what is pbl? - nctm.confex.com · a guide to standards-focused project based learning, 2nd edition....
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+Pimp My Ride: Project-Based Learning (PBL) In Action
Crystal Collier, Ben Davis University High School
Jean Lee, University of Indianapolis
2015 NCTM Regional Conference, Indianapolis October 30, 2014
+What is PBL?
Learners go through a systematic teaching method that engages them in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.
Markham, T., Larmer, J., & Ravitz, J. (2003). Project-based learning handbook: A guide to standards-focused project based learning, 2nd edition. Novato, CA: Buck Institute for Education. Pg. 4
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+PBL Practices
1. Implementing student-centered instruction to increase relevance and rigor of key academic content
2. Using 21st Century competencies 3. Engaging in in-depth inquiry
4. Working on addressing a driving question
5. Generating Need-to-Knows
6. Exercising voice and choice
7. Critiquing and revising one’s work 8. Allowing one’s work to public critique
+ Mapping the Project � Stage 1– Identify desired results
� What understandings are desired? � What key knowledge (information) and skills
(abilities) will students acquire as a result of this unit?
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+ Mapping the Project � Stage 2– Determine acceptable evidence
� What evidence will show that students understand? How will your performance assessments (activities, workshops, HW, culminating products) be aligned to the Standards and 21st century skills?
� What evidence will you gather from tests, quizzes, observations (or other appropriate strategies)?
� What student self-assessment and /or reflection will help you understand how the students perceive their learning?
+ Mapping the Project � Stage 3– Daily Learning Plan
� How are the lessons connected to performance assessments?
� What sequence of teaching and learning experiences (for unit duration) will equip students to engage with, develop, and demonstrate the desired understandings? List each key activity in the order in which it will occur.
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+Start Unit Planning, Draw story board, post-its are your best friends!
DOING PROJECTS vs. PBL
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WHAT DOES PBL LOOK LIKE IN THE MATH CLASSROOM? LET’S EXAMINE PIMP MY RIDE: ALGEBRA 2 PBL UNIT
+Principles to Action: Mathematics Teaching Practices • Establish mathematics goals to focus learning. • Implement tasks that promote reasoning and
problem solving.
• Use and connect mathematical representations. • Facilitate meaningful mathematical discourse.
• Pose purposeful questions.
• Build procedural fluency from conceptual understanding.
• Support productive struggle in learning mathematics.
• Elicit and use evidence of student learning.
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+
Where are the key PBL tools in the Problem Solving Process?
STEPS TOOLS Phase 1: Define the Problem
Entry Event, Knows & Need-to-Knows, Problem Statement
Phase 2: Solution Criteria
Standards, Rubric, Group Contracts Phase 3: Solution Research
Where are the key PBL tools in the Problem Solving Process?
Phase 4: Select a Solution Protocols for feedback on ideas, evaluation and decision-making tools, rubric
Phase 5: Implement and Run Solution Final products
Phase 6: Reflect on Solution
Self-assessment, summative assessments, class and personal reflection
Community Partner, appropriate activities and content scaffolding, 21st century skill scaffolding, proposals
+ Pimp My Ride Driving Question
How do we as… recent college graduates decide on the best vehicle to purchase so that I do not incur loans or debt?
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+Example Entry Document “Pimp My Ride” PBL Unit
Common Core State Standards: Mathema0cs addressed in this Unit
• Construct and compare linear, quadra0c, and exponen0al models and solve problems
• Understand the concept of a func0on and use func0on nota0on
• Interpret expressions for func0ons in terms of the situa0on they model
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Common Core Mathematical Practices addressed in this Unit • Make sense of problems and persevere in
solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the
reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated
reasoning.
“Pimp My Ride” Project Rubric
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Affordability Deprecia1on/resale value
2005 BMW 325 2D Conver1ble
$16,998 68,000 Miles 18/26 MPG
2009 Honda Accord EX 4D Sedan $19,998
30,000 Miles 21/30 MPG
2008 MINI Cooper S 2D Hatchback
$19,599 36,000 Miles 26/34 MPG
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Es1mated deprecia1on (shown in orange) assumes a 15% loss each year Actual car values (shown in Purple) are obtained from the Kelly Blue Book
+ Successes with the Unit
n Students came away with sound understanding of the mathematics involved in the car buying process n Modeling Depreciation n Understanding Interest n Vocabulary
n Students were highly engaged with the project.
n Presentations
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+ Challenges with the Unit
n Time element!!!
n Translating skills from application to computation
n Keeping the math in front
n My own anxieties about the project
+ The Dream Project
n Entry event in which the students visit a car dealership and discuss the car buying process.
n Real world contacts, checkpoints, and rewards.
n Cross curricular with English and Economics classes.
n More time to add depth to the study.
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+
http://www.bie.org
Resources http://www.edutopia.org
+ Resources
www. pblu.org
http://www.rose-prism.org/moodle/prism/icpbl
http://www.innocentive.com Mathalicious.com
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+Questions & Discussion
1. How might you use this unit to uphold the Principles to Action Mathematics Teaching Practices?
2. What are some successes and hardships of PBL?
3. What do teachers need to to attend to when implementing PBL instruction?
+Contact Information
Jean Lee [email protected]
Crystal Collier [email protected]
Assess to Pimp My Ride PBL Unit: https://drive.google.com/folderview?
id=0BxX5vFSDZ1g9SENRek9YVzluc3M&usp=sharing
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