DESIGNING HIGH QUALITY DESIGNING HIGH QUALITY PROJECTS PROJECTS

CPA Institute CPA Institute November 2008November 2008

Overview of the WorkshopOverview of the Workshop

IntroductionsIntroductions Success Analysis: Powerful Success Analysis: Powerful Teaching/ Engaging LearningTeaching/ Engaging Learning Learning from PBL ExemplarsLearning from PBL Exemplars PBL PowerPoint: Simultaneous PBL PowerPoint: Simultaneous Outcomes & The 6 A’sOutcomes & The 6 A’s Team Time: Designing a Project Team Time: Designing a Project

Overview of the Workshop Overview of the Workshop (continued)(continued)

Creating a 6 A’s Poster Creating a 6 A’s Poster (& possibly a Project Story Board)(& possibly a Project Story Board) Exploring PBL ResourcesExploring PBL Resources Giving and Receiving FeedbackGiving and Receiving Feedback Next Steps …..Finishing PBL Design, Next Steps …..Finishing PBL Design,

Implementing Your Project, Sharing Project Implementing Your Project, Sharing Project (or work in progress) at the March 2009(or work in progress) at the March 2009 CPA ConferenceCPA Conference

OBJECTIVESOBJECTIVES Consider how PBL Consider how PBL can help teachers meet can help teachers meet

simultaneous objectives in their instructional design.simultaneous objectives in their instructional design.

Learn about PBL design principles Learn about PBL design principles through through examination of project exemplars and design tools.examination of project exemplars and design tools.

Begin designing Begin designing a project using the simultaneous a project using the simultaneous outcomes and the 6 A’s indicators for quality project outcomes and the 6 A’s indicators for quality project design.design.

Produce a 6 A’s Poster & give/receive feedbackProduce a 6 A’s Poster & give/receive feedback

Success AnalysisSuccess Analysis

Think about a time when you were very Think about a time when you were very successful as a teacher and students were successful as a teacher and students were highly engaged in their work. What about highly engaged in their work. What about this particular teaching/learning this particular teaching/learning experience was so powerful? Write a brief experience was so powerful? Write a brief description of a powerful teaching and description of a powerful teaching and learning experience. Be prepared to learning experience. Be prepared to share. share. (alternate choice: when you had a (alternate choice: when you had a powerful learning experience in high school)powerful learning experience in high school)

The Ideal LearnerThe Ideal Learner

Imagining the idealImagining the ideal Broadening our perspectiveBroadening our perspective Reflecting on the actualReflecting on the actual Moving from actual to idealMoving from actual to ideal

THE IDEAL LEARNERTHE IDEAL LEARNER

GAP

ACTUALLEARNERS

IDEALLEARNERS

PBL engages students in complex, real-world problem solving…

… is Academically Rigorous

…is Relevant

…uses Active Learning

WHAT IS PROJECT-BASED LEARNING?

PBL

What is PBL?What is PBL?

Project-based learning can be defined as Project-based learning can be defined as follows:follows: Learning experiences which engage students Learning experiences which engage students

in complex, real-world projects through which in complex, real-world projects through which they develop and apply knowledge & skillsthey develop and apply knowledge & skills

A strategy which recognizes that significant A strategy which recognizes that significant learning taps students’ inherent drive to learn, learning taps students’ inherent drive to learn, capability to do important work, & the need to capability to do important work, & the need to be taken seriously. be taken seriously.

PBL definitions continuedPBL definitions continued

Learning in which the results are not Learning in which the results are not predetermined or fully predictable;predetermined or fully predictable;

Learning which requires students to draw from Learning which requires students to draw from many information sources and disciplines in many information sources and disciplines in order to solve problems; andorder to solve problems; and

Learning which requires students to Learning which requires students to coordinate time, work schedules, and project coordinate time, work schedules, and project outcomes in order to accomplish goals on a outcomes in order to accomplish goals on a predicted time schedule. predicted time schedule. –Autodesk Foundation–Autodesk Foundation

More on PBLMore on PBL

Project-based Learning:Project-based Learning: Engages students in complex, real-world Engages students in complex, real-world

issues and problems; where possible, the issues and problems; where possible, the students select and define issues or problems students select and define issues or problems that are meaningful to them;that are meaningful to them;

Requires students to use inquiry, research, Requires students to use inquiry, research, planning skills, critical thinking, and problem-planning skills, critical thinking, and problem-solving skills as they complete the projectsolving skills as they complete the project

More on PBL (continued)More on PBL (continued)

Provides opportunities for students to learn Provides opportunities for students to learn and practice interpersonal skills as they work and practice interpersonal skills as they work in cooperative teams and, wherever possible, in cooperative teams and, wherever possible, with adults in workplaces or the community.with adults in workplaces or the community.

Gives students practice in using the array of Gives students practice in using the array of skills needed for their adult lives & careers skills needed for their adult lives & careers (e.g., how to allocate their time and resources; (e.g., how to allocate their time and resources; individual responsibility; interpersonal skills; learning individual responsibility; interpersonal skills; learning through experiences, SCANS skills, etc.)through experiences, SCANS skills, etc.)

More on PBL (continued)More on PBL (continued)

Includes expectations regarding Includes expectations regarding accomplishments/learning outcomes; these accomplishments/learning outcomes; these are linked to the learning standards and are linked to the learning standards and outcomes for the school district and are stated outcomes for the school district and are stated at the beginning of the projectat the beginning of the project

Incorporates reflection activities that lead Incorporates reflection activities that lead students to think critically about their students to think critically about their experiences and to link those experiences to experiences and to link those experiences to specific learning standardsspecific learning standards

More on PBL (continued)More on PBL (continued)

Ends with a presentation or product that Ends with a presentation or product that demonstrates learning and is assessed; the demonstrates learning and is assessed; the criteria could be decided upon by the criteria could be decided upon by the students.” students.” - W. Diehl, T. Grobe, H.Lopez, &- W. Diehl, T. Grobe, H.Lopez, &

C. CabralC. Cabral

Quality PBLQuality PBL

““Quality project-based learning seeks to Quality project-based learning seeks to blend authentic, real-world experiences blend authentic, real-world experiences with rigorous academic study so that with rigorous academic study so that students can practice and demonstrate students can practice and demonstrate skills that will serve them well in college, skills that will serve them well in college, career, and life. It advances the notion of career, and life. It advances the notion of what a “project” can accomplish, what a “project” can accomplish, emphasizing connections between emphasizing connections between classroom and community… classroom and community…

Quality PBLQuality PBL

Quality project-based learning is a Quality project-based learning is a pedagogy quite compatible with, and pedagogy quite compatible with, and receiving considerable momentum from, receiving considerable momentum from, two current movements in education two current movements in education reform – the school-to-career (STC) reform – the school-to-career (STC) movement and the standards movement.”movement and the standards movement.”

• Jobs for the Future, A Portable Action Lab Jobs for the Future, A Portable Action Lab

PBL FRAMEWORKPBL FRAMEWORK

PROJECT

CURRICULUMDESIGN

INSTRUCTIONALDELIVERY

6 A’s

ASSESSMENT& EVALUATION

ACCOMMODATIONS, RESOURCES, CONSTRAINTS

Research base for PBLResearch base for PBL

““There is now a massive amount of There is now a massive amount of evidence from all realms of science evidence from all realms of science that unless individuals take a that unless individuals take a very very activeactive role in what it is they’re role in what it is they’re studying, unless they learn to studying, unless they learn to ask ask questionsquestions, to , to do things hands-ondo things hands-on, to , to essentially essentially recreate things in their own recreate things in their own mindmind and and transformtransform them as needed, them as needed, the ideas just disappear.”the ideas just disappear.”

-- Howard Gardner, Harvard University-- Howard Gardner, Harvard University

based on work of Art Costa & Benbased on work of Art Costa & Bena Kallicka Kallick

SIMULTANEOUS OUTCOMESSIMULTANEOUS OUTCOMES

ACTIVITIES CONTENT PROCESSESHABITSOF MIND

LIFELONG LEARNER/

college/careersuccess

Costa’s Habits of MindCosta’s Habits of Mind PersistingPersisting Managing ImpulsivityManaging Impulsivity Listening With Understanding and EmpathyListening With Understanding and Empathy Thinking FlexiblyThinking Flexibly Thinking About Thinking (Metacognition)Thinking About Thinking (Metacognition) Striving for AccuracyStriving for Accuracy Questioning and Posing ProblemsQuestioning and Posing Problems Applying Past Knowledge to New Applying Past Knowledge to New

SituationsSituations

Habits of Mind Habits of Mind (continued)(continued)

Thinking & Communicating With Clarity & Thinking & Communicating With Clarity & PrecisionPrecision

Gathering Data Through All SensesGathering Data Through All Senses Creating, Imagining, InnovatingCreating, Imagining, Innovating Responding With Wonderment & AweResponding With Wonderment & Awe Taking Responsible RisksTaking Responsible Risks Finding HumorFinding Humor Thinking InterdependentlyThinking Interdependently Remaining Open to Continuous LearningRemaining Open to Continuous Learning

THE SIX A’s THE SIX A’s OF DESIGNING PROJECTSOF DESIGNING PROJECTS

AUTHENTICITYAUTHENTICITY ACADEMIC RIGORACADEMIC RIGOR APPLIED LEARNINGAPPLIED LEARNING ACTIVE EXPLORATIONACTIVE EXPLORATION ADULT RELATIONSHIPSADULT RELATIONSHIPS ASSESSMENT PRACTICESASSESSMENT PRACTICES

Developed by Adria Steinberg, Jobs For the Future. Used w. permission.

ACADEMIC RIGORACADEMIC RIGOR ACADEMIC RIGOR ADULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES

High-order thinking skills and methods of inquiry from academic and professional fields

Aligned with state content standards

ADULT RELATIONSHIPSADULT RELATIONSHIPS ACADEMIC RIGOR ADULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES

Adult mentorsAdult mentors

Experts in the fieldExperts in the field

Guest artistsGuest artists

Community panelsCommunity panels

AUTHENTICITYAUTHENTICITY ACADEMIC RIGOR AD\ULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES Real world contextReal world context

Issues that matter to studentsIssues that matter to students Real and appropriate audienceReal and appropriate audience

Experiences beyond Experiences beyond

the classroomthe classroom Field-based Field-based

investigationsinvestigations Community explorationCommunity exploration Expert interviewsExpert interviews InternshipsInternships

ACTIVE EXPLORATIONACTIVE EXPLORATION ACADEMIC RIGOR ADULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES

APPLIED LEARNINGAPPLIED LEARNING

TeamworkTeamwork CommunicationCommunication Product designProduct design Problem-solvingProblem-solving Self-management skillsSelf-management skills Information collection, Information collection,

organization and analysisorganization and analysis

ACADEMIC RIGOR ADULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES

ASSESSMENT PRACTICESASSESSMENT PRACTICES

ACADEMIC RIGOR ADULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES

Exhibitions of workExhibitions of work Variety of Variety of

assessment tools assessment tools Professional Professional

standards of standards of performanceperformance

Student involvement Student involvement in creating criteria in creating criteria for project (rubric)for project (rubric)

TYPES OF ASSESSMENTTYPES OF ASSESSMENT

Tests, Quizzes, Reports,

Recitations

Exhibitions, Demonstrations

Portfolios, Journals,

Observations

JUDGMENT

KNOWLEDGE(Mastery)

UNDERSTANDING(Application of knowledge)

REFLECTION(Growth over time)

ASSESSMENT ASSESSMENT && EVALUATION EVALUATION

JUDGMENT

Exhibitions, Demonstrations

UNDERSTANDING(Application of knowledge) Portfolios,

Journals, Observations

REFLECTION(Growth over time)

KNOWLEDGE(Mastery)

Tests, Quizzes, Reports,

Recitations

PROJECT FRAMEWORKPROJECT FRAMEWORK

COURSE CONCEPTS

UNIFYING THEMES

COURSE CONCEPTS

TOPICS & SUBTOPICS TOPICS & SUBTOPICS

ESSENTIAL QUESTION(S)

PERFORMANCE TASK

ACTIVITIES CRITICAL ELEMENTS

HABITSOF MIND

PROCESSSKILLS

CONTENTSTANDARDS

EVALUATION ASSESSMENT

COMMUNICATION & DISSEMINATION

PROJECT

RESEARCH PAPER

Required Elements: Select a disease to study Go to library and do research Write ten pages Use proper essay form Include a bibliography

TRADITIONAL ASSIGNMENT

HEALTH PROJECT Required Elements: Develop family medical histories Write proposal to study health issue of

personal or community interest Keep research log, including citations Produce a newsletter, Develop lesson plans and materials for

underserved population Present to real audience

PBL ASSIGNMENT

TRANSFORMING PRACTICE

Traditional Assignment

Student works alone Context is school Assessment by

teacher only

PBL Assignment

Student works alone and in teams

Context is family and community

Assessment by real audience and teacher

Scaffolding for PBL SuccessScaffolding for PBL Success

Structure (Format) Structure (Format) Great Groups, Terrific TeamsGreat Groups, Terrific Teams ContentContent TrainingTraining ExpertiseExpertise OversightOversight Handouts & DocumentationHandouts & Documentation ToolsTools Time, Supporting all Learners, & more…Time, Supporting all Learners, & more…

PROJECT DESIGN TIMEPROJECT DESIGN TIME

Collaborate with your team to design a project that you can implement with

students this year. Prepare an exhibition of your project design for

our Gallery Walk. (Create a 6 A’s chart, create a story board or other graphic representation of your

project, or other creative display.)

Next Steps Next Steps

Finishing your PBL DesignFinishing your PBL DesignImplementing Your ProjectImplementing Your Project

Conserving Project ArtifactsConserving Project ArtifactsSharing PBL work at March Sharing PBL work at March

CPA ConferenceCPA Conference

Some Favorite PBL ResourcesSome Favorite PBL Resources

George Lucas Education Foundation George Lucas Education Foundation http://www.glef.orghttp://www.glef.org

Buck Institute of Education Buck Institute of Education http://www.bie.orghttp://www.bie.org

Jobs for the Future http://www.jff.orgJobs for the Future http://www.jff.org What Kids Can Do What Kids Can Do

http://www.whatkidscando.orghttp://www.whatkidscando.org Adria Steinberg’s Adria Steinberg’s Real Learning, Real Real Learning, Real

WorkWork