project-based learning. presented by… lauren-marie michetti – kindergarten...
TRANSCRIPT
Project-Based Learning
Presented by…•Lauren-Marie Michetti – [email protected]
•Lindsey Kern – 4th [email protected]
•Linda Hannold – 6th [email protected]
•Lisa Ruszkay – Building [email protected]
What is Project-Based Learning and why is it so valuable?
SIGNIFICANT CONTENT-Relevant to teacher and students for different reasons.
A NEED TO KNOW- Achieved by an “Entry Event”.
A DRIVING QUESTION - Gives the students purpose and challenge. Should be inspiring, open-ended, and complex.
STUDENT VOICE & CHOICE – Provide options within the topic for the final product and the resources that support it.
8 Essential Elements of PBL
21st CENTURY SKILLS– Collaboration, communication, critical thinking, time management, and the use of technology.
INQUIRY & INNOVATION– Real inquiry prompts students to follow a trail that begins with their own questions, leads to exploring resources, discovering answers that lead to new questions, testing ideas and drawing conclusions.
FEEDBACK & REVISION – Students review and critique each other’s work, refer to rubrics, and strive to produce a higher quality product.
PUBLICLY PRESENT PRODUCT – Students proudly present on their process and the results, and gain a far more complex and meaningful understanding of the content.
Continued…
What’s the Difference?Project Based Learning Thematic Unit
• Integrates knowing and doing.
• Students learn knowledge and elements of the core curriculum and then apply what they know to solve authentic problems and produce results that matter.
• In-depth study of a topic, along with teaching style, learning style, and theme.
• A unit of study that focuses on a specific theme.
• Theme is integrated into some or all core subject areas.
• Teacher-centered
PBL can be done in two ways:•Whole group is a great way to start.
Create a unit with common content, goals, and activities for the whole class to participate with the teacher as a facilitator.
•Differentiated extension to a whole group unit, for students to apply the previous content to a project they take more personal interest in. This option requires more independent critical thinking, collaboration and communication.
Planning Process:
•Choose a topic•Check for prior knowledge and prerequisite skills•Research as much as possible•Make yourself a list of sub-topics that you want
to cover • Put topics in order • Find as many resources as possible• Print materials and organize them•Create a rubric and make expectations clear• Start teaching and let the fun begin – your
students enthusiasm will guide the way
Integrating Multiple Subjects and Multiple Intelligences•Weekly Readers•Writing – Collecting facts, journal writing•Math – Graphing, collecting data, etc.•Art – logo contest, coloring pages•Music – Song•Social Studies and Science – Habitats,
geography, predictions, experiment, •Technology, social skills and problem
solving woven throughout
Significant Content•Start with what students need to know
according to state standards and assessment content.
•Generate class discussion about relevant content that especially sparks student interest.
•Choose a topic that lends itself to multiple content areas, layers and levels of Bloom’s.
•Research campaigns already going on that you can get involved in.
A Need To Know
• Build interest!•“Put on a show” to excite students about
the topic.
•Show a movie clip, do an experiment, ask essential questions, and start discussion.
•Create a web of how all their questions and ideas relate to the topic.
•Brainstorm a list of questions or ideas they may have that are related.
The Driving Question, Inquiry, & Innovation
•Get students involved in the whole learning process.
•The project should be complex, inspiring, open-ended and thought provoking.
•Students should feel challenged but not overwhelmed.
•Students ask questions, and the answers inspire more questions!
Student Voice & Choice
• Integrate a variety of smaller learning opportunities, mini-lessons, etc. that provide students with a well rounded experience with the topic.
•Students can be given choice in what related topic they explore, how to research, what tools to use, how to problem solve and answer their own questions, and share their findings.
•Having options makes students feel more “in charge” of their own learning.
Network!!!!
•Get parents involved!• Involve the rest of your building!•Reach out to local organizations!• Involve the whole community!
Spread the word and watch your students’ excitement grow!
Lauren Michetti- Kindergarten Science
Key Ideas:• There are a variety of
mini-lessons/activities/micro-tasks, etc. that contribute to the students’ Essential Understanding of the content.
Students Ran Their Own Trash Swap
Students and Their Families Collected 100 Grocery Bags and Swapped Them!
Students Performed a Song for the Whole Building to Spread our Message
Students Learned Sources of Energy
Students Problem-Solved
Two Good Causes!
Students Collected Soda Tabs from the Whole Building
Students Collected Data and Graphed It
The Results
Team Work!• Teaching with the
project based method enables students to work cooperatively with their peers in a student-centered environment where learners are encouraged to explore and problem solve.
Lauren Michetti – Video Summary• How many different
cross-curricular activities do you notice in this PBL unit?
Lindsey Kern- 4th Grade Social Studies
Key Ideas:• Curiosity and critical
thinking drive the project and these final presentations.
• Note how much “choice” allows students to be more creative in their presentations.
Linda Hannold- 6th Grade Social Studies
Key Ideas:• Critical thinking,
collaboration, and communication must be facilitated and monitored for successful results.
• Students need to be kept on task, continuously challenged, and reminded of the overall goal for learning.
21st Century Skills= Real World Connections
• Learners who can see the connection between a project based task and the real world will be more motivated to understand and solve the problem at hand.
• Students enjoy learning when it connects to something they already know.
• Project Based Learning lends itself to many disciplines. It provides learners the opportunity to have a voice in how and what they learn, while building intrinsic motivation towards problem-solving.
The final product…
•Feedback & Revision: Guide students to check their own work according to the rubric. They can also peer edit and make suggestions.
•Publicly Present Product: Share the projects and presentations with others to demonstrate learning and inspire others.
Reflect•After completing a project, ask students to create a
self-evaluation of the project. This enables the students to focus on their learning process and allows them to see their progress. Self-evaluation gives students a sense of accomplishment and further instills responsibility for learning.
•Refer to the rubric guiding the presentation. Have students assess how they preformed.
•Also reflect on your own planning. What will you do differently the next time?
Your turn! Brainstorm with your grade span group a broad PBL plan:
Topic: How can CCCS affect environmental change?
• You need to propose a resource conservation or environmental clean-up plan.
• Consider the Audience for your proposal:▫ Gr. K-2: family▫ Gr. 3-5: school community▫ Gr. 6-8: local community
• Project Components:▫ Vocabulary▫ Cross Curricular Connections▫ Activities (mini-lessons, research, etc.)▫ Presentation / End Product