project-based learning: learning through experience lynn technology integration workshop session ii...
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Project-Based Learning: Learning Through Experience
Lynn Technology Integration Workshop Session II June 24, 2003
Contact Information:
Sylvia Klinzing ([email protected])Laura Tilton ([email protected])http://www.sun-associates.com/lynn
Sun Associateswww.sun-associates.com
978-251-1600
PBL: Why do it?
Supportive ResearchIncreased MotivationMeasurable ResultsAuthentic Products
PBL: What is it?
Is project-based the same as problem-based learning?
What are the basic elements of project-based learning (PBL)?
What makes a good PBL project?
Project-Based vs. Problem-Based Learning
Both are…. authentic,
constructivist,inquiry-based, and
student-centered approaches.
Project-Based Problem-Based Learning Learning
Tends to be associated with K-12 education
Originated in medical training and other professional preparation practices
Organized around an end product or artifact
End product is elaborate, and may require extensive planning and labor.
Organized around a problem for students to solve (i.e. case study)
End products are simpler, more summative.
4 Basic Elements of PBL
Extended time frame CollaborationStudent-directed InvestigationConstruction of a “real world” product/artif
act
Extended Time Frame
Projects run anywhere from------A few weeks An entire year
What is the value of an extended time frame? allows in depth interaction with the subject allows construction of a worthwhile, “real
world” product.
Collaboration
Students can work in groups and/or work with other classes via the internet.
What is the value of collaboration? allows feedback from peers makes the task/s less daunting distributes expertise and responsibility exposes students to other perspectives
Student-directed Investigation
Involves one or more of the following: researching background info, observing, collecting data, conducting interviews, sharing and analyzing data.
Why do it? Gives students an opportunity to personally
explore the subject Hones skills that could be useful outside the
classroom
Construction of a “Real World” Product/ArtifactCan range from being
------Template driven Open-ended
Why construct “real world” products? they are authentic, and so have a wider
audience base they motivate and engage students they often appeal to more than one learning
style
Types of Tasks
RetellingCompilationMystery JournalisticDesignCreative Product
Consensus Building PersuasionSelf-knowledgeJudgement AnalyticalScientific
For further explanations and other examples, see:http://webquest.sdsu.edu/taskonomy.html
Key idea: Transforming knowledge
Examples of Products for Assessment:
Physical modelMultimedia
presentationWebsiteVideo/radio programMock trialJournalLetter/e-mail message
Book, brochure, newspaper article, poster
Poem, song, puzzle, art project
A policy paper/ recommendation to some government body
PBL Challenges
Time Classroom management Control Support of student learning Technology use Assessment
Characteristics of a Good PBL Activity: (45 mins)
Break up into small groups of 3 or 4 (form K-5 or 6-12 groups).
Compare and contrast your worksheets with other “learners”
Write down some insights from your discussion.
Share with the entire group.
Great Planning is Key to Problem-Based Learning!
Steps in planning a
PBL Activity
Set Main Goals
Draft Time Frame
Plan Activities
Plan for Assessment
Identify grade level standards that will be met
List the major goals of the project and
curricular tie-ins
Decide on project duration
Develop specific questions/
challenges for students
List sample tasks and artifacts for student directed investigations
Draft assessment goals (what, how
and when to assess)
Write up rubrics for assessing
project
List resources for students (balance
print vs. web-based sources)
Assign checkpoint dates for project goals
Browse pre-existing PBLs,
other sources for ideas
LEVEL 2LEVEL 1 LEVEL 3
Steps in planning a
PBL Activity
Set Main Goals
Draft Time Frame
Plan Activities
Plan for Assessment
Identify grade level standards that will be met
List the major goals of the project and
curricular tie-ins
Decide on project duration
Develop specific questions/
challenges for students
List sample tasks and artifacts for student directed investigations
Draft assessment goals (what, how
and when to assess)
Write up rubrics for assessing
project
List resources for students (balance
print vs. web-based sources)
Assign checkpoint dates for project goals
Browse pre-existing PBLs,
other sources for ideas
LEVEL 2LEVEL 1 LEVEL 3
Steps in Planning (LEVEL 2):
List the major goals of the project and curricular tie-ins
Decide on project durationPlan Activities
Develop specific questions/challenges Browse pre-existing PBLs, other sources
Draft assessment goals (what, how and when to assess)
Checklist
Will your PBL Activity…tie-in well with the
curriculum? engage and build on
students' own interests and passions?
allow for open-ended outcomes and products?
provide a meaningful and authentic context for learning? ...
Major goals:
