Project-Based LearningSt. Elmo Faculty Inservice

August 6, 2014

Don’t

Panic

Start small.

Slow is fast.

Project-Based Learning

• What do we know?

• Grade level KWL Chart

Back-up Plan

PBL in the

Classroom

Why PBL?

• Real-Life Scenarios

• 21st Century Skills

• Differentiated Instruction

• Student Engagement

• Problem Solving Skills

• Cross-Curricular Instruction

• Easily Incorporates:

• Leader in Me

• Bloom’s Taxonomy

• Higher Order Thinking Skills

• Talents Unlimited

• 5 E’s of Instruction

• Conceptual Learning

• Rigor

Projects vs Project-Based Learning

• Projects:

• Done at home with little or no teacher guidance

• Little student choice

• Often based on a one page direction sheet and are “just like last year”

• Assigned after the “real” learning is done

• PBL:

• Require teacher guidance and team collaboration

• Students make decisions within pre-approved guidelines

• Based on a Driving Question

• The foundation of the “real” learning

© Amy Mayer, @friEdTechnology, The Original WOW! Academy

www.friEdTechnology.com Please copy and use freely!

Terms and Definitions

• Anchor: Real World Scenario, Set the Stage

• Artifact: Items Created to Represent PossibleSolutions

• Authentic Achievement: Learning Represents Adult-like Actions and Processes

• Brainstorming: Process to Formulate a Plan

Terms and Definitions

• Student Voice and Choice: Student Participation in Project Selection

• Web 2.0: Technology-Based Instruction Featuring Collaboration and Creation

• Expeditionary Learning: Field Trips (Not Part of Most PBL Projects)

• Driving Question: Motivational, Meaningful Question Stating the Project Task

Essential Characteristics

• Anchor

• Collaborative Teamwork

• Driving Question

• Feedback and Revision

• Inquiry and Innovation

• Opportunities for Reflection

• Process of Investigation

• Publicly Presented Product

• Student Voice and Choice

Anchor

• Introduce background information

• Generate student interest and engage students

• Provide a compelling reason for students to want toundertake a project

• Anchors may include:

• Video segment

• News Article

• Short Discussion or Activity

Driving Question

• Developed by Teacher or Students

• Stimulate Specific Questions

• Relay to Students:

• Information Needed

• Depth of Research

Student Choice and Student Voice

• Teacher Sets Parameters

• Varies by Age and Experience

• Student Choice/Voice:

• Organization

• Problem-Solving Process

• Artifact Selection

• Presentation

Inquiry and Innovation

• Teachers are Learning Coaches

• Question Throughout the Process

• Talk Moves

• Research Skills

Collaboration and Teamwork

• Assign Roles/Leadership Titles

• Constructive Criticism

• Give and Take

• Active Listening

• Conflict Resolution

Opportunities for Reflection

• Throughout Entire Process

• Whole Class, Team-Based, or Individually

• Structured Discussions

• Journal Writing:

•Sentence Starters

•Reviewed by Teacher

Feedback and Revision

• Teacher, Peer, and Self Evaluation

• Formative or Summative

• Revisit Guiding Questions

• Audience Evaluation

• Opportunities for Revision

Public Presentation

• Video

• School Website

• Theater Room

• Moodle

• Local Newspaper

• Class Blog

PBL in the Classroom

• Build from the Standards

• Utilize Technology

• Establish Time Line

• Online Curriculum Mapping Tools

• Be Flexible

• Collaborate with Grade Level

Avoiding Disaster:

- Wrong Turns, Redirection

- “Fear of Failure” and Perfectionism

- Classroom Procedures- Teacher Assistance- Restroom, library, etc..- Research stations- Roadblocks

Project Development:

1. Introduction and Planning

- Review Anchor and Driving Question

- Class-wide Brainstorming on Specific Research

Questions

- Assign Teams and Develop Time Lines

- Establish Roles

- Discuss Artifacts and Product Requirements

2. Initial Research Phase: Gathering Information

- WebQuests

- Interview Professionals

- Review/Identify Sources

- Mini-lessons

- Evaluate Information

3. Creation, Development, Initial Evaluation of

Presentation, and Prototype Artifacts

- Storyboard Development

- Download Videos and Images

- Develop Prototype Presentation and

Artifacts

- Group Evaluation of Prototypes

- Formative Evaluation of Prototypes

4. Second Research Phase

- Seek Additional Information

- Continue Developing Prototypes

- Mini-lessons

- Revise Prototypes and Storyboard

5. Final Presentation Development

- Storyboard Revision/Additions

- Assign/Choose Tasks: Writing

Speaking

Videotaping

Editing

Drawing or Design

6. Publication of Presentation or Artifacts

- Final Class-wide Evaluation

- Share with Others

Online Information

•Edutopia

•ALEX

• Intel

• Internet 4 Classrooms

•BIE

Think Like A Biologist! Alien Invasion

Places all over the world are being damaged by invasive plants and animals! Many people do not realize the environmental impact that these creatures can have. Scientists around the world are trying to spread awareness of the harm caused by introducing non-native plants and animals to an area. In order to help, our PACE class is going to create a presentation of the most harmful invasive plants and animals on the planet.

Mrs. Cole will assign a plant or animal to each pair of students. It is up to you to behave like professionals in your field in order to create a presentation about your topic. All documents, presentations, and videos will be combined into one file and posted on the school website.

Biological Fields of Study

• Mammals--Mammalogist • Birds--Ornithologist • Fish--Ichthyologist • Amphibians & Reptiles—Herpetologist • Plants- Botanist • Snails (Mollusks)- Malacologist • Insects- Entomologist

Product Choices (Presentation) Power Point Word Document (Report) Newscast or documentary (video) Skit or Play (video)

Presentation Requirements: 1. Brief description of the plant or animal. 2. Map showing the native habitat and the invaded area. 3. Assess damage caused by the invasive species. 4. Review efforts being made to halt the spread of the invasive species. 5. Evaluate the effectiveness of this effort. 6. Make suggestions for improvement. Include a plan of action. 7. Incorporate one or more of our concepts into your project: Influence, Discovery, or Change 8. Bibliography: No Wikipedia! *Relevant pictures and graphics must be included throughout the presentation.

Invasive Species Project Rubric

CATEGORY

Full Credit Example: 15 out of 15 points

¾ Credit Example: 11 out of 15 points

½ Credit Example: 7.5 out of 15 points

No Credit Example: 0 out of 15 points

Spelling, Grammar, and Proofreading

15 Points

No spelling or grammar errors and product was reviewed by at least one peer.

No more than one spelling or grammar error and product was reviewed by at least one peer.

Up to three spelling or grammar errors and/or product was not reviewed by a peer.

More than three spelling or grammar errors in the product.

Graphics, Images, and Map

15 Points

Graphics and images are relevant to the topic and are well organized. Map shows species origin and introduced area.

Graphics and images are relevant to the topic but are not well organized. Map shows species origin and introduced area.

Graphics and images are mostly relevant to the topic and/or are arranged in a chaotic manner. Map is incomplete.

Graphics and images are not relevant to the topic. Map is incomplete or not included.

Content - Accuracy

20 Points

All information in the presentation is accurate and all sources are cited in the bibliography.

Information is misrepresented or unclear, but all sources are cited in the bibliography.

All information is not supported by sources listed in the bibliography.

Bibliography is incomplete or does not correlate with included information.

Content- Review and Evaluate

20 Points

Clear evidence in your product or presentation showing that you have reviewed efforts being made to halt the spread species and that you have evaluated the effectiveness of current efforts.

Some evidence in your product or presentation showing that you have reviewed efforts being made to halt the spread species and that you have evaluated the effectiveness of current efforts.

Little evidence in your product or presentation showing that you have reviewed efforts being made to halt the spread species and that you have evaluated the effectiveness of current efforts.

No evidence in your product or presentation showing that you have reviewed efforts being made to halt the spread species and that you have evaluated the effectiveness of current efforts.

Content-Analysis

30 Points

Made no less than two suggestions for improving current efforts to halt the spread of the invasive species. Includes a plan of action and at least one product.

Made one suggestion for improving current efforts to halt the spread of the invasive species. Includes a plan of action and at least one product.

Made one suggestion for improving current efforts to halt the spread of the invasive species. Includes a plan of action.

Made one suggestion for improving current efforts to halt the spread of the invasive species.

Presentation Rubric

CATEGORY

4 Points 3 Points 2 Points 1 Point

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Grading Scale A: 15-16 Points B: 13-14 Points C: 12 Points D: 11 Points or Less

Mobile County Public Schools/Mobile Alabama Cycle One Lesson Plan

Written by:

Subject: Integrated Studies: Biology, Technology, Reading/Language Arts

Grade Levels: 3rd – 5th grades

Time Frame: 3- 1hour class periods

Objective: SW assume the role of a biologist and research an invasive species. Research must include current efforts being made to halt the spread or minimize damage to the introduced environment. All information and ideas must be presented. Presentations must include some sort of computer-based visual aide.

Curriculum Area: Humanities, STEM, Affective

Conceptual Lens: Discovery Influence Change

Materials: Internet access, Rolling lab (net books), Alien Invasion project guide.

Assessment: 1. Participation in research and presentation development.2. Final Presentation Rubric.

Grouping Strategies: Small Group or Individual (Student choice) CCRS: Math- 3.23, ELA-5.16, 5.22, 5.28, 5.36 SCI-Mar. Bio.9-12.11 Envir. Elec.9-12.12

Essential Understandings: Influence takes many forms. Influence has the power to bring

about change and new ideas. Culture influences a people’s

beliefs. Discoveries may impact the

behavior of people and influencehistory.

Process Skills: 1. Decision making2. Research Skills

Instructional Activities: -Review internet research and locating appropriate resources.-Review and discuss project presentation choices.-Hand out and discuss the Alien Invasion project guide.-Determine groups, topics, and presentation choices.

Blooms Taxonomy-based Questions: What alternatives would you suggest for halting the spread of the invasive species? How would you improve public awareness? How could you verify that the damage is caused by the invasive species and not another plant or animal? How are invasive species and environmental impact connected? What can you infer about humans effect on the environment? What ideas validate that invasive species are harmful to the environment? What criteria would you use to assess the success of conservation efforts?

Guiding Questions: -What influence has the invasive species hadon the introduced environment?-In what ways can you influence others to haltthe introduction of non-native plants andanimals to an area?-Will your discoveries influence your futurebehavior when dealing with pet, plants, andother animals?

Extension (AID): -Research careers relatedto your topic of study.

Mobile County Public Schools/Mobile Alabama Cycle One

Plan of Action Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Realistic quality of Ideas

Plan is completely unrealistic

Plan is almost impossible to

complete.

Plan has a few abstract ideas.

Plan may be carried out in the real world.

Clarity of Ideas

Ideas are unclear.

Ideas do not clearly lead to

the goal.

Ideas demonstrate

moderate understanding

of the goal.

Ideas clearly demonstrate the students

understanding of the goal.

Grammar Plan has many errors.

Plan has 3-4 errors.

Plan has 1-2 errors.

Plan is free of errors.

Project Rubric

5 The product is complete; elaborated and developed ideas, effective and consistent organization; and fluent language or advanced thought or creative thought.

4 The product is complete; elaborated and developed ideas; organized; effective vocabulary; and language application

3 The product is complete; organized with only brief digressions; correct approach or strategy applied.

2 The product is complete, vague and/or unorganized; wrong approach or strategy.

1 The product is incomplete.

Mobile County Public Schools/Mobile Alabama Cycle One

1. Intel: Tools for student-centered learningSample project timelines and driving questionswww.intel.com/education/assessingprojects

2. EdutopiaShort videos, resources, and tips for PBLwww.Edutopia.org/Project-based-learning

3. What is Project-based learning?Links to sample projects and other resourceshttp://imet.csus.edu/imet2/stanfillj/workshops/pbl/description.htm

4. Internet 4 ClassroomsBest practices, checklists, and links to resourceshttp://www.internet4classrooms.com/links_grades_kindergarten_12/project_based_learning_project.htm

5. Buck Institute for EducationFree planning guides, videos, rubrics, and articleswww.bie.org