ProjectBased Learning

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Project-Based Learning

• Apple Class Summer 2005
• Diann Caviness, CRS
• Kempsville Middle School

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What is Project-Based Learning?

• Project-Based Learning is when learning is
  organized around projects that provide a
  real-world context and a framework for learning
  and investigating.

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Why is Project-Based Learning important?

• Project-Based Learning lends itself to authentic
  assessments
• Project-Based Learning promotes lifelong learning
• Project-Based Learning accommodates students with
  varying learning styles and differences
• Research supports Project-Based Learning
• Studies show students involved in Project-Based
  Learning work more cooperatively with co-workers,
  have better problem-solving skills,
  group-dynamics and presentation skills.
• Research also shows a drop in absenteeism and
  an improvement in student achievement.

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How does Technology enhance Project-Based
Learning?

• Helps students develop skills for living in a
  knowledge based, highly technological society
• Project-Based Learning and Technology bring a
  new relevance to learning
• Technology enables students, teachers, and
  administrators to reach out beyond the school
  building

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What is Project-Based Learning?

• Project-Based Learning is curriculum fueled and
  standards based
• Project-Based Learning ask a BIG question or
  poses a problem that each student can answer
• Project-Based Learning asks students to
  investigate issues and topics addressing
  real-world problems while integrating subjects
  across the curriculum
• Project-Based Learning is a method that fosters
  abstract intellectual tasks to explore complex
  issues

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How Does Project-Based Learning Work?
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Phase I Preparation/Incubation

• Design a Plan for the project
• What content standards will be addressed?
• Integrate as many subjects as possible
• Know what materials and resources will be
  accessible to the students
• Be prepared to delve deeper into new topics and
  issues that arise as students become more
  involved in the active pursuit of answers
• Plan for parental involvement, guest speakers,
  field trips, and or fundraisers.

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Phase I Preparation/Incubation

• Start with a.....

BIG
BIG
question!
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Phase I Preparation/Incubation

• Start with a BIG question
• One that will engage the students
• One that is greater than the task at hand and is
  open-ended
• One that will post a problem or a situation that
  the students can tackle knowing there is not one
  answer or solution
• Take a real-world topic and begin an in-depth
  investigation
• Make it one the students can feel that they are
  making an impact by answering the question or
  solving the problem
• Make it relevant for your students...

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Phase I Preparation/Incubation

• Make it a....

NOW
...question one that has meaning for the
students in their lives at this moment in time
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Phase I Preparation/Incubation

• Create a circle map with students of what they
  already know Inspiration is a great program to
  use
• Brainstorm with students to come up with
  questions about the topic

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Phase I Preparation/Incubation

• Create a question tree to classify the questions
  according to levels and categories

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Phase I Preparation/Incubation

• Create a Schedule
• Design a timeline for project components - Be
  Flexible!
• Set benchmarks for students
• Give students directions for managing their time
• Teach them how to schedule their tasks
• Help them to set timelines of their own
• Keep it simple and age appropriate
• Allow students to go in new directions - However
  if heading in a questionable direction ask them
  to explain their reasoning. They may have insight
  into the problem that you did not see. Embrace
  new opportunities!

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Phase II Inspiration - Verification
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Phase II Inspiration - Verification

• Field work field trips, guest speakers,
  fundraisers, community involvement, interviews
• Research, internet, library, experts in the field

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Phase II Inspiration Verification, cont.

• Incorporate Technology
• Internet research, email, Word processing
• Videotape quest speakers, field trips, use Movie
  Maker or Producer
• Digital cameras field trips, document progress
• Use Spreadsheets to record data, Databases to
  organize data, scanners, CD-Burners
• Use Desktop Publishing to create brochures,
  flyers, invitations
• Use Multimedia PowerPoint presentations
• Graphics Paint Draw programs for illustrations

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Phase II Inspiration Verification, cont.

• Monitor students and their Progress
• Facilitate the process
• Teach the students to work collaboratively
• Design roles for the team members
• Remind them they are all a part of the whole
  picture
• Create a team rubric for each member
• Create a project rubric

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Phase III Communication Validation
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Phase III Communication-Validation

• Present your Project at a culminating event or
  activity
• Invite members of the community, administration,
  other classes, parents
• Market your project!

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Phase III Communication-Validation, cont.

• Assess the Outcome
• Helps the teacher design effective instruction
• Allow the students to do self-assessment could
  lead to conference time when the teachers
  assessment and the students assessment dont agree

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Phase III Communication-Validation, cont.

• Evaluate the Experience
• Reflect VIP for the students to step back and
  reflect on what they have discovered.
• Reflect VIP for the teachers also to re-assess
  the project and plan for future ones.
• Share feelings and experiences
• Talk about what worked
• Talk about what needs changing

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References

• The George Lucas Educational Foundation
• www.glef.org/modules/PBL/index.php
• The Journal, January 2005
• Project Based Learning a new piece of the Ed
  Tech Puzzle by Melanie Bradford
• Newport News Public School
• VSTE 2005 Presentation