CHRISTIAN EDUCATOR’S CONVENTION2011 CONFERENCE

“PASSING THE BATON”

FROM “OW” TO “WOW!” MOTIVATE STUDENTS

THROUGH PROJECT-BASED LEARNING

koppk@citrus.k12.fl.us

http://www.citrus.k12.fl.us/fre/kopp/ContentAreaWriting.htm

Kathleen KoppTeacher on Special Assignment, Citrus County Schools

Author and Presenter: Maupin House Publishing

TODAY’S AGENDA

• Rationale: Why use project-based learning strategies?• Examples of creative, fun, and engaging projects

students can use to demonstrate/apply learning in the content areas• Jazz up your student reports!• Assessment as a critical component of project-

based learning• Simple steps for getting started• Resources

WHY TEACH WITH PROJECT-BASED LEARNING?

• Dynamic approach to teaching• Authentic learning opportunities• Interdisciplinary• Emphasizes critical thinking, collaboration, problem

solving, and communication: 21st century skills • Students explore real-world problems and

challenges• Active learning• Engaging• Motivates students to find out more about a given

topic• Gives students a reason to learn and apply learned

skills and information

WHAT WOULD YOU RATHER DO?

• Your principal has assigned your team to read an article related to homework practices. She asks for some evidence of learning. This will be part of your overall year-end appraisal.

• Would you rather…1. Write a summary of the article2. Create a Power Point of key points from the article3. Write a narrative which includes examples of best

homework practices described in the text4. Create a poster to explain best practices with regard to

homework with real examples of homework assignments5. Interview other teachers regarding their homework

practices and compare their ideas with those in the article6. Keep a journal of your own homework assignments

throughout the year and analyze how they are aligned with the ideas in the article

7. Other

PROJECT-BASED LEARNING IN THE CLASSROOM

• Simulations• Investigations• STEM activities• Building or constructing models• Writing Projects• Collaborative Projects• Problems• Prompts• WebQuests or other online activities

WRITING PROJECTSCLOZE ACTIVITIES, LEARNING PROJECTS

VOCABULARY STORIES

•Have students write an original summary or story using all their vocabulary words from the unit.• Collect the students’ work.•Use it to evaluate their learning.

CHECK UNDERSTANDING WITH A CLOZE

• Write a class summary or story using all the vocabulary words from a reading selection or unit of study.• Type it using a word processing program.• Insert blank lines (_____________) for each

vocabulary term.• Provide copies of the cloze student activity sheet

and terms.• Have students complete this activity to assess

their understanding of the vocabulary presented in the reading selection or unit of study.

SAMPLE CLOZE

There once was a __________________ named John. He felt left out of the __________________ group because only two of his four sides were parallel . All the other __________________ had two pairs of parallel lines. Gina was the meanest. She thought she was perfect because she not only had two pairs of parallel lines, but all her sides were equal, and all her angles were right angles, too! Secretly, all the other __________________ called her ___________________. Fred was a __________________. He was kind of like Gina because he had two pairs of parallel lines and all four right angles, but only his opposite sides were equal lengths. Then there was Sarah, the __________________. She was very proud of her two pairs of parallel lines, but she did not have right angles. She thought her beauty shined like a diamond!

square quadrilateral rhombus rectangletrapezoid

LEARNING PROJECTS

Animals• If this animal opened a restaurant, what would

it be like? Develop a menu of appetizers, main dishes, and desserts. Illustrate and describe the setting for the restaurant, and explain where other animals of this kind can go to experience a GREAT meal.

LEARNING PROJECTS

States• Someone from long ago has suddenly found

himself or herself in today’s society. Write one week’s worth of journal entries from this person’s perspective. Describe the most astounding differences between then and now related to your state.

LEARNING PROJECTS

Historic People• The “People Channel” wants to do a show

about this famous person. Develop three or more scenes or segments for the show. Each scene should highlight an important event in this person’s life.

SAMPLE LIST OF STUDENT SUMMARIES OR STORIES

• Anecdotes• Articles• Biographies• Book jackets• Book reviews• Brochures• Diaries• Fairy Tales• Folktales• Ghost stories• Interviews• Legends

• Letters• Mysteries• Plays• Postcards• Proposals• Reviews• Science fiction stories• Speeches• Summaries• Tall tales• Travelogues• Tributes

TRY THIS!

•TERMS• colonist• Puritan• proprietors• cash crop• settlement• pilgrim• covenant

• Begin a graphic novel about the Colonial period. Include all seven vocabulary words in your narrative.

• Write a ghost story that takes place during Colonial times. Include all seven vocabulary words in your narrative.

• Write a Colonial town tour script as if you were a tour guide leading visitors through a living history museum. Use all seven words in your description of the town.

WRITING PROJECT RESOURCES

• Lots of great authentic writing project ideas in the Learning through Writing Series (Maupin House Publishing, Inc.)

Award-winning Series!

WRITING PROJECT RESOURCES

• End chapters of Strategies for Writing in the Science Classroom and Strategies for Writing in the Social Studies Classroom• Try them a la carte!

SIMULATIONS

• Role Playing • “Taking a trip to Canada”• Oregon Trail• Crossing the Delaware

• Interpersonal Activities• “Bafá, Bafá”

Don’t forget to have students write about their experience!

INVESTIGATIONS

• “How Much?”• What is the ratio of peanut butter to chocolate in Reece’s

Peanut Butter Cups?• What is the ratio of sunflower seeds to other seeds in a

bag of birdseed?• What is the total dollar value of a shopping cart full of

crushed aluminum cans?

• Applied Sciences • How does a pinecone reflect an ecosystem?• Nature trail observations• Interactive play: reflection, refraction, absorption

Don’t forget to have students write about their experience!

STEM: SCIENCESPOT.NET

• Problem/solution-based• Structured • Reflective • Collaborative • “Rolling On”: Your friend challenges you to move a

ball in a continuous circle. He claims that this will not happen without an outside force acting on it. You accept your friend’s challenge. You are confident this will be easy!• Identify the problem Test the prototype• Do research Evaluate your device• Develop two or three plans Evaluate and redesign• Choose on plan Communicate results• Design and construct a prototype

STEM: SCIENCESPOT.NET

• People have wanted to build taller and stronger structures for centuries. What is the tallest free-standing structure you can build using straws and pipe cleaners?• Hypothesis• Plan• Construct• Revise plan• Conclude

shop.pitsco.com/activities/

Don’t forget to have students write about their experience!

COLLABORATIVE PROJECTS

• Make a board game• “Brick or Break: The Cold War Game” • Math games• Science trivia

• Learning posters

COLLABORATIVE PROJECT: BOARD GAME

• Understands how post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up.

• Understands how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.

• Board Game Cover• Accessible at:

http://670.wikispaces.com/The+Cold+War+Game

COLLABORATIVE PROJECT: LEARNING POSTERS

TECHNOLOGY PROJECTS

• WebQuests or Online Activities• Down the Drain

http://www.k12science.org/curriculum/drainproj/

• Prezi• Desktop Publishing• Podcasts• Websites• Interactive Activities• Blogs

WHY NOT PROJECT-BASED LEARNING?

• Time, time, time…• Prep work• Assessment and evaluation challenges• Non-traditional• Hard to document mastery of skills

HOW TO MAKE PROJECTS COUNT

• Decide on the objectives of the lesson.• Determine a suitable format/project matched to

the objectives.• Determine how the learning objectives will be

assessed.• Determine how the project will be evaluated.• Set reasonable expectations. Include students in

these decisions.• Set reasonable timelines. Plan class time to

check in with students.

EXAMPLE

Unit Objective: “Determine the impact of key figures from Ancient Mesopotamian civilizations.”

SS.6.W.2.8

Historic People• The “People Channel” wants to do a show about

key figures from Ancient Mesopotamia. Develop three or more scenes or segments for the show. Each scene should highlight an important event from the Mesopotamian civilization.

ASSESSMENT RATING SCALE

Criteria0

Not There

1Attempte

d

2Limited

3Good

4Exemplar

yFacts

Information

Impact on Civilization

3 Accurate Scenes

Dialogue

Entertainment Value

Grammar Spelling Punctuation

TOTAL: _______ / 28Comments:

ASSESSMENT RATING SCALE

CriteriaPoints

PossiblePoints Earned

Accuracy of facts and information 20

Descriptions of impact on civilization 20

Word choice 20

Scene development 10

Use of dialogue to tell a story 10

Engagement of audience 10

Correctness of grammar, spelling, and punctuation 10

TOTAL 100

ASSESSMENT RATING SCALE:COLONIAL AMERICA

CriteriaPoints

PossiblePoints Earned

Effective and appropriate use of seven terms 35

Format is appropriate for content 20

Accuracy of facts and information related to the Colonial period 20

Clear beginning, middle, and end or text structure 10

Correctness of grammar, spelling, and punctuation 10

Engagement of audience 5

TOTAL 100

TIPS FOR SUCCESS

• Plan adequate class time.• Inform parents of project:• Objectives and expectations• Deadlines• Evaluation criteria• Call for help

• Make projects directly related to content area skills and information.• Remember to include writing skills in evaluation

criteria! (ELA teachers can help with this.)• Develop and share evaluation criteria ahead of

time.

DON’T DELAY! USE PROJECTS TODAY!

• Project-based learning allow students to internalize their learning.• Project-based learning helps students apply

essential vocabulary.• Project-based learning allows students to use the

content they are learning in an authentic context.• Projects are an effective summative assessment

strategy when done well.• Projects can be used to assess student learning of

any subject matter. They should include clear, measurable expectations. (And, students should know these expectations ahead of time.)

PROJECT-BASED LEARNING 3-2-1 SUMMARY

• List 3 reasons to use project-based learning with students.

• List 2 examples of project-based learning ideas.

• Write 1project-based learning idea you can use in your classroom before the end of the semester.

THANK YOU FOR SPENDING TIME WITH ME!

koppk@citrus.k12.fl.us

http://www.citrus.k12.fl.us/fre/kopp/ContentAreaWriting.htm