While you wait....Download one of the following templates (or download them both if you are that teacher.01

02 Access your NAD Standards (Keep that tab easily accessible!)

03Think of a project you will teach this year that you wish to turn into a project based learning unit/module.

bit.ly/NADelem

Elementary Standards

Secondary Standardsbit.ly/NADsec

EXSEED Project Design Templatebit.ly/exseedpbl

INTRODUCTION TOAndrea Sayler, MA EdCharity Espina, MS Ed

Project Based Learning

Breakout Session Outcomes

01

02

03

04

Gain an understand the basic elements of Project Based Learning

Locate PBL resources and examples of EXSEED projects

By the end of this workshop, you will:

Distinguish between “doing” projects and the Project Based Learning Method

Begin formulating a project-based learning unit/modulestandards based; well-crafted driving question

Workshop Driving Question

How w a c e s g le n e p e c t u d s u n pa y su s

t o g r e t-ba l a n ?

PBL BasicsThe What and The Why

What is Project Based Learning?Project Based Learning is a systematic teaching method that engages students in learning important knowledge and 21st

century skills through an extended, student-influenced inquiry process structured around complex, authentic questions and

carefully designed projects and learning tasks.

“ “Hallerman & Larmer, 2011

PBL in the Elementary Grades

Research Based

Connects students and schools to their communities

Makes teaching more rewarding and meaningful

Increased authentic assessment

Promotes lifelong learning and deeper learning

Accommodates a variety of learning styles and differentiated instructional methods

01

02

03

04

05

06

Why Project Based Learning?

Activity:Need to Know Process (NTK)For more information about the NTK process, visit: http://bit.ly/NTKprocess

Make Just One Change: Teach Students to Ask Their Own Questions. By Dan Rothstein & Luz Santana

Need to Know Time

1. THINK Think about what you want to know about PBL and/or what your need to know, on your own.

1 min

2. SHARE Share your to 2 questions with a shoulder partner.

5 mins

3. ACTIVELY LISTEN Listen to your partners questions, See if your question has been asked, as we participate in “share outs.”

4 mins

TOTAL 10 mins

Our NTK List● How much time?● Difference between projects and PBL.● How do you start?● Teacher side of PBL vs Student side of PBL● How do you do assessment?● How do you know that what you do is PBL?● What’s the depth in PBL in learning?● Multi-grade setting PBL? How?● Love the PBL, but need to improve PBL assessment/grading.● Ideas to do PBL in lower grades.● Covering standards & content in PBL, how?● How to motivate reluctant learners to buy in & produce in PBL.● How often?● Should PBL be apart of homework?● How does PBL fit the use of the textbook?● How does foreign language fit into PBL & frequency on seeing students? (Thursday Session)● Available PBL resources for NAD teachers, where? (Thursday Session)● Cultural change in PBL system wide, what is the gospel on this?? (Thursday Session)

DQ

Subjects

Project Profile # 1Loma Linda SDA Elementary School

What do you want to be when you grow up?

Social Studies, Fine Art, Writing, Math, Science, Language Arts, and Reading

Insert Video Here

Essential Elements of

Project Based Learning

Key Knowledge, Understanding, and

Success Skills

Challenging Problem or Driving Question

Sustained Inquiry

Authenticity

Student Voice & Choice

Reflection

Critique & Revision

Public Product

For more information visit: bit.ly/GoldStandardPBL

“Doing” Projects

vsProjectBased

Learning

“dessert”

Can be complete at home without teacher and

collaboration

Closed: every project has the same goal

Cannot be solved in the real world to solve real-world

problems

Projects are turned in

“Doing” Projects

“main course”

Requires teacher guidance and teamwork

Open ended, there is a variety of student voice and choice

Could provide solutions to real-world problems

Products are presented to a public audience, including

people outside of the classroom

Project Based Learning

Exhaustive List“The Difference Between Projects and Project-Based learning” by TeachThought

bit.ly/ProjectvsPBL

PBL Structure...but, what does this look like in my classroom?

Traditional Classroom

Crea

ting

Impr

ovin

g

Proc

essi

ng

Teacher

Que

stio

ning

Plan

ning

Rese

arch

ing

Student

Project Based Learning Classroom

Crea

ting

Impr

ovin

g

Proc

essi

ng

Teacher

Que

stio

ning

Plan

ning

Rese

arch

ing

Student

Traditional Unit with Culminating Project

ActivityLecture Quiz Activity QuizLecture Review Exam Project+

Project Based Learning Unit / Module

Project Launch

Engaging and authentic task

designed to provide the context for

learning

Activities

Workshops

Lectures

Homework

Research

Labs

BENCHM

AR

K

REFLEC

TI

ON

Simulations

Discussions

Modeling

Reading

Interviews

Quiz

BENCHM

AR

K

REFLEC

TI

ON

Creating

Feedback

Building

Writing

Preparing

Drafts

Culminating Event and

PresentationAuthentic

demonstration of deeper learning

REFLECTION

Adapted from 2015 New Tech Network

CELEBRATION

+

DQ

Subjects

Project Profile # 2Grants Pass SDA School

How can we, as students, improve our opportunities to learn from God's book of nature?

Bible, Social Studies, Technology, Math, Engineering, P.E., Science, Language Arts, Art

Project DesignAre you ready to begin creating experiences?

01

02

Project Design

http://bit.ly/2JUyAHC

BIE’s Project Design Template

EXSEED’s Project Design Templatehttps://goo.gl/wy3WtQ

Start with Standards and Outcomes

Yo n e k w e y u’re g, be yo n o t .

bit.ly/NADelem bit.ly/NADsec

Elementary Standards Secondary Standards

As You Plan...

❏ What do you want your students to be able to do by the end of the unit or module?

❏ What do your students currently know, and what is important for them to be able to learn next?

❏ Are they ready to take on a project? Can they manage themselves?

❏ Has your class developed a sense of shared values and standards that will provide the foundation for a good project?

❏ Are you and your students operating as a learning community?

Consider the following questions:

Driving Question:Points of

ViewGuides project work

Creates interest and/or the feeling of challenge

Reminds them, “Why are we doing this today?”

Students

Guides planning and reframes content strategies or big ideas

Captures and communicates the purpose of the project

Initiates and focuses inquiry

Teachers

Writing a Driving Question

1. Engaging for Students

2. Open-Ended

3. Aligned with Learning Goals & Content Standards

Examples of Driving QuestionsA Philosophical or Debatable Issue

or an Intriguing TopicSpecifying a Product, Task or

Problem to be SolvedAdding a Real-World Role for

Students

● Who is a hero?

● What is a healthy community?

● Is our water safe to drink?

● Can DNA evidence be trusted in criminal trials?

● Should a park, an apartment building, or something else occupy the empty land in our community?

● How can we create a picture book about the life cycle of animals in _____?

● How can we create a webpage for other kids that recommends good books to read?

● How can we write a historically accurate story about a person who lived in our community long ago?

● How can we invent a new toy that is safe, not too expensive, and fun for a four year old?

● How can we, as structural engineers, design and test bridge models for a walkway over the river?

● How can we, as agricultural research scientists, design an experiment to show the Vice President of Marketing which company’s bean seeds grow the fastest?

● How can we, as financial planners, advise a client about the best ways to invest and save money?

Activity:Crafting Your Driving Question

Brainstorm possible driving questions, by follow

the guidelines below:

1. Record as many options as you can, try different

types of formats and styles.

2. Do not stop to discuss, judge, or answer

questions.

3. Jot down every question exactly as it is stated

the first time.

bit.ly/exseedpblDQ Menu

Build Your Driving Question

Activity: Assess Your DQChallenging Problem or Question Rubric

Includes Features of Effective PBL

● The project is focused on a central problem or question, at the appropriate level of challenge● The central problem or question is framed by a driving question for the project which is:

○ open-ended; it allows students to develop more than one reasonable answer○ understandable and inspiring to students○ aligned with learning goals; to answer it, students will need to gain the intended knowledge,

understanding, and skills

Needs Further Development

● The project is focused on a central problem or question, but the level of challenge, might be inappropriate for the intended students

● The driving question relates to the project but does not capture its central problem or question; it may be more like a theme.

● The driving question meets some of the criteria (in the Includes Features column) for an effective driving question, but lacks others.

Lacks Features of Effective PBL

● The project is not focused on a central problem or question (it may be more like a unit with several tasks); pr the problem or question is too easily solved or answered to justify a project.

● The central problem or question is not framed by a driving question for the project, or it is seriously flawed, for example:

○ It has a single or simple answer○ It is not engaging to students (it sounds too complex or “academic” like it came from a

textbook or appeals only to a teacher

Taken from PBL 101 Workshop Workbook

Continue to Designing Your Project

PBL Design Elements Checklist

http://bit.ly/PBLdesignchecklist

PBL Design Rubric

bit.ly/designrubricPBL

DQ

Subjects

Project Profile # 3Columbia Adventist Academy

How do low tide organisms in the San Juan Islands compare to those on the Central California Coast?

Math; Measurements, Graphing and Statistics Science; Biology, Chemistry

Project ThoughtsTips from classroom instructional designers

Challenges and Questions to Implementing Project-Based Learning

● “Where do I start?”

● “Takes too much time to plan.”

● “I need to see what it looks like. I am a visual person”.

● So if projects are PBL can they be part of it all?

● I teach one subject, how can it work?

● “My team teacher is not on board with PBL, what do I do?”

● “Is it difficult to implement with State testing? How would that work?”

● “Resources and funding are huge issues, any ideas on assistance?”

PBL Project Ideas and EXSEED Project Examples

● Buck Institute for Education - bit.ly/BIESearchProjects in this database are curated by the BIE. Some of the projects have been gathered from other sites.

● Charity’s PBL Project - http://bit.ly/2OSMHjx

● EL Education, Models of Excellence - bit.ly/ELSearchA database of interdisciplinary projects, that will impact your classroom and you community.

Parallels with White’s Philosophy of Education

“Let them learn to draw lessons and discern truth for themselves” (Education, p. 119)

“The interest of the [students] must be enlisted” (Education, p. 188)

“The youth need to be taught that life means earnest work, responsibility, and care-taking”

(Education p. 215).

On a c n e r :

1. One t i g t in r yo .

2. One t i g t co r fo .

3. One ar at o l ke c a f e .

Exit Ticket

School Reading List

https://amzn.to/2JUd9X7https://amzn.to/2tckfPuhttps://amzn.to/2JT97hOhttps://amzn.to/2JUBAnm

Thank you!visit www.llu.org/exseed

References

Buck Institute of Education. (2017). PBL 101 Workbook: The companion to BIE’s introductory project based learning workshop.

Hallermann, S, & Larmer, J. (2011). PBL in the elementary grades: Step-by-step guidance, tools and tips for standards-focused K-5 projects. Buck Institute for Education. Kindle Edition.

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