PROJECT BASED LEARNING Integrating PBL Into Classroom Instruction

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PROJECT BASED LEARNINGIntegrating PBL Into
Classroom Instruction

• Beccy Hambright, Ph.D.
• Program Manager
• T-STEM Center
• Texas Tech University
• beccy.hambright_at_ttu.edu
• July 2012

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21st Century Challenges

• There is a profound disconnect between what
  students are taught and tested on in most high
  schools today and how they are expected to learn,
  versus what the world will demand of them as
  adults and what motivates them to do their best.
• The Global Achievement Gap,
• Tony Wagner

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PBL Research

• More effective than traditional instruction
• Increases student motivation engagement
• Improves students retention of knowledge
• Improves mastery of 21st century skills
• Effective with lower-achieving students
• Increases achievement on standardized tests

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Teacher Experiences

• Works for all students
• Improves motivation to learn
• Used across academic contents
• Includes opportunities for technology
• Connects to outside world with relevance
• Promotes civic/global awareness

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PBL Essential Elements

• Significant content (key concepts
  standards-based)
• 21st century skills
• In-depth inquiry (rigor)
• Driving question (open-ended)
• Need to know
• Voice and choice
• Revision and reflection
• Public presentation

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PBL Special Purposes

• Career/technical education programs
• Alternative high schools/after-school
  programs/summer school
• Integrating two/more subjects team teaching
• Connecting to other schools, community,
  businesses, organizations

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Introducing PBL

• Begin with the end in mind
• Craft the driving question
• Plan the assessment
• Map the project
• Manage the process

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What First?

• PROJECT IDEA
• Work backward
• Use standards
• Find real world ideas
• Research community
• Match real world applications to individual need
• Tie to local, state, national topics
• School/community service

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What First?

• SCOPE
• Duration Breadth Technology Outreach
  Partnerships Audience
• AUDIENCE
• STUDENT AUTONOMY

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What First?

• STANDARDS
• KEY STANDARD LITERACY!
• Remember At least one literacy outcome per
  project (reading, writing, speaking)

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What First?

• OUTCOMES
• Foundational Competencies
• Basic skills (reading, writing, math, speaking,
  listening)
• Thinking skills (learn, reason, make decisions,
  think creatively, solve problems)
• Personal qualities (responsibility, self-esteem,
  integrity, self-management)
• LEARNING ENVIRONMENTS

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Seven Cs for Success

• Critical thinking/doing
• Creativity
• Collaboration
• Cross-cultural understanding
• Communication
• Computing
• Career/learning self-reliance

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Habits of the Mind

• Persisting
• Managing impulsivity
• Listening with understanding empathy
• Thinking flexibly
• Striving for accuracy precision
• Questioning posing questions
• Applying past knowledge to new situations
• Gathering data through all senses

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Habits of the Mind

• Creating, imagining, innovating
• Responding with wonderment
• Taking responsible risks
• Finding humor
• Thinking interdependently
• Learning continuously
• Habits of the Mind adapted from A.L. Costa B.
  Kallick, eds., Discovering and Exploring Habits
  of Mind (Alexandria, VA Association for
  Supervision and Curriculum Development, 2000).

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An A in Designing Projects

• Authenticity real world applications
• Academic rigor core concepts/habits of mind
• Applied learning competencies
• Active exploration data collection/review
• Adult connections experts outside classroom
• Assessment criteria
• The Six As adapted from Adria Steinberg, Real
  Learning, Real Work (Boston, MA Jobs for the
  Future, 1997).

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Driving Questions

• Provocative
• Open-ended
• At the heart of discipline or topic
• Challenging
• Real-world application
• Consistent with curricular standards frameworks

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Assessments

• Align with outcomes (work backwards)
• Culminating products (research papers, reports,
  presentations)
• Civic exhibits
• Use rubrics
• Presentations
• Grading

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Diagnostic Assessments

• Precedes instruction
• Checks student prior knowledge
• Identifies misconceptions
• Determines learning-style preferences
• Provides information for teacher planning
• Examples pretest, student survey, skills
  checks, K-W-L

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Formative Assessments

• Ongoing assessment
• Provides information to guide teaching learning
  
• Includes formal and informal methods
• Examples quiz, oral questioning, observations,
  think aloud, portfolio review

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Summative Assessments

• Culminating assessment conducted at end of unit
• Determines degree of mastery/proficiency
• Evaluative in nature
• Results in score or grade
• Examples test, performance review, final exam,
  culminating project/performance, portfolio

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Project Mapping

• Organize activities
• Launch the project
• Gather resources
• Scaffold ideas
• Draw a storyboard

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Process Steps

• Share project goals with students refine
• Use problem-solving tools
• Know/need to know
• Learning logs
• Planning/investigation
• Checkpoints/milestones
• Plan evaluation/reflection
• Celebrate

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Presentations

• Be prepared schedule, facilities, equipment,
  personnel, audience
• Inform audience of participation
• Teach good audience listening skills
• Provide timekeeper

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Reflections

• Think-Pair-Share
• Small group discussions
• Fishbowl discussions (group representative with
  open chair approach)

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Evaluation

• Peer evaluation
• Self-reflection evaluation
• Group evaluation
• Teacher evaluation
• What happens next?

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Resources

• www.pblprojects.org
• www.ascd.org
• www.nctl.org
• www.p21.org
• www.edutopia.org/stw-pbl-resources
• Reinventing Project Based Learning Your Field
  Guide to Real-World Projects in the Digital Age
  by Suzie Boss Jane Krauss. Published by
  International Society for Technology in
  Education, 2007 http//www.iste.org/source/orders/
  isteproductdetail.cfm?product_codereinvt

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References

• Capraro, R.M., Capraro, M.M., Morgan, J.,
  Scheurich, J. (Eds). (2010). A Companion to
  Interdisciplinary STEM Project-Based Learning
  For Teacher by Teachers. Rotterdam, The
  Netherlands Sense Publishers.
• Larmer, J., Ross, D., Mergendoller, J.R.
  (2009). PBL Starter Kit To-the-Point Advice,
  Tools and Tips for Your First Project in Middle
  or High School. Novato, CA Buck Institute for
  Education.

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References

• Markham, T., Larmer, J., Ravitz, J. (2003).
  Project Based Learning A Guide to
  Standards-Focused Project Based Learning for
  Middle and High School Teachers (2nd ed.).
  Novato, CA Buck Institute for Education.
• McTighe, J., Wiggins, G. (2004). Understanding
  by Design Professional Development Workbook.
  Alexandria, VA ASCD Publications.

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