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Using Project-Based Learning to Increase Student Engagement and Understanding

March 2012

Presenter

Presentation Notes

I’m…. And this is what I do… Okay, I know I’m the last session of the day, and it has been a great day, but long as always. We didn’t really do a Housekeeping session last year, though, and we wanted to take at least some time today to go over a few things. We used to do the Housekeeping sessions with everyone all in one big room, but we thought we’d try something different this year by doing it in smaller groups. I’m representing the T3 Office at this point. I’m going to cover everything, but I probably don’t all the details on every item they asked me to cover. But I am going to try! And if I can’t answer all your questions, I have some help to write them down and I’ll do my best to chase the answers down for you!

Project-based Learning Joe Ferrara

2121 Collective

Talking Points

What is Project-based Learning?

Student Engagement

The Role of Technology

Graduates

Presenter

Presentation Notes

Skills we want our students to graduate with – rarely do I hear specific content knowledge. But in the classroom it is a different story. By moving the context we look at these skills as tools for students to use in order to learn instead of one more thing we have to teach. This requires a teaching structure that supports student development of these skills. That’s where Project Based Learning comes in.

Move the Context

Presenter

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We spend a lot time How long have we spent compressing knowledge into efficient delivery systems like textbooks and lectures? Instead of considering moving the context about how are we going to teach this content to how are students going to learn the content


Presenter

Presentation Notes

Many people want a clear, structured definition of PBL - the nature of PBL – that it can take many forms. Sometimes a definition can refine something that should really be dynamic and liberating for both teachers and students but for those of you that need a definition…

What is Project-based Learning? A systemic teaching method that engages students in learning essential knowledge and skills through an extended, student-

influenced inquiry process structured around complex, authentic questions and

carefully designed tasks and products.

Presenter

Presentation Notes

I have highlighted specific elements of the definition. These elements can be seen in other instructional strategies – they are characteristic of PBL but they do not make PBL. In order to truly understand PBL we have to look at the word “Project” (next slide)

Webster’s

A specific plan or design

A planned undertaking

A task or problem engaged in usually by a group of students to supplement and apply classroom studies

Presenter

Presentation Notes

To really understand PBL, we need to look at word Project – here are some definitions from Webster’s. They tend to focus more on

Some Products of Real World Projects

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Presentation Notes

These are products of projects. You fully learn how to build a deck when the project is finished.

It’s About the Process

Problem, Issue, Task

Learning Experiences

Products

Standards

Presenter

Presentation Notes

It’s the process where students go deeper with content. They are working within a project that focuses on some issue or problem or task. As they direct the direct their own inquiry which results in new

Essential Components of PBL

Problem, issue, or task that drives the project

Learning experiences organized around the problem which as a whole make up the project

Culminating product that addresses

The Process Engages Students

Technology Integration

Presenter

Presentation Notes

The process engages students because learning inside a classroom becomes more like learning and problem solving outside the classroom. Click for technology animation. The process allows the seamless integration of technology. Students select technology appropriate for the task at hand. Instead of this being just a calculator it becomes a problem solving tool with a use beyond the classroom.

Teacher PBL Presentations

The Planning Process Real World starts at home

Don’t overwhelm the standards

Continually assess understanding

STEM Skills Analytical skills to research a topic, develop a project plan and timeline, and draw conclusions from research results.

Science skills to break down a complex scientific system into smaller parts, recognize cause and effect relationships, and defend opinions using facts.

Mathematic skills for calculations and measurements.

Attention to detail to follow a standard blueprint, record data accurately, or write instructions.

Technical skills to troubleshoot the source of a problem, repair a machine or debug an operating system, and computer capabilities to stay current on appropriate software and equipment.

Presenter

Presentation Notes

Think about key skills needed in today's workplace: problem solving, analytical thinking, and the ability to work independently. In the STEM workplace these skills are integrated naturally to solve problems. They are not limited in science, tech, eng, math careers. Again move the context,” how will students learn these skills?” Analytical skills to research a topic, develop a project plan and timeline, and draw conclusions from research results Science skills to break down a complex scientific system into smaller parts, recognize cause and effect relationships, and defend opinions using facts. Mathematic skills for calculations and measurements. Attention to detail to follow a standard blueprint, record data accurately, or write instructions. Technical skills to troubleshoot the source of a problem, repair a machine or debug an operating system, and computer capabilities to stay current on appropriate software and equipment.

STEM Skills Communication and cooperation skills to listen to customer needs or interact with project partners.

Creative abilities to solve problems and develop new ideas.

Leadership skills to lead projects or help customers.

Organization skills to keep track of lots of different information.

Boredom

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Presentation Notes

In the 2010 High School Survey of Student Engagement, only 2% of students said they were never bored in school. – Fight the boredom have fun!

Thank You!

Project Based Learning

Bill Church Littleton High School

Littleton, NH

...where students come to watch teachers work hard.” -- ??

School

Video: “That old pair of jeans”, Fatboy Slim

Project Based Learning

Everybody is out of their seats!

Talking, Sharing, Doing

Measurement and Analysis

3D Modeling

Classroom OUT in the world

The world comes to the classroom

Up to our elbows in Science!

Share with other teachers

Thank you! Bill Church

Littleton High School Littleton, NH

[email protected]

mailto:[email protected]

Wind Energy Stem Project 2011

by Jacklyn Bonneau Tom Regele

Background

Steps of the Engineering Design Process

Step 1 Identify the Need

or Problem

Step 2 Research the

Need or Problem

Step 3 Develop Possible

Solution(s)

Step 4 Select the Best

Possible Solution(s)

Step 5 Construct a Prototype

Step 6 Test and Evaluate

the Solution(s)

Step 7 Communicate the

Solution(s)

Step 8 Redesign

Why Wind Power? • Local Catholic High School recently

erected a wind turbine. • Nantucket Sound “wind farm” issue. • Wal-Mart wind mills in their parking

lot.

The Holy Name Wind Turbine visible from most of Worcester, Mass

The student teams

Team Green Team Awesome

The teachers involved in our STEM elective; Jackie Bonneau and Tom Regeles

Students look at designs

The old - Holland The new - Europe

Student ask questions Can we learn from wind farms along the highway?

Can we learn from garden pinwheels?

Students review some primary source information on the Holy Name wind turbine’s design decisions.

Procedures from existing texts were reviewed and revised.

Construction

Students make initial decisions.

• Students decide on what to test. – Initially axis orientation. – Also considered angles of blades.

• Students decide on what to use for materials. • Students decide on how to test; what

variables to control.

Horizontal axis – the most common here Vertical axis – another option

Students review the “kit” parts to decide what to use, what to test, and what else they need.

Initial construction was out of cardboard because it was easy to manipulate and less costly.

Testing

Anemometers measured initial wind speed were used as a controlled variable

Students use log Books to document designs, testing results and iterations.

Early success for Team Green, encourages students to iterate material and angle rather then basic design.

Photogates measured blade speed in the horizontal design model.

Multiple probes are used in testing

Testing had to involve controlled variables such as wind speed and distance. Students quickly agreed on the parameters for this as the need was apparent.

Iteration

New Design

Construction of that new design was not easy. It required different material and lots of

manipulating.

The new design pays off for team awesome. Material limitations however become apparent

very quickly.

Does angle matter, if so what is “best”?

Use of other materials required more tools and skills

New blades of balsa wood; more rigid to hold shape and angle, lightweight.

Success

Although success was measured in watts, equally important was the excitement of other

students coming and watching .

Testing of new blades, new materials and angles.

A lot of Physics was learned by “accident”, it was GREAT!

Using Nspire they measure voltage and current and calculate power.

Lights out – lights on !!!

WHERE WOULD WE PUT A WIND TURBINE HERE ON OUR LOCATION?

Location

Students measure wind in the parking lot in many spots and directions.

Yes, we have wind here, but how much and in what direction?

Students measure wind in the parking garage in many spots and directions.

Safety net anyone?

Students enter summative data for analysis.

project based learning - texas instruments · pdf filewhat is project-based learning? ......

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