project based learning 2010

7/30/2019 Project Based Learning 2010

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Project based Learning


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Project-based Learning

Project is the central framework upon

which the teaching and learning of core

concept is built

Not a supplementary enrichment activity to

be undertaken after the hard work of

learning is done


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PjBL should not replace all other methods

in classroom

PjBL can be blend with other conventional

methods of instruction into an integrated

whole that provides students with a rich

blend of content, skills, and opportunities

for academic and personal growth


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The learning theory

Knowledge, thinking, doing and the

contexts of learning are inextricably tied

Learning is partly a social activity; it takes

place within the context of culture,

community and past experience


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World has change

Schools must now adapt to a new century

Children need both knowledge and skills

to succeed

Driven by workforce demands for high

performance employees who can plan,

collaborate, and communicate


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How PjBL fulfill the need

Emphasis the process of learning

Learn, reflect, explore, negotiate, interpret

and create


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What is PjBL?

A systematic teaching method that

engages students in learning knowledge

and skills

through an extended inquiry process

structured around complex and authentic

questions

carefully designed products and tasks


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How long PjBL takes?

Spectrum ranging from brief projects on

one or two weeks based on a single

subject in one classroom to yearlong,

interdisciplinary projects that involvecommunity participation and adults outside

the school


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What is the benefits of PjBL?

Provide a learning environment for the

application of knowledge and skills

Sharpen higher order thinking skills

Support autonomous learning for students

Motivates bored or indifferent students

Create communication and collaborativerelationships among students


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Planning an effective project

Develop a project idea

Decide the scope of the project

Select standards Incorporate simultaneous outcomes

Work from project design criteria

Create the optimal learning environment


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Develop a project idea

Work backward from a topic- articles,

issues, current events, conversation

Use your standards- what is important in a

discipline

Find projects and ideas on the Web

Map your community Match what people do in their daily work


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Five to

ten days

Most of

the

semester

DURATION


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Onetopic

One

standard

Multipledisciplines

Multiple

standards

BREADTH


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Limited Extensive

TECHNOLOGY


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Classroom

basedCommunity

based

OUTREACH


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One

teacher

Multipleteachers

and

communitymembers

PARTNERSHIP


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Classroom

or schoolExpert panel

AUDIENCE


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Limited

student

input

Maximum

student input

STUDENT

AUTONOMY


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Student Autonomy

Limited Student

Input

Intermediate Maximum

Student Input

Teacher selects

topicTeacher defines

learning

outcome

Teacher solicits

student inputTeacher and

students

negotiate

learning

outcomes

Students select

topicStudents define

learning

outcomes


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Select Standards

What do you want your students to knowand be able to do?

Begins before the project

Not too many standards in a short project

Assessing too many standards is difficult

Clear about which standards will be

assessed How students will demonstrate what they

have learned


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Incorporate simultaneous outcome

More than academic outcomes

Specific skills such as able to work in

groups, manage projects, meet deadline,

present information, think critically, solve

problems, and use technology wisely

Habits of mind such as curiosity, flexibility,

and preserverence


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Work form Project Design Criteria

Good project dont just happen

coincidently

Six As criteria structure the project and

support its success\

Six As Authenticity, Academic Rigor,

Applied Learning, Active Exploration, Adult

Connections, thoughtful Assessment

Practice


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Authenticity

Real world problem

Meaningful to students

Appropriate audiences


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Academic Rigor

Central problem or question addressed by

the project

Knowledge are and central concepts

Habits of mind

Learning standards


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Applied Learning

What will students do to apply knowledge?

Which of competencies (work

organizations) does project provide

opportunities to develop?

Self management skills?


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Active Exploration

Field based activities- field work

Methods and source of information-

interview, collecting data


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Adult Connections

Access to at least one outside adult with

expertise and experience

Observe and work alongside adults

Adult help students develop a sense of

real-world standards for this type of work


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Assessment Practice

Criteria for measuring desired outcome Students involvement in reviewing or

helping to establish the project criteria

Self assessment Student receive feedback on their

progress

Work requirement to complete during theproject

Demonstrate their ability to apply theknowledge they have gained


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Driving Question for the

Project


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Driving Question

Requires multiple activities

Synthesis different types of information

Serves as a lighthouse that promotesstudent interest and directs students

toward the projects goal and objectives

Cannot be easily solved or answered

A process that students can do


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Example of driving questions

What is the earth made off?

What are we made off?

How will the land we live on change overtime?

What is light?

Can we predict the weather? Should we concerned about global

warming in our community?


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How good is our water?

How do amusement park rides work?

Are amusement park rides safe?

How should a bridge be designed for thissite?

How can we use the laws of physics to

predict the motion of a flying object so thatwe can design an entertaining fireworksdisplay?


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How can we use Newtons three laws to

create a sport that takes advantage of the

unique characteristics of the moon

How can endangered species be saved?


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Driving Questions

Provocative

Open ended

Heart of discipline Challenging

Arise from real world dilemma

Consistent with curricular standards


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Other aspects to be considered

when designing the project


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Other aspects to be considered

when designing the project

Plan the assessment

Map the project

Example of the project


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Plan the assessment

A balanced assessment- a variety of

assessment

Align products with outcome

Products- presentations, papers, exhibit,

or models that are completed during a

project


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Plan the assessment

Know what to assess

Use rubrics to assess


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Map the Project


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Map the project

Organize Task and Activities

Decide How To Launch the Project

Gather Resources Draw a Storyboard


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Break down the products in the project into

a set of tasks

Allocate the right amount of time for each

task


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Do they know enough to succeed at the

tasks in the project

For example:-

Does the project include an exhibition and

oral presentation-have students been

taught and practiced oral presentations?

Do they know how to do an interview?

Research on the Web?


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Do they know enough to succeed at the

tasks in the project

Have students been taught and practice

skills needed to implement the process


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Project Planning Form

Look at one major product for the project,

and analyse the task necessary to

produce a high-quality producet


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Product:-

Build Machines which Are

Functioning based on theRenewable Energy


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Break the project into set of tasks?

?

?

?

?

?

?


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Product:-

Design Trendy Sports Shoes

That Apply Laws of Motion


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Break the project into set of tasks?

?

?

?

?

?

?


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Decide how to launch the project

Begins in many different ways

For example; a field trip, an article, a guest

speaker, a real life scenario


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Gather Resources

Prepare list of websites for students

Books

People

Materials to complete the project- mahjong

papers, display boards, papers, etc)

Technological tools (computers, camera,equipment, experiment apparatus)


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Draw a Storyboard

Timeline

Major activities

Important milestone


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March 3

Intro Driving

Questions

March 5

Form groups

Choose topics

March 7

Research

Reading

CollectBibliography

March 10

Research

Reading

March 12

Research

March 14

Outline Oral

Presentation

March 17

Developmultimedia

March 19Practice

March 21

FinalPresentation

March 24

Reflect

Week 1

Week 2

Week 3


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Example One


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The them is related with studying water

Thus, the project is divided into threephases (1) water as resource, (2) the

physical properties of water and (3) thebiology bodies of water

Students measured the acidity of locallake and pond water, built and stocked anaquarium with aquatic life, searched forand read literature on water related topics,and measured water usage and waste by

keeping a Water log


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Students pose the question: how safe isour drinking water?

In addressing the question, students were

forced to struggle with both scientific andsocial issues associated with the contentof the project, including principles of waterpollution, tools and procedures of scientific

analysis, the relationship of water qualityto public health, and the issues drivingcommunity politics


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Example Two


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The job of your group is to design a

spacecraft that will allow a crew to travel to

the moon, to Mars, then back to Earth.


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Driving Questions What type of fuel will be needed?

What is the shape and size of thespacecraft?

What special design features will protect

the craft from heat and cold? What supplies will the crew need?

How long will the trip last?

What environmental hazards or specialproblems might the crew encounter alongthe way?


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A Set of Tasks

Use the Internet or resource books from

the library to help you design the

spacecraft. As you work, record your

design plans on the table On the table, draw an illustration of the

inside and outside of your craft

Make a model of this spacecraft usingvarious art supplies


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Assignment


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Create educational commercials that

educate three laws of motion to the public

In your assignment your should


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In your assignment, your should

submit

Driving questions (One page)

A Set of Tasks (One page)

project based learning 2010

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