Setting the Stage (KWL)

What does learning look like now in your classroom (with children or adult learners)?

How would that change if you were to implement PBL? What is PBL? What does the teacher do differently? What do the students do differently? How does pedagogy shift?

What do you Wonder?

Shifting From Shifting To

Learning at school Learning anytime/anywhere

Teaching as a private event Teaching as a public collaborative practice

Learning as passiveparticipant

Learning in a participatory culture

Learning as individuals

Linear knowledge

Learning in a networked community

Distributed knowledge

Source: enGauge 21st Century Skills

The NCTE Definition of 21st Century Literacies

Develop proficiency with the tools of technology  Build relationships with others to pose and solve problems collaboratively and cross-culturally  Design and share information for global communities to meet a variety of purposes  Manage, analyze and synthesize multiple streams of simultaneous information  Create, critique, analyze, and evaluate multi-media texts  Attend to the ethical responsibilities required by these complex environments

Play — the capacity to experiment with one’s surroundings as a form of problem-solving

Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery

Simulation — the ability to interpret and construct dynamic models of real-world processes

Appropriation — the ability to meaningfully sample and remix media content

Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.

Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities.

Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal

Judgment — the ability to evaluate the reliability and credibility of different information sources

Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities

Networking — the ability to search for, synthesize, and disseminate information

Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms..

New Media Literacies- What are they?

Will the future of education include broad-based, global reflection and inquiry?

Will your current level of new media literacy skills allow you to take part in leading learning through these mediums?

What place does emerging media have in your role as a change savvy leader?

"The world is moving at a tremendous rate. Going no one knows where. We must prepare our children, not for the world of the past. Not for our world. But for their world. The world of the future." 

John Dewey

Dewey's thoughts have laid the foundation for inquiry driven approaches.

Dewey's description of the four primary interests of the child are still appropriate starting points:

1. the child's instinctive desire to find things out2. in conversation, the propensity children have to communicate3. in construction, their delight in making things4. in their gifts of artistic expression.

Let Go of Curriculum

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Free range learnersFree-range learners choose how and what they learn. Self-service is less expensive and more timely than the alternative. Informal learning has no need for the busywork, chrome, and bureaucracy that accompany typical classroom instruction.

FORMAL INFORMAL

You go where the bus goes You go where you choose

Jay Cross – Internet Time

MULTI-CHANNEL APPROACHSYNCHRONOUS

ASYNCHRONOUS

PEER TO PEER WEBCAST

Instant messenger

forumsf2f

blogsphotoblogs

vlogs

wikis

folksonomies

Conference rooms

email Mailing lists

CMS

Community platformsVoIP

webcam

podcasts

PLE

Worldbridges

http://www.elearnspace.org/Articles/google_whitepaper.pdf

Project Based Learning

Rigor without Sacrificing Creativity

“The biggest obstacle

to school change

is our memories.”-- Dr. Allen Glenn

Obstacles

"We think too much about effective methods of teaching and not enough about effective methods of learning." John Carolus

Mindset

PBL is NOT New

CARL ROGERS

1902 - 1987 JOHN DEWEY 1859-1952

BENJAMIN BLOOM 1913-1999

SOCRATES470-399 B.C.

JEROME BRUNER1915-CURRENT

LEV VYGOTSKY 1896-1934

JEAN PIAGET1896-1980

SEYMOUR PAPART

Inquiry Based Learning

Pedagogical Strategies

Chalk and Talk:

• Traditional science education

• Focus on ‘what we know’ (facts)

• Direct transfer of knowledge from teacher to student

• Teacher’s role = dispense knowledge

• Student’s role = receive knowledge

Inquiry Based Learning

Pedagogical Strategies

Inquiry-Based Learning:

• The scientific process

• Focus on ‘how we know what we know’ (evidence)

• Indirect transfer of knowledge

• Teacher’s role = facilitator of learning

• Student’s role = active, independent learner (investigator)

What is Inquiry?

"Inquiry is the active pursuit of meaning involving thought processes that change experience to bits of knowledge. When we see a strange

object, for example, we may be puzzled about what it is, what it is made of, what it is used for, how it came into being, and so forth. To

find answers to questions such as these we might examine the object closely, subject it to certain tests, compare it with other, more familiar objects, or ask people about it, and for a time our searching would be aimed at finding out whether any of these theories made sense. Or we

might simply cast about for information that would suggest new theories for us to test. All these activities---observing, theorizing,

experimenting, theory testing---are part of inquiry. The purpose of the activity is to gather enough information to put together theories that will

make new experiences less strange and more meaningful."

(Suchman, 1968, p.1)

Elements of Inquiry Based Learning

1. Authenticity2. Deep Understanding (academic rigor)3. Assessment4. Appropriate Use of Technology5. Beyond the School6. Connecting with Experts7. Active Exploration8. Performances of Understanding9. Elaborated Communication10. Ethical Citizenship11. Student Successes

Constructivism vs Inquiry Constructivism

A theory about how people learn. People construct their own understanding and knowledge of the world

through experiencing things and reflecting on those experiences. Encouraging students to use active techniques (experiments, problem

solving) to create more knowledge, to reflect on and talk about what they are doing and how their understanding is changing.

Inquiry Often used as a tool for constructivism. A seeking for truth, information, or knowledge by questioning. Emphasis on the development of inquiry skills and the nurturing of

inquiring attitudes or habits of mind. Implementing inquiry into the classroom involves a context for

questions, a framework for questions, a focus for questions, and different levels of questions.

http://www.css.edu/depts/edu/EDU3500/researchproj_files/Web_pages/constructivism_inquiry2.html

Inquiry Levels

Inquiry Based Learning

Inquiry Mode

Inquiry Question

Study System

Data Collection

Analysis & Presentation

Close-ended demonstration

Teacher Directed

Teacher Directed

Teacher Directed

Teacher Directed

Guided Inquiry

Teacher Directed

Teacher Directed

Student /Teacher Directed

Student

Bounded Inquiry

Student /Teacher Directed

Student /Teacher Directed

Student Student

Open-ended Inquiry

Student /Teacher Directed

Student Student Student

“Inquiry is something that students do, not something that is done to them.”

~ Inquiry and the National Science Education Standards

Types of Constructivist Learning

Project-driven- An approach to learning focusing on developing a product or creation. Usually tied to a theme and cross disciplinary studies.

Problem-based- An approach to learning focusing on the process of solving a problem or scenario and acquiring knowledge.

Inquiry-driven-In inquiry-based learning environments, students are engaged in activities that help them actively pose questions, investigate, solve problems, and draw conclusions about the world around them.

Technoconstructivism

The blending of constructivist pedagogy with educational technology, puts students at the center and in charge of their own learning.

Creating a Learning Environment

for 21st Century Skills

Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then creating presentations and products to share what they have learned.

What is PBL?

Curriculum fueled and standards based.

Asks a question or poses a problem that ALL students can answer. Concrete, hands-on experiences come together during project-based learning.

Allows students to investigate issues and topics in real-world problems.

Fosters abstract, intellectual tasks to explore complex issues.

Uses Authentic Assessment

Allows teachers to have multiple assessment opportunities.

Allows a child to demonstrate his or her capabilities while working independently. (includes performance based assessments)

Shows the student’s ability to apply desired skills

such as doing research.

Develops the student’s ability to work with his or her peers, building teamwork and group skills.

Provides the opportunity for reaching outside the classroom walls and develop personal learning networks around expertise.

It allows the teacher to learn more about the child as a whole person.

It helps the teacher(s) communicate in progressive and meaningful ways with the student or a group of students on a range of issues. (mentor/apprenticeship relationships)

Photo credit: Ben Wilkoff

PBL

• engages students • provides an environment for the

acquisition of skills needed in higher education & workplace.

• teaches curricular content • Builds 21st Century Skills

-Drake High School, San Francisco, CA http://drake.marin.k12.ca.us/academics/pbl/pblfs.htm

Seven Elements of Project-Based Learning

Standards Based Assessment Student Centered Collaboration Real World Connection Extended Time Frame Multimedia

Challenge 2000 Multimedia Project:

http://pblmm.k12.ca.us

Six ‘A’s of Project Based Learning

Authenticity Academic Rigor Applied Learning Academic

Exploration Adult Connection Assessment

PracticesFrom Buck Institute Web sitehttp://www.bie.org

Rigor/Relevance FrameworkTeacher/Student Roles

RIGOR

Relevance

High

Low

C

A

D

B

Low High

StudentThink

Student Think & Work

Teacher Work

StudentWork

Another Way to Look at What is PBL

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Content

Conditions

Activities

Results

Content:

Compelling ideas

Problems presented in their full complexity Students finding interdisciplinary

connections between ideas Students struggling with ambiguity,

complexity, and unpredictability Real-world questions that students care

about

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Conditions:

Support student autonomy

Students community of inquiry Coursework in a social context Students exhibit task- and time-management

behaviors Students direct their own work & learning Students simulate the professional work

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Activities:

Investigative and engaging

Students multi-faceted investigations over long periods of time

Students encountering obstacles, seeking resources, and solving problems

Students making their own connections among ideas and acquiring new skills

Students using authentic tools Students getting feedback from expert sources

and realistic assessment

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

Results

Real-world outcomes

Students generating complex intellectual products to demonstrate learning

Students participate in assessment Students held accountable for competence Students exhibiting growth in real-world

competence

Buck Institute for Education: http://www.bie.org/pbl/pbloverview/definition.php

How to Implement?

Select and research topic: Make sure the topic is of personal interest to you and the students and that it is

based on their needs and developmental levels. Consult the state and local curriculum guides, teacher’s editions of textbooks, trade books on the topic, and other expert learners. Involve the children in planning.

Identify concepts/brainstorm topic: Identify key concepts or subtopics related to the theme of the project. A semantic

map is an excellent way to visualize and brainstorm content related to a theme. Use K-W-L with the children for their input about what they want to know. Get ownership through their questions.

Locate materials and resources: Locate diverse materials and resources related to the topic, i.e., children’s literature,

films, manipulatives, music, arts/crafts, resources, and people from your Web community. Utilize diverse global perspectives.

Plan learning experiences: Develop a variety of learning experiences related to the topic. Include hands-on

activities using concrete objects. Plan for small and large group activities, learning centers/stations, independent research, exploration, problem-solving, using both divergent/convergent learning activities.

Guidelines to PBL Continued

Integrate content areas: Use a webbing approach to organize concepts and activities into

content areas: the arts, sciences, social studies, mathematics, literature, and technology. The goal is seamless integration of all content area learning within the planned activities.

Organize the learning environment: Consider space, time, materials, learning experiences, teacher/learner

roles, methods of assessment and evaluation.Initiate integrated/interdisciplinary study: Arouse students’ curiosity and interest with stimulating introduction.

Consider visual display of theme as well as introductory activities. Culminating activity: Bring closure to the theme by concluding with an event. Incorporate

parent involvement, collaboration with other classes both in the school and the blogosphere, and allow students to use technology to enhance learning and celebrate success!

Assessment and authentic evaluation: Use assessment and evaluation which may include the following:

“kidwatching,” observations, anecdotal records, checklists, conferences, informal interviews, rubrics and digital portfolios.

How Does Project-Based Learning Work?

Question

Plan

Schedule

Monitor

Assess

Evaluate

Question

Take a real-world topic and begin an in-depth investigation

Start with the Essential question(s).

Have students do a concept map with you around the topic. (You have already created one during your planning)

KWL Questions from group to

research

How Do I Begin? Planning

Begin with an “Essential Question” What is important to your students What is the deep learning--the enduring

understanding What are the necessary skills

Standards Prerequisite knowledge (prior knowledge) Prerequisite skills Skills and knowledge to to be embedded into the

project

Plan Plan which content standards will be addressed while

answering the question. (I start with my concept map, then I break into a topic map, then I match standards)

Involve students in the questioning, planning, and project-building process. (I decide which areas I will teach and then I put them in collaborative learning groups of mixed ability and let them choose the area where they will become experts- the go-to person for that topic)

Teacher and students brainstorm activities that support the inquiry.(I use a tic tac toe activity chart. Groups will choose three to do.)

The Backwards Planning Process

McTighe J, Wiggins G (op cit)

Map the Project Organize tasks and activities Decide how to launch the project Gather resources Draw a “Storyboard”

Manage the Process Share project goals with students Use problem-solving tools Use checkpoints and milestones Plan for evaluation and reflection

Backward Design Process

How do you do it?-- TPCK and Understanding by Design

Teacher and Students as Co-Curriculum Designers

1.What do you want to know and be able to do at the end of this activity, project, or lesson?

2.What evidence will you collect to prove mastery? (What will you create or do)

3.What is the best way to learn what you want to learn?

4.How are you making your learning transparent? (connected learning)

7 Pieces of the TPACK Pie Content [CK]: subject matter to be learned Technology [TK]: foundational and new technologies Pedagogy [PK]: purpose, values & methods used to teach

and evaluate learning PCK: What pedagogical strategies make concepts

difficult or easy to learn? TCK: How is content represented and transformed by the

application of technology? TPK: What pedagogical strategies enable you to get the

most out of existing technologies for teaching & evaluating learning?

TPCK:Understanding the relationship between elements -- “a change in any one factor has to be ‘compensated’ by changes in the other two”

Consider how your pedagogical

approaches might be framed to effectively integrate

technology into content-area instruction?

What new knowledge might you need?

Throughout the week (and back in your classroom)…

• Content focus: What content does this lesson focus on?

• Pedagogical focus: What pedagogical practices are employed in this lesson?

• Technology used: What technologies are used?

• PCK: Do these pedagogical practices make concepts clearer and/or foster deeper learning?

• TCK: Does the use of technology help represent the content in diverse ways or maximize opportunities to transform the content in ways that make sense to the learner?

• TPK: Do the pedagogical practices maximize the use of existing technologies for teaching and evaluating learning?

• TPCK:How might things need to change if one aspect of the lesson were to be different or not available?

TPACK Guidelines

Shifts focus of literacy from individual expression to community involvement.

Shifts focus of literacy from individual expression to community involvement.

Connected Learning

The computer connects the student to the rest of the worldLearning occurs through connections with other learnersLearning is based on conversation and interaction

Stephen Downes

Connected Learner ScaleThis work is at which level(s) of the connected learner scale?Explain.

Share (Publish & Participate) –

Connect (Comment and Cooperate) –

Remixing (building on the ideas of others) –

Collaborate (Co-construction of knowledge and meaning) –

Collective Action (Social Justice, Activism, Service Learning) –

21st Centurizing your Lesson Plans

Step 1- Best PracticeResearchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.

1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers

What are specific strategies you use in your classroom for a particular discipline?

Step 2- What Tool Fits?

Pick the Content

Choose the Strategy

Choose the Tool

Create the Learning Activity

Then apply connected learner scale

----------------------------------------

Think: Share, Connect, Remix, Collaborate, Collective Action

Schedule

Teacher and students design a timeline for project components.

Set benchmarks--Keep it simple and age-appropriate.

Learning contracts help with individual passions. Learning stations help support exploration and

discovery Schedule individual and group meetings with you. Schedule initiating and culminating events well in

advanced.

Collaboration

Make collaboration a key component Let the kids help plan and make decisions, and

have them do the work in pairs or small teams One of the great things about the Internet is

that kids can collaborate across great distances. Try contacting a classroom across the country (or across the ocean) in a place your kids would like to learn about. Your classes can exchange email or start an instant-

message conversation. (Skype – Video Conferencing)

You use a wiki to work together to show how things are the same and different in each community.

Monitor

Facilitate the process Mentor the process Document the process

Blog to Documenthttp://newliteracy.globalteacher.org.au/

http://www.sjeds.com/blog/china/ Wiki to Documenthttp://www.learningismessy.com/PublicService.htm

http://westwood.wikispaces.com/Wildcat+Web+2+Project

Podcast to Document

http://allanah.podomatic.com

Assess

Make the assessment authentic.

Know authentic assessment will require more time and effort from the teacher.

Vary the type of assessment used.

Electronic portfolios work well (video, podcasts, and digital pics of work)

Evaluate

Take time to reflect, individually and as a group.

Share feelings and experiences.

Discuss what worked well.

Discuss what needs change.

Share ideas that will lead to new inquiries, thus new projects.

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Education for Citizenship

“A capable and productive citizen doesn’t simply turn up for jury service. Rather, she is capable of serving impartially on trials that may require learning unfamiliar facts and concepts and new ways to communicate and reach decisions with her fellow jurors…. Jurors may be called on to decide complex matters that require the verbal, reasoning, math, science, and socialization skills that should be imparted in public schools. Jurors today must determine questions of fact concerning DNA evidence, statistical analyses, and convoluted financial fraud, to name only three topics.”

Justice Leland DeGrasse, 2001

Courage to Shift the way we teach and learnthe art of release…

It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power. ~~Alan Cohen

NEW DIRECTIONS IN ASSESSMENT