the 21 st century context for standards-focused project based learning pbl

The 21st Century Context for

Standards-FocusedProject Based

Learning

So you don’t have to take notes, you will find this PowerPoint at…

www.formativedifferentiated.com -Jacque Melin’s Website

Sources used to create this PowerPoint:

www.bie.org http://wvde.state.wv.us/teach21/pbl.html http://www.pblu.org/classes http://www.smarterbalanced.org/news/s

marter-balanced-releases-sample-assessment-items-and-performance-tasks/

Your Driving Question…

How can we, as teachers, design and implement effective PBL (units) that are aligned to the Common Core?

What do you need to know…

The What and the How

= the WHAT

= the HOW

Does NOT Solve Problems of

Engagement

What is Project Based Learning?

PBL is a systematic teaching method that engages students in learning important knowledge and 21st century skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and learning tasks.

A Project could be….

An exploration of a philosophical question – “What is a healthy community?”

An investigation of a historical event or a natural phenomenon.

A problem-solving situation – either real or fictitious.

An in-depth examination of a controversial issue.

A challenge to design an artifact, plan or event. A challenge to create a piece of writing,

multimedia or work of art for a particular audience or purpose.

Driving Question

orChallenge

Needto

Inquiry&

Innovation

PubliclyPresented

Product

StudentVoice &Choice

21st CenturySkills

Feedback &

Revision

PBL Essential Elements

Driving Questionor

Challenge

Needto

Inquiry&

Innovation

PublicPerformance

& Product

21st CenturySkills

Critique&

Revision

Driving Question

orChallenge

Needto

Inquiry&

Innovation

PubliclyPresented

Product

21st CenturySkills

Feedback &

Revision

Job Outlook 2013 Survey - National Association of Colleges and Employers (NACE)

Skill/Quality Weighted average rating*

Ability to verbally communicate with persons inside and outside the organization

Ability to work in a team structure 4.60

Ability to make decisions and solve problems

Ability to plan, organize, and prioritize work

Ability to obtain and process information 4.43

Top 5 Skills and Qualities Employers Want in Their Class of 2013 Recruits

*5-point scale, where 1=Not at all important; 2=Not very important; 3=Somewhat important; 4=Very important; and 5=Extremely important

(Information and Communication Technology)

PBL Connections Mathematics Practices

Mathematics

PBL Connections CCSS ELA College and Career Ready Definition

President’s Council of Advisors on Science and Technology (2012)

REPORT TO THE PRESIDENT Success in advanced manufacturing and

entrepreneurship will require a workforce with fundamental (STEM) skills and broad problem‐solving skills, decision making skills, and people skills that do not emerge from a conventional K–12 education. We encourage adoption of Project‐Based Learning (PBL) methods in upper K–12 and in community college programs…

Social Studies

C3 Framework Vision Statement – Inquiry Arc Developing Questions and Planning Investigations: “Students

will develop questions as they investigate societal issues, trends, and events.” Applying Disciplinary Concepts and Tools: “Students will analyze

societal issues, trends, and events by applying concepts and tools from civics, economics, geography, and history.”

Gathering, Evaluating, and Using Evidence: “Students will work toward conclusions about societal issues, trends, and events by collecting evidence and evaluating its usefulness in developing causal explanations.”

Working Collaboratively and Communicating Conclusions: “Students will draw on knowledge and skills to work individually and collaboratively to conclude their investigations into societal issues, trends, and events.”

www.bie.org

Those who criticize PBL…

“It’s not focused enoughon content.”

– They

“I can’t use traditional teaching tools!”

– They

“I can’t cover enough material.”

– They

“It’s loud & messy!” – They

“There’s no individualaccountability.”

– They

“I don’t have time and support.”

– They

“My students aren’t ready.”

– They

How?Planning, Managing, Assessing

Driving Question

orChallenge

Needto

Inquiry&

Innovation

PubliclyPresented

Product

21st CenturySkills

Feedback &

Revision

1. Decide the scope of the project2. Select standards3. Develop a project idea4. Decide on culminating projects or

presentations. Craft the Driving Question

Backward Design ProcessBegin with the End in Mind

Planning

LIMITED AMBITIOUS

Duration10-15 contact

hours 40+ contact hours

BreadthOne subject;

few standardsInterdisciplinary;several standards

Technology Basic Extensive

Setting Classroom Community/World

Who’s Involved

One teacherSeveral teachers, outside experts,

community

Audience ClassroomExperts,

community,world, web

Student Autonomy

Teacher-defined;tightly managed

Co-defined and managed

1. Decide the scope of the project2. Select standards3. Develop a project idea4. Decide on culminating

projects or presentations. Craft the Driving Question

Backward Design ProcessBegin with the End in Mind

Planning

Select Standards

What do you want your students to know and be able to do?

Identify the key standards that you believe might best be met through project based instruction.

No more than 3 standards per subject is best in shorter projects. Adjust accordingly for interdisciplinary or longer-term projects. Include at least one literacy outcome in your project.

Be clear about the standards that will be assessed and how the products will allow each student to demonstrate their learning.

SOURCES OF INSPIRATION FOR PROJECTS

o Your Content Standards o Your Communityo Your Studentso Current Eventso Real-World Practice/Problemo Online Project Librarieso Your File Cabineto Your Colleagues

www.bie.org

http://wvde.state.wv.us/teach21/pbl.html

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

2 1 S T C E N T UR Y S K I L L S AS S E S S M E N T R U B R IC : C O L L A B O R A TIO N 1. Taking Responsibility for One’s Own Learning and Performance

N O T P R O F I C I E N T P R O F I C I E N T

– Student does not take responsibility for or does not complete his/her tasks within the group (e.g., does not make an effort to do high-quality, on-time work)

– Student is often off-task or disengaged (e.g., doesn’t say much; isn’t listening attentively; isn’t doing related work)

– Student does not use feedback in a constructive way (e.g., becomes defensive, does not use feedback from others to improve his/her work or understandings)

NP- - - - - - - - - Approaching - - - - - - - - -P NP- - - - - - - - - Approaching - - - - - - - - -P NP- - - - - - - - - Approaching - - - - - - - - -P

NP = Not proficient P = Proficient

+ Student takes responsibility for and completes his/her tasks within the group (e.g., making an effort to do high-quality, on-time work)

+ Student is on-task and engaged in whatever the group is doing/discussing (e.g., is contributing relevant knowledge, opinions, and skills; is listening attentively to others)

+ Student uses feedback in a constructive way (e.g., does not become defensive, uses feedback from others to improve his/her work or understandings)

Notes:

_____Points earned /_____ Points possible

2. Maximizing Group Task Performance

– Student does not pay attention to the quality of the work and understanding of other members and of the group as a whole

– Student does not use discussion facilitation strategies for improving the effectiveness the group’s task-related conversations (e.g., does not summarize comments, ask for clarification, build consensus)

– Student does not use project management strategies—when applicable—for improving the effectiveness of the group’s work on the task (e.g., does not create timelines; identify or set goals; prioritize and allocate tasks; organize resource-gathering; monitor progress; keep group on task)

+ Student pays attention to the quality of the work and understanding of other members and of the group as a whole, taking action to improve it when appropriate (e.g., offering feedback/assistance to others)

+ Student uses discussion facilitation strategies for improving the effectiveness the group’s task-related conversations (e.g., summarizes comments, asks for clarification, builds consensus)

+ Student uses project management strategies—when applicable—for improving the effectiveness of the group’s work on the task (e.g., creates timelines; identifies or sets goals; prioritizes and allocates tasks; organizes resource-gathering; monitors progress; keeps group on task)

Notes: _____Points earned /_____ Points possible

3. Managing Social Relations

– Student generally does not show respect for the ideas, opinions, values and feelings of other group members (e.g., is rude, does not acknowledge what others have to say, uses putdowns)

– Student is generally not able to work well with diverse group members (e.g., withdraws, is uncooperative, causes conflict)

– Student does not actively encourage group cohesion (e.g., does not help manage/resolve conflict within the group; does not set a positive tone in words and actions)

+ Student consistently shows respect for the ideas, opinions, values, and feelings of other group members (e.g., is polite, acknowledges what others have to say, offers only constructive criticism — no put-downs)

+ Student works well with diverse group members; cooperates and does not cause conflict

+ Student actively encourages group cohesion (e .g., by helping to manage/resolve conflict within the group or by setting a positive tone in words and actions)

Notes:

2 1 S T C E N T U R Y S K I L L S A S S E S S M E N T R U B R I C : P R E S E N T A T I O N Part I—Individual Components*

1. Style of Presentation

– Student does not choose the style of presentation most appropriate for its goals (e.g., is too informal or does not take it seriously)

– Student does not adjust wording, style of delivery, and the amount and kind of information communicated to fit the needs of the specific audience (e.g., says too little or too much, or uses unfamiliar terms and concepts without explaining them)

NP- - - - - - - - - Approaching - - - - - - - - -P NP- - - - - - - - - Approaching - - - - - - - - -P

+ Student chooses the style of presentation most appropriate for its goals (e.g., to persuade, inform, explain, entertain)

+ Student adjusts wording, style of delivery, and the amount and kind of information communicated to fit the needs of the specific audience (e.g., does not say too little or too much, or use unfamiliar terms and concepts without explaining them)

Notes:

2. Delivery (appearance, voice, eye contact)

– Student does not have appropriate body posture, movement, use of gestures, or attire

– Student’s voice is too quiet or unclear; delivery may be too rushed and/or have interruptions, hesitations, or excessive use of filler words (e.g., “um,” “you know,” “so…”)

– Student does not make frequent eye contact (e.g., screen or notes are read or referred to excessively, without looking at audience)

+ Student has appropriate body posture, movement, use of gestures, and attire

+ Student’s voice is consistently audible and clear; delivery is not too rushed and is without interruptions or hesitations, with minimal use of filler words (e.g., “um,” “you know,” “so…”)

+ Student makes frequent eye contact (e.g., if notes are used they are only glanced at)

Notes:

3. Response to Questions (from audience or teacher)

– Student does not have a response or the response is not precise or to the point of the question (e.g., too brief or long, or off topic)

– Student does not respond appropriately to questions that are unclear or problematic (e.g., is impolite in his/her response, gives an answer that shows the question was misunderstood, or tries to give an answer even though he or she does not know enough)

NP- - - - - - - - - Approaching - - - - - - - - -P NP- - - - - - - - - Approaching - - - - - - - - -P

+ Student’s response is precise and to the point of the question (e.g., not too brief or long, or off topic)

+ Student responds appropriately to questions that are unclear or problematic (e.g., politely asks clarifying questions, repeats or rephrases questions to be sure of understanding, explains that the question is beyond the scope of the project and would require more research)

Notes:

* If group presentations are given, each group member (presenter) is typically scored individually on each of these dimensions.

That promote In-Depth Inquiry

ELA PBL Project Idea

Peeps and Apple Bottom Jeans: How Teens Influence Pop Culture

Working for a fictitious marketing corporation, teams will research how teenagers influence popular culture. Students will create a video documentary of their findings and write a persuasive research paper.

ELA PBL Project Idea

Mind Your Own Business

In this project, students will be challenged to visualize how their own town’s Main Street might be revitalized.

In groups students will come up with proposed businesses for empty store fronts. They will research successfully revitalized towns, choose a business, name it, write a business proposal, pitch it to a banker, and create advertisements for it as they learn the principles of persuasive rhetoric and graphic design in advertising. They will also learn the fair use of digital intellectual property to avoid plagiarism and copyright infringement. Then the entire class will produce an exhibition for the Chamber of Commerce and general public whose purpose it is to persuade investors in business and industry to come to their town.

Math PBL Project Idea

Fly, Fly Away with Vectors

Many pilots use navigation devices to control their flights from one airport to the next. Some of these devices use GPS information to plan the route. There have been questions about some of the routings defined from a certain flight plan provider. You work for Vector Air, a company that has been contracted by the navigation vendor, to set accurate routings between airports. You will design several routes between major cities, validating their accuracy. You will provide an accurate scale drawing of the various routings along with the mathematical calculations required to determine the flight plans.

Math PBL Project Idea

Scream for Ice Cream

You are engineers working for American Foods, Inc. The company is redesigning their ice cream pushup tubes to make their production more economical by minimizing the material used for each tube. Keep in mind that the new dimensions may need to be adjusted so that the packaging is appealing to the consumer and its thaw rate is minimal. Prepare a presentation to the Marketing and Product Design branch of American Foods, detailing the derivation of a formula that allows for different size tubes varying from 2 to 6 fluid ounces. Your presentation needs to include data sets, graphs, a drawing and a model of an example of the new ice cream tube. Support all reasoning through sound mathematical evidence.

Science PBL Project Idea

Worth Your Salt

As members of a research and development team for a “green” company, students will investigate chemical reactions to evaluate potential power sources (including batteries and fuel cells) and determine multiple methods of producing a selected chemical salt.

Science PBL Project Idea

Slide or Fried

After receiving a Letter and watching a news clip about the dangers of playground equipment on hot summer days, students will work collaboratively to research, design, and conduct experiments, draw conclusions and present their recommendations to the Parks and Recreation Commission. This real world scenario will help students master the scientific concepts of absorption and reflection of light with regards to temperature and will sharpen scientific inquiry skills.

http://www.cbsnews.com/video/watch/?id=6540434n&tag=related;photovideo

Social Studies PBL Project Idea

How to Throw a Party

One of the greatest benefits to the Constitution and Bill of Rights is that they are living documents. In this project students will explore their development to discover why they were created and how they still provide the basic elements of freedom to all U.S. citizens. In this project students will answer how does the Bill of Rights protect current movements such as the Tea Party? Will it allow them to do anything or are some restrictions in place? Students are encouraged to use previous political movements to help provide strength to their project. Students will create a multimedia presentation and present it to their peers to explain their evaluation of the questions. Students must also include information on a local protest, peaceful or not peaceful, to provide in their presentation.

Social Studies PBL Project Idea

The Living Constitution?

Students will assume the role of Constitutional scholars who have been hired to summarize the Constitution for new citizens who are preparing to take the American citizenship test and represent the American system of government in a meaningful manner. As part of this task, they will be assigned a designated space, and are expected to produce a product that encapsulates the ideals and principles of the American democracy with an engaging and entertaining metaphorical display.

A good Driving Question meets the following criteria:

1. Engaging for Students2. Open-ended3. Aligned with Learning Targets

WHY HAVE A DRIVING QUESTION?

FOR STUDENTS FOR TEACHERS

Guides Project Work

Creates Interest and/or the

Feeling of Challenge

Reminds Them“Why we’re doing this

today”

Guides Planning & Reframes

Content Standards or Big Ideas

Captures & Communicates

the Purpose of the Project

Initiates and Focuses Inquiry

From “too big” to answerable:

How have humans changed the environment?

How has our (state, city, etc.) changed

in the past 50 years?

From “Google-able” to open-ended:

What were the major developments in the Renaissance?

Was the Renaissance a rebirth, or a whole new baby?

From too general to more concrete and challenging:

How do architects use geometry?

How can we design a theatre that meets specifications with the

greatest number of seats?

From too abstract to more relevant and engaging:

What is a hero?

Who are the heroes in my life?

From too general to more concrete and localized:

What are the characteristics of healthy soil?

Is our soil healthy enough to support a vegetable garden?

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 her

childhood and community?

How does our childhood shape who we are as teenagers?

Lead to a “Need to Know”

“Yes, the Cold War!” – No One

EXAMPLE ENTRY EVENTS

o Field Tripo Guest Speakero Film, Video, Websiteo Simulation or Activityo Provocative Readingo Startling Statisticso Puzzling Problemo Piece of Real or Mock Correspondenceo Song, Poem, Arto Lively Discussion

ELA PBL Driving Question and Entry Event

Peeps and Apple Bottom Jeans: How Teens Influence Pop Culture

Driving Question: How do teens influence popular culture?

Entry Event: Teacher generated

simulation:

You have been hired by my “out of

touch” marketing firm. My firm has

recently undergone some changes and

we are seeking your expertise. Please

provide my team and me with the

following:

Persuade us through your research

that teens do influence popular culture.

A video documentary of your findings

A presentation of your findings

appropriate for our executives.

ELA PBL Driving Question and Entry Event

Mind Your Own BusinessDriving Question: How can we persuade tourism and industry to come to Michigan?

Entry Event: A guest speaker

from the City Council or another

economic redevelopment

specialist will address the class

on other communities that have

revitalized their business districts.

Math PBL Driving Question and Entry Event

Fly, Fly Away with VectorsDriving Question: How do you describe flight using mathematics?

Entry Events: Invite an air traffic controller, pilot, or flight

instructor to initiate this project. He/she may be able to show

flight plans, the dangers of a bad flight plan, and other interesting

bits about flying. Students will be introduced to LORAN and GPS

navigation from the visitor.

Videos are available that may help kick off the project.

http://www.aviationexplorer.com/various_airliners_takeoffs_and_l

andings.html

. http://users.design.ucla.edu/~akoblin/work/faa/index.html.

Math PBL Driving Question and Entry Event

Scream for Ice CreamDriving Question: How can we redesign ice cream tubes so that they use the least amount of material?

Entry Event: Invite representatives from a local packaging and/or graphics and design businesses to initiate student interest by sharing knowledge about how the shape of a package and the choice of design make the product more appealing to the consumer. Distribute the Project Scenario to each student.

Science PBL Driving Question and Entry Event

Worth Your SaltDriving Question: How can chemical reactions be used to generate useful energy and products?

Entry Events: The teacher demonstrates reactions that clearly generate power. (such as: Gummy Bear Reaction Demo; burning magnesium; burning a wood splint; mixing an acid and a base using a probe to show temperature increase.) Video: Brainiac Thermite video which

demonstrates a reaction that gives off considerable energy. Green Technologies Inc Memo requesting

team proposals for chemical power sources and salt products.

Science PBL Driving Question and Entry Event

Slide or FriedDriving Question: How can you use the properties of waves to make the temperature of a playground slide safer?

Entry Events: The teacher will

present each student with the

Entry Event Letter as if it has just

been received.

News clip video:

http://www.cbsnews.com/video/wat

ch/?id=6540434n&tag=related;phot

ovideo

Social Studies PBL Driving Question and Entry Event

How to Throw a Party

Driving Question: How do citizens change government/policy through peaceable assembly?

Entry Event: The instructor will

show recent news clips by two major

news networks (different viewpoints)

concerning the Tea Party or other

events where citizens strongly voice

their opinions.

An Entry Event Letter is included.

Social Studies PBL Driving Question and Entry Event

The Living Constitution?Driving Question: How does American government work in practice and principle?

Entry Event: A representative of the

U.S.C.I.S. (or someone playing the role

of the United States Citizenship and

Immigration Service) will hire student

groups to educate prospective citizens

with displays that crystallize the Constitution.

Select Appropriate Standards

Generate a Project Idea

Refine a Driving Question

Determine Culminating Products

Create an Entry Event*

TO DOs:

Avoid death by repetitive presentations

Differentiation

Presentations will differ if you have an open-ended DQ or a problem with several possible solutions

Presentations will differ if students have a choice of products / ways to present answer to DQ

Examples of Authentic Products

Real-World Role Real-World Product

Architect or Contractor

Business Person

City Planner

Consultant

Doctor or health care

worker

Engineer

Lawyer, judge

Museum curator

Teacher

Plan, drawing, model

Business plan, proposal, annual report, written or

oral report

Plan, proposal

Written or oral presentation

Written or oral presentation, informational

brochure, webpage

Plan, drawing, model

Mock trial, brief

Exhibit

Lesson Plan

Contact the Pros

about Authentic

Products

Written Media Presentation

Training Products

ConstructionProducts

TechProducts

Research Report Podcast Speech Program Physical ModelComputer Database

Narrative Essay Graphic Novel Debate Manual Machine Website

Proposal Slide Show Play ModelScientific Instrument

Brief Oral History Song Proposal Museum Exhibit

Poem Drawing Lyrics Estimate Diorama

Poster Blog Musical Piece Bid

Movie Script Oral Report Blueprint

OutlineDramatic Reenactment

Flow Chart

Brochure Panel Discussion Time-line

Survey Newscast

Questionnaire Skit

Autobiography Discussion

Essay Dance

Book Review Proposal

Report Data Display

EditorialProduct Exhibition

Assessing

“I CAN use traditional teaching tools!” – You

TRADITIONALASSESSMENT

CONTENT21st CENTURYSKILLS

CONTENT

21st CENTURY SKILLS

Key Points to Remember about Rubrics in PBL

Each major product or presentation will need its own rubric.

Rubrics are not the same as checklists Checklists = assess completion Rubrics = assess quality

KITTY KARRIER PROJECT REQUIREMENTS

☐ Low Cost Materials

☐ No Metal Parts

☐ Fit Underneath Seat on Plane

☐ Open & Close Access

☐ Comfortable & Breathable

☐ Rigid Structure

KITTY KARRIER PROJECT REQUIREMENTS

☐ Low Cost Materials

☐ No Metal Parts

☐ Fit Underneath Seat on Plane

☐ Open & Close Access

☐ Comfortable & Breathable

☐ Rigid Structure

Each major product or performance will need its own rubric.

Rubrics are not the same as checklists Checklists = assess completion Rubrics = assess quality

Assess content knowledge/skills separately from 21st century skills

Each major product or performance will need its own rubric.

Rubrics are not the same as checklists Checklists = assessing completion Rubrics = assessing quality

Assess content knowledge/skills separately from 21st century skills

Use student friendly language and show rubrics to students early to help guide their work

Use rubrics as formative assessment tools.

Assess the

important stuff!

SUMMATIVEFORMATIVE

TEACHER

Rules for the CULTURE OF CRITIQUE

Be kind. Be

specific. Be

helpful.

INDIVIDUALGROUP

INDIVIDUAL

Continuum of Assessment

Daily Homework Weekly Quiz Lab Informal assessment

Early milestone Journal Self-reflection Preliminary plans Group process report

Mid-project milestone

Essay Mini-Presentation Model Storyboard Blueprint

End of project Exhibition Completed artifact Oral presentation Defense before a panel Unit Test

Public Audience – Why?

Present work to other people, beyond their classmates and teacher in person or online

“Ups the stakes”

Increases students’ motivation to do high-quality work

Adds to the authenticity of the project.

Write Project Overview for Students

List Criteria for Major Products and Write Rubrics

Plan Day-to-Day Activities and/or Develop Project Calendar

Gather Content Resources

TO DOs & Final Tips:

Managing

What to record on the Project Calendar

• Entry Event• Daily teaching and learning tasks• Checkpoints• Practice Presentations• Presentation Schedule• Dates for Project Completion• Tests or other summative assessments (if

applicable)• Time for reflection and celebration

http://mpcavazos.glogster.com/

TEAMING TIPS

o Teacher decides teams (or manages the process)

o Four is best

o Usually heterogeneous

o “Slacker hardball”

Re-teach teamwork every time they do it.

Use the FreeBIE Material from the Buck Institute

www.bie.org

For Planning….

WHAT ARE YOUR SHORT TERM AND LONG TERM GOALS. How will what you learned today about PBL change your curriculum, instruction and/or assessment practices as you plan for implementing the CCSS?

THINK SHARE

Please contact me if I can help:Cell: 616-450-0998 or Email:

melinj@gvsu.edu

the 21 st century context for standards-focused project based learning pbl

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