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PBL[g]! Mike Searson, Melda Yildiz and Janis Jensen School for Global Education and Innovation Kean University

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Global Education Confernece

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  • 1. PBL[ g ]! Mike Searson, Melda Yildiz and Janis Jensen School for Global Education and Innovation Kean University

2. Teaching andLearning :A Shift in Thinking

  • Teaching
    • Teacher is primary source of information and has a monopoly on content along with the textbook
    • Classroom activities are centered around what the teacher does and asks of students and typically involve simple, short-term tasks done in class or for homework
    • There is often a focus on memorization and rote learning reflected in the types of tests given to students
    • Teacher is the main audience for students to demonstrate knowledge and skills
  • Learning
    • Teacher is a co-learner with students;together they seek, share,
    • adapt and invent new knowledge, and assess the process of learning as
    • well as the products they have created
    • Learning process for teachersandstudents is collaborative , based on
    • active inquiry and focused on content, skills, learning strategies and
    • habits of mind needed forstudent success in 21 stcentury learning
    • environments

3. Project-Based Learning

  • Embraces the concept oflearning ,and in addition, contains most of the following
  • elements.The PBL model:
  • Presentscomplex questions around key content understandingsthat stimulate students need to know and keep them engaged throughout a project through activities that build the knowledge and skills needed to address the question.
  • Fostersin-depth learningandauthentic student collaborationon projectsworth doingthat require knowledge of core content and also allow for transfer of knowledge and skills across content areas. Projects have a real world purpose and emulate real worldtasks and challenges.
  • Promotes theuse of innovative learning strategiesby integrating supportive technologies, inquiry- and problem-based approaches and higher order thinking skills.
  • Providesmultiple means for ongoing demonstration of student learningand growth and allows forcustomizationof learning and assessments honoring student voice and choice
  • Enables students to demonstrate learning through thecreation of products/ performancesfor authentic audiencesthroughcompletion of a final project or summative assessment.

4. Project-Based Learning [ g ]!

  • PBL [ g ]is avalue-addedcomponent to PBL thataddresses the development of global competency by including awareness of cultural dimensions and ongoing opportunities for cross-cultural interactions, mediated by the use of technology, as anintegral part of the learning process itself.
  • The PBL [ g ] model is based on the belief thatthat:the world is interconnected: all peoples are interconnected economically, socially and environmentally and have a shared future.Accordingly, learning experiences are designed to develop global competency and empowerparticipation in that future.

5. PBL[ g ]! Developing Global Competence andPerspective Consciousness

  • Global competence is the capacity and disposition to understand, and act on, issues ofglobal significance.
  • ( Boix-Mansilla & Jackson, 2010 Draft : Educating for Global Competence)
    • Knowing the World
    • Investigating the World
    • Recognizing Perspectives
    • Communicating Effectively
    • Taking Action
  • Perspective Consciousness
      • State of the Planet Awareness
      • Cross-cultural Awareness
      • Knowledge of Global Dynamics
      • Awareness of Human Choices

6. PBL[ g ]! Developing Global Citizens

  • Students are active and engaged citizens that turn their ideas and findings into appropriate actions to improve world conditions.Through PBL[ g ]! , students:
  • Recognize their capacity to advocate for and contribute to improvement locally, regionally, or globally.
  • Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways which can make a difference.
  • Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others.
  • Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively.

7. Disciplinary and Interdisciplinary Knowledge and Understanding Matters

  • PBL[ g ]! supports :
  • Deep knowledge acquisition and understanding of seminal content and skills within academic disciplines in cross-cultural environments.
  • Capacity to use disciplinary methods of inquiry creatively and productively in cross-cultural environments.
  • Ability to understand prevailing world conditions, issues, and trends through disciplinary-based and interdisciplinary learning and others perspectives on situations, events or phenomena.
  • Substantive engagement, over time, with the worlds complexities and interrelatedness and the development of the cross cultural collaboration skills needed to collectively and ethically solve problems.

8. Making the case for PBL[ g ]!

  • Instead of learning from others who have the credentials to teach in thisnew networked world , we learn with others whom we seek (and who seek us) on our own and with whom we often share nothing more than a passion for knowing.
  • In thisglobal community , we are at once all teachers and learnerschanging roles as required, contributing, collaborating, and maybe even working together to re-create the world, regardless of where we are at any given moment.
  • These learning transactions require a shifted understanding of traditional literacies and the skills they employ, as well as new literacies and practices thatlearning in networks and online social communitiesdemands.
  • 21 stCentury Skills: Rethinking How Students Learn
  • (R. Brandt, 2010)

9. Marc Prenskys Essential 21 stCentury Skills

  • Goal: To be able to follow ones passion(s) as far as ones abilities allow.In order to do that, no matter what the future brings, individuals must master the following skills:
  • Knowing the right thing to do
    • Behaving ethically
    • Thinking critically
  • Doing it with others
    • Taking leadership
    • Communicating/interacting with individuals and groups (especially using technology)
    • Communicating/interacting with machines
    • Communicating/interacting with a world audience
    • Communicating/interacting across cultures
    • Marc Prensky is a speaker, writer, consultant, and game designer in the critical areas of education and learning. He is the author ofDigital Game-Based LearningandDon't Bother Me, Mom, I'm Learning .

10. The New Economy Requires New Skills

  • Science and Knowledge Economy -Scientific and technological literacy
  • Resource-Challenged Economy -Critical thinking about sustainable economies
  • Globally Interdependent Economy -Global competency
  • Demographically Diverse Economy -Cross-cultural leadership skills
  • Innovation-Driven Economy -Learning how to learn and to adapt to rapid change

11. What does it look like using state standards?

  • Mathematics:Use data generated by a mathematical model of a situation or event in the world to make and defend a decision.
  • Science:Investigate how solutions to global problems, such as scarcity of water, are being addressed by scientists collaboratively among nations.
  • Social Studies:Formulate a position on a human rights issue informed by research that reflects the perspectives of other cultures.
  • Technology:Collaborate with learners from other cultures using electronic tools to understand their perspectives about ideas or concepts studied in different content areas related to a global problem or issue.
  • Create a web based publication that analyzes the ethical impact of a product, system or environment on society
  • World Languages:Co-create a product with students from the culture (s)of the language studied for posting on a social network, educational, or personal webpages toadvocate for a solution to a global problem or issue.

12. Project-Based Learning using 21 stCentury Themes 13. What does it look like? Specific Projects

  • Two billion people live in homes that are not connected to the electric grid. Students integrate solar and LED technologies to produce model lighting systems for use in developing countries.
  • Millions of people around the world do not have access to clean water. During this project schools collaborate to design water purification systems for use in developing countries.
  • Students around the United States and other countries collect samples from local ponds to answer the question: Are the organisms found in pond water the same all over the world?
  • Studentsdeveloped a "flow" versus "batch" process for bio-diesel, collaboratingwith two towns in South America, who are now using this process to generate a portion of their fuel needs.

14. Assessing Global Competence (Ed Steps Project , 2010) 15. PBL[ g ] represents projects that are

  • Global-centric
  • Authentic and relevant
  • Rigorous and engaging
  • Promote rich discourse among project participants

16. PBL[ g ]

  • Minds-on, hands-on engagement among international cohorts of students and teachers in authentic projects that address relevant and mutually defined issues and concerns.

17. Sample project: Digital Video, Participatory Culture & The War! 18. PBSPublic Broadcasting Service

  • Largely funded by Corporation for Public Broadcasting, through government sources and private donations

19. Ken Burns--a documentary filmmaker who has produced a number of PBS documentaries

  • The Civil War
  • Baseball
  • Jazz

20. In 2007 PBS airs Ken BurnsThe War

  • Focuses on World War II; albeit, from a US perspective

21. NJN (New Jersey Network) is a local PBS affiliate 22. Previously, Kean Universitys Center for Innovative Education had worked with NJN on a number of emergent media initiatives

  • Middle school Digital Storytelling project
  • Global Grover for early childhood educators, based on the Sesame Street character

23. 24. Kean worked with NJN to prepare for airing of Burns War documentary

  • Students and teachers would be trained to use emergent media tools to tell family & community WWII stories; Funding to support program sought.

25. Schools include 4 high schools in New Jersey, one in China, one in Australia

  • Participants provided emergent media tools: MacBook, iPod, digital voice recorder, Flip video camera, appropriate software and cases

26. 27. Our tools:laptops, digital cameras, iPods, voice recorders, small Flip video cameras 28. 29. Training provided by Kean staff, Center for Digital Storytelling & Apple Computers 30. Students given access to many community leaders

  • Present and past governors
  • WWII veterans
  • Filmmaker

31. In New Jersey, students invited to participate in and document statewide launch of The War

  • While non-committal to an interview, NJ Governor agrees to a podcast;
  • Co-Producer of The War also interviewed

32. 33. 34. 35. 36. 37. 38. Teachers encouraged to work projects into existing curriculum 39. Many of the projects utilized a digital storytelling approach

  • Efficient use of technology
  • Combines digital images with audio
  • Ken Burns effect

40. Project takes place over most of the 2007-2008 school year 41. Resulting products take many forms

  • Digital stories
  • Short movies
  • Cablevision programming

42. A social network (Ning) created to allow students and teachers involved in project to share work and perspectives 43. 44. 45. Important opportunities for international perspective building

  • Essence of Ken Burnss documentary is that WWII helped shape modern United States

46. Yet, some have argued that WWII (and WWI) were essentially European conflicts that drew the rest of the world into war 47. 48. 49. 50. Note the key points made in movie made by Chinese students

  • Anamalgamation of two conflictsthe Sino-Japanese warthe other beginning in Europe
  • andresulted in the deaths of over 60 million peoplenearly two-thirds of those killed were civilians

51. These are points not well understood by US students

  • Who could tell it better to them than fellow students from China?

52. Initial findings

  • (US participants)

53.

  • I feel that students overall technology skills were enhanced by this project. (N=5)

54.

  • I feel that participating faculty/staff technology skills were enhanced by this project. (N=5)

55.

  • I believe this project enhanced students overall knowledge of WWII. (N=5)

56.

  • As we worked on this project, teachers from other subjects areas, e.g., history, participated (N=5)

57.

  • The external community, e.g., parents, administrators, was supportive of the project. (N=5)

58. Impact on school and community

  • Those engaged in the project

59.

  • Notes:
  • The term direct refers to students, faculty, staff who were directly involved in projects, e.g., produced videos.
  • The term indirect refers to students, faculty, staff who viewed projects after they were created.
  • Larger numbers in indirect category reflect districts that have broadcasted media over cable TV.
  • Grand total may be significantly larger as numbers for general public viewership (through cable TV and podcasts) are not included.

60. Recommendations for future projects:

  • Assessment of global competencies
  • Increase cohort size
  • Assess integration of project into formal curriculum
  • Involve pre-service teachers where possible
  • Requirestudent/teacher participation in social network
  • Define/assess media literacy