design holes for a miniature golf
        course?”
 Localized
        “How could global warming affect our community?”
        “Can we capture the spirit of our city in art, music and poetry?”
 Activated
        “How can we plan an effective campaign to prevent water pollution
        in the lake?”
        “How can we design a website for teenagers about books they like?”
Refining a DQ

   From “simple right answer” to more complex, local, and
   actively problem-solving:

         What are the characteristics of healthy soil?



         Is our soil healthy enough to support a
         vegetable garden?
Refining a DQ

     From abstract to concrete and challenging:

            How do architects use geometry?



            How can we design a theatre that
     meets specifications with the     greatest
     number of seats?
Refining a DQ:


  From “too big” to answerable:

       How has technology affected world history?




   Does technology make war more or less humane?
Refining a DQ:

 From “sounds like a teacher” to student-friendly:

   How does the author use voice and perspective in The
   House on Mango Street to reflect on his childhood and
   community?


   How can childhood memories show who we are today?
Your turn

             Working in table groups
             (no more than 3-5 per group)
             use the handout to select, refine or create a Driving Question.

Report Out     Your group’s ideas/observations
A protocol for refining a
Driving Question
  1. Is it “student-friendly”?
  2. Is it open-ended and does it require a complex
  answer, instead of one “right answer” or a simple yes
  or no?
  3. To answer it, will my students need to learn
  important content knowledge and use 21st century
  skills?
  4. Does it allow me to create a local context for the
  topic(s) under study or have students solve an
  authentic / real problem? (Optional, but recommended
  if possible)
Project planning form
Planning & preparing for a
project

                     Getting
                     Started



                                    Planning &
                                    Preparing
         Reflect &          • Entry event
         Perfect            • Culminating products &
                              presentations
                            • Teaching & learning activities
                            • Student groups
                      Managing
                            • Project calendar/checkpoints
Sample entry event


         Task: Read the “Entry
         Document” – the entry event
         for a sample project.

         Imagine you were a student:
         what would you “need to
         know” in order to do the task
         presented?
Many ways to engage students & begin inquiry

      • Field trip             • Provocative reading

      • Guest speaker          • Startling statistics

      • Film, video,           • Puzzling problem
        website
                               • Piece of real or mock
      • Lively discussion        correspondence
      • Simulation or          • Song, poem, art
        activity
Culminating Products and Presentations


  • Mix of individual and group products
  • Make products as authentic as possible
  • Public audience ups the stakes = higher quality
  • Require students to share presentation duties
  • Give audience members a role
Culminating Products and Presentations


  • Avoid death-by-repetitive-presentations:
      – Varied answers to DQ or solutions to problem
      – Differentiate point of view / roles
      – Same DQ but use varied texts, places, times, people,
        cultures, etc.
      – Choice of products / ways to present answer to DQ
Group Work in PBL

    • Teacher chooses group members
    • Heterogeneous groups
    • Create a set of expectations for group work (e.g.,
      collaboration rubric) and assess/grade it
    • Group contracts (with a firing clause)
    • Teach students project management skills: dividing
      tasks, managing time, setting deadlines
    • Regular check-ins
Planning when to teach what
(sample: entrepreneurship project)
  Knowledge, Skills     Already   Taught Before   Taught During
  Needed for Product    Learned      Project         Project
  (Business Plan)
  Format of business                                  X
  plan

  Interviewing skills                 X

  Editing skills          X

  Excel                               X
  Projecting budgets                                  X
Project planning form
Project planning form
Managing a project
                                                 Getting
                                                 Started




                                                              Planning &
                                    Reflect                   Preparing
                                 & Perfect
• Building a culture of inquiry & independence
• Beginning the inquiry process
• Managing group collaboration
• Keeping track of student work                    Managing
• Coaching the inquiry process
• Facilitating presentations to an audience
Best practices in
assessment

       Create rich descriptors of criteria for your rubrics

       Provide students with assessment criteria from the
        start

       Provide exemplars of quality work

       Use formative assessments to give timely feedback

       Capture process as well as product (e.g., work folders)

      And, as a school...
       Use common, calibrated rubrics; establish school-wide
        criteria for grades
A critical balance

                               Summative
             Group Tasks                      Self & Peer Evaluation




                              Balanced PBL         Process Focused
 Content Focused
                               Assessment         (21st Century Skills)




         Teacher Evaluation                  Individual Assignments
                                Formative
Rubrics in PBL


      • A rubric for each major product in project

      • Separate rubrics (or rows) for content
        knowledge/skills and 21st century skills

      • Checklists and rubrics – there is a big
        difference
Grading in PBL


      Give a grade for each product, not one grade
       for the whole project

      Mix of individual and group grades

      Separate grades for content and 21st century
       skills
Disaggregating data


           Work Ethic   Written    Critical   Content
                        Communi-   Thinking   Knowledge
                        cation

   Nick     12/25        22/25      21/25       18/25
   Pope



   Rick     25/25        15/25      18/25       25/25
   Lopez
Ways to assess process in PBL

     21st century skill   Assessment method
     (a.k.a. Habits of    (along with a rubric)
     Success)
     collaboration        self report: journal, log, survey
                          peer report: survey or written reflection
                          teacher notes: observation checklist,
                          meetings with leaders
     project management   task lists
                          daily/weekly goal sheets
                          time logs
                          written explanation & reflection
     problem-solving      journal, log, written explanation &
                          reflection
21st century skill assessment in PBL: collaboration


       1. Think about a recent time when you
          worked in a collaborative team

       2. Share stories with 1-2 others

       3. Score yourself on the collaboration
          rubric
For further information


         John Larmer
         Director of Product Development
         johnlarmer@bie.org
         David Ross
         Director of Professional Development
         david@bie.org

         415-883-0122

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Project-Based Learning for The21st Century

  • 1. PBL for the 21 st century
  • 2. BIE: Who We Are  BIE is dedicated to improving 21st Century teaching and learning by creating and disseminating knowledge, products, and practices for effective Project Based Learning  Non-profit located near San Francisco  Workshops and partners in over 30 states and 6 countries  www.bie.org  www.pbl-online.org  PBL Handbook and PBL Toolkit series, and project based curriculum units for high school Economics and U.S. Government
  • 3. PBL Double Session Today 9:30 PBL What & Why; Generate ideas and review sample projects for global education 11:00 Planning & Managing your project; Driving Questions; assessment; classroom tips
  • 4. Your ideal grad – begin with the end in mind Title Here
  • 5. Begin with the end in mind Critical thinker/problem-solver Knowledge of science, history, literature, languages, etc. Appreciates diversity Time management Global awareness Strong work ethic Technology literacy Respectful & Caring Communication skills Organized Works independently and Reading/writing/math skills collaboratively Responsible Healthy lifestyle
  • 6. Everybody is saying the same thing  Partnership for 21st Century Skills  enGauge 21st Century Skills  Tony Wagner’s Seven Survival Skills for the 21st Century  OECD Framework for Key Competencies
  • 7. And remember  Career-tech skills / 21st century skills / habits of success need to be developed while building students’ content knowledge  To stay engaged in school, students need to care about learning – by being given meaningful work  Relationships count – more personalized teaching should lead to more rigorous work
  • 8. Sample PBL Unit Geography Course Culminating Project: “Travel Website” (From the National Academy Foundation/Pearson Education) Read and discuss with 1-2 partners: How could this project improve student engagement and outcomes?
  • 9. Why PBL? A summary  Motivates students to learn  Improves retention of knowledge  Teaches applied learning / 21st century skills  Connects school to real world  Makes school more meaningful = fewer disengaged students
  • 10. Activity-based teaching vs. PBL Activity-based teaching PBL Enjoyable; active, hands-on Engaging (emotionally and learning intellectually); “heads-on” Focused on theme, concept, Driving question, problem or time period, novel, topic, challenge culture, textbook chapter “we do projects” = curricular Project organizes curriculum add-on (“dessert”) & instruction (“main course”) Assessment = product Product and process School world Real world
  • 11. Essential elements of PBL A project, in PBL:  is organized around an open-ended Driving Question, problem, or challenge  creates a need to know essential content & skills  requires inquiry to learn and/or create something new  results in a publicly presented product or performance  allows student voice & choice  requires critical thinking, problem solving, collaboration and various forms of communication
  • 12. Activity-based teaching vs. PBL Is it PBL?  Perform scenes from Macbeth and make collages of symbols that represent major characters.  Listen to different sounds. Make a graph. Identify features of common sounds that are disturbing to the ear.  Write a research report on a Renaissance artist, build a model of a device from a da Vinci drawing, and create a TV news video about a major event of the time.  Play various card and dice games to determine the probability of winning.
  • 13. From activities & “doing projects” to PBL From… To… Perform scenes from Explore universal themes in MacBeth and make MacBeth by writing and collages of symbols performing key scenes in that represent major modern English, in modern characters. settings.
  • 14. From activities & “doing projects” to PBL From… To… Listen to different Identify five sound sounds. Make a graph. pollution problems in the Identify features of community. Form task common sounds that forces to study the are disturbing to the ear. problems and recommend solutions.
  • 15. From activities & “doing projects” to PBL From… To… Write a research report Study various developments on a Renaissance artist, build a model of a device during the time period to from a da Vinci drawing, support and present an and create a TV news answer to the question, “Was video about a major the Renaissance a rebirth or a event of the time. whole new baby?”
  • 16. From activities & “doing projects” to PBL From… To… Plan a “Probability Booth” for Play various card and the annual PTA fundraising dice games to determine Carnival, with activities whose odds of winning would attract the odds of winning. lots of players. Determine how much money it would cost to play, how much winners receive, and how much profit you expect.
  • 17. “yeah, but …”  It’s not standards-based  I can’t cover enough material  My students aren’t ready  It’s loud and messy  I can’t use traditional teaching tools  There’s no individual accountability  I don’t have time and support
  • 18. Designing & implementing a project Getting Started Planning & Preparing Reflect & Perfect Managing
  • 19. Designing & implementing a project • Develop an idea Getting • Specify learning goals Started • Decide on the scope • Write a Driving Question Planning & Preparing Reflect & Perfect Managing
  • 20. Pathways to Project Ideas Real-world 21st Century practice Skills Community needs Standards Project Idea Current issues & Curriculum events materials Your file Student interests cabinet
  • 21. Developing an idea: what will students do? Write a proposal Recommend a solution Develop a plan Conduct a campaign Design a website Produce a play Publish a magazine Invent a device Build a model Debate an issue Create art Make a multimedia presentation make it authentic!
  • 22. Your turn Read the handout “Ideas for PBL: Places to Start the Wheels Turning” Discuss with 1-3 others how you could adapt ideas from this list – or think of your own potential projects
  • 23. Specifying learning goals Content standards:  Choose “power standards” (not too many) 21st century skills:  Collaboration, presentation, and critical thinking in all projects  Some skills may be explicitly taught & assessed; others may only be “encouraged”
  • 24. Scope of a Project Limited Ambitious Duration 10-15 contact hours 40+ contact hours Breadth One subject; 1-2 power Interdisciplinary; 3-4 standards power standards Technology Basic Extensive Setting Classroom Community/World Who’s Involved One teacher Several teachers, outside experts, community Audience Classroom Experts, community, world, web Student Autonomy Teacher-defined; tightly Co-defined and managed managed
  • 25. Why have a Driving Question? For teachers: For students: • Guides planning • Creates interest and/or the feeling of challenge • Captures & communicates the • Reminds them “Why purpose of the project we’re doing this today” • Initiates and focuses • Guides project work inquiry
  • 26. A Driving Question is...  Provocative or challenging  Understandable to students  Open-ended; multiple possible answers  Answerable (but not in a simple way)  Linked to important content in the discipline
  • 27. A Driving Question can be...  Abstract “When is war justified?” “Should we genetically modify organisms?” “What makes someone a hero?”  Concrete “How can we design the best networking plan for a business?” “How can we use geometry to design holes for a miniature golf course?”  Localized “How could global warming affect our community?” “Can we capture the spirit of our city in art, music and poetry?”  Activated “How can we plan an effective campaign to prevent water pollution in the lake?” “How can we design a website for teenagers about books they like?”
  • 28. Refining a DQ From “simple right answer” to more complex, local, and actively problem-solving: What are the characteristics of healthy soil? Is our soil healthy enough to support a vegetable garden?
  • 29. Refining a DQ From abstract to concrete and challenging: How do architects use geometry? How can we design a theatre that meets specifications with the greatest number of seats?
  • 30. Refining a DQ: From “too big” to answerable: How has technology affected world history? Does technology make war more or less humane?
  • 31. Refining a DQ: From “sounds like a teacher” to student-friendly: How does the author use voice and perspective in The House on Mango Street to reflect on his childhood and community? How can childhood memories show who we are today?
  • 32. Your turn Working in table groups (no more than 3-5 per group) use the handout to select, refine or create a Driving Question. Report Out Your group’s ideas/observations
  • 33. A protocol for refining a Driving Question 1. Is it “student-friendly”? 2. Is it open-ended and does it require a complex answer, instead of one “right answer” or a simple yes or no? 3. To answer it, will my students need to learn important content knowledge and use 21st century skills? 4. Does it allow me to create a local context for the topic(s) under study or have students solve an authentic / real problem? (Optional, but recommended if possible)
  • 35. Planning & preparing for a project Getting Started Planning & Preparing Reflect & • Entry event Perfect • Culminating products & presentations • Teaching & learning activities • Student groups Managing • Project calendar/checkpoints
  • 36. Sample entry event Task: Read the “Entry Document” – the entry event for a sample project. Imagine you were a student: what would you “need to know” in order to do the task presented?
  • 37. Many ways to engage students & begin inquiry • Field trip • Provocative reading • Guest speaker • Startling statistics • Film, video, • Puzzling problem website • Piece of real or mock • Lively discussion correspondence • Simulation or • Song, poem, art activity
  • 38. Culminating Products and Presentations • Mix of individual and group products • Make products as authentic as possible • Public audience ups the stakes = higher quality • Require students to share presentation duties • Give audience members a role
  • 39. Culminating Products and Presentations • Avoid death-by-repetitive-presentations: – Varied answers to DQ or solutions to problem – Differentiate point of view / roles – Same DQ but use varied texts, places, times, people, cultures, etc. – Choice of products / ways to present answer to DQ
  • 40. Group Work in PBL • Teacher chooses group members • Heterogeneous groups • Create a set of expectations for group work (e.g., collaboration rubric) and assess/grade it • Group contracts (with a firing clause) • Teach students project management skills: dividing tasks, managing time, setting deadlines • Regular check-ins
  • 41. Planning when to teach what (sample: entrepreneurship project) Knowledge, Skills Already Taught Before Taught During Needed for Product Learned Project Project (Business Plan) Format of business X plan Interviewing skills X Editing skills X Excel X Projecting budgets X
  • 44. Managing a project Getting Started Planning & Reflect Preparing & Perfect • Building a culture of inquiry & independence • Beginning the inquiry process • Managing group collaboration • Keeping track of student work Managing • Coaching the inquiry process • Facilitating presentations to an audience
  • 45. Best practices in assessment  Create rich descriptors of criteria for your rubrics  Provide students with assessment criteria from the start  Provide exemplars of quality work  Use formative assessments to give timely feedback  Capture process as well as product (e.g., work folders) And, as a school...  Use common, calibrated rubrics; establish school-wide criteria for grades
  • 46. A critical balance Summative Group Tasks Self & Peer Evaluation Balanced PBL Process Focused Content Focused Assessment (21st Century Skills) Teacher Evaluation Individual Assignments Formative
  • 47. Rubrics in PBL • A rubric for each major product in project • Separate rubrics (or rows) for content knowledge/skills and 21st century skills • Checklists and rubrics – there is a big difference
  • 48. Grading in PBL  Give a grade for each product, not one grade for the whole project  Mix of individual and group grades  Separate grades for content and 21st century skills
  • 49. Disaggregating data Work Ethic Written Critical Content Communi- Thinking Knowledge cation Nick 12/25 22/25 21/25 18/25 Pope Rick 25/25 15/25 18/25 25/25 Lopez
  • 50. Ways to assess process in PBL 21st century skill Assessment method (a.k.a. Habits of (along with a rubric) Success) collaboration self report: journal, log, survey peer report: survey or written reflection teacher notes: observation checklist, meetings with leaders project management task lists daily/weekly goal sheets time logs written explanation & reflection problem-solving journal, log, written explanation & reflection
  • 51. 21st century skill assessment in PBL: collaboration 1. Think about a recent time when you worked in a collaborative team 2. Share stories with 1-2 others 3. Score yourself on the collaboration rubric
  • 52. For further information John Larmer Director of Product Development johnlarmer@bie.org David Ross Director of Professional Development david@bie.org 415-883-0122