PBLiProject Based Learning

Inquiry & Innovation

Dr. Joan MazurDr. Gerry Swan

University of Kentucky College of Education P-20 Innovation Lab

Department of Curriculum & InstructionMay 16, 17, 18, 2012

Mayfield Kentucky

The Big Idea – Where’s The Fit for PBLDefining and Situating

Exploring Terms Associated with PBLInquiryProblem-based LearningProject-based learning

Inquiry

Inquiry ALWAYS begins with a QUESTION(interrogatives anyone?)

Four Levels of Inquiry (Banchi, 2008; Herron, 1971)• Confirmation• Structured• Guided• Open

Four Levels of Inquiry and Information Given to Students

Inquiry LevelQuestion Procedure Solution

ConfirmationStudents confirm a principle through an activity when the results are known

X X X

StructuredStudents investigate a teacher-presented question through a prescribed procedure

X X

Guided Students investigate a teacher-presented question through a student-designed/selected procedure

X

OpenStudents investigate questions that are student generated through student design/selected procedures

Problem-based Learning

Involves Inquiry (a Question)Goal: To Solve a ProblemMay or May NOT involve a projectProduct: A solution (multiple solutions possible)

Project-based Learning

• Inquiry – Involves a Question• Usually involves addressing multiple problems

in the course of the inquiry• Anchored in making/doing/producing a

Product• Product Presented to Panel/External Experts• The Product MATTERS to external audience• Must be an AUTHENTIC endeavor

Service Learning

• Is Project-Based Learning • Project is generated by the outside audience• Community relevant – problem is community

based• Can often be leveraged for opportunities for

external funding• Product Presented to Panel/External Experts• Must be an AUTHENTIC endeavor (more on this

tomorrow).

What students do in the

learning process

What teachers do to facilitate

learning

What is the level and complexity of the content

The Instructional Core

Knowledge & Skills

Systems of Support

Mastery Learning

Student Voice

Anytime/Anywhere

Personalized Learning

S

T

C

NxGL Attributes can be used in many combinations to change the core

Knowledge & Skills

Systems of Support

Mastery Learning

Student Voice

Anytime/Anywhere

Personalized Learning

S

T

C

What are your connections?

S

T C

I-Zone = Changes to the Core

The most powerful applications involve intersections of changes

The sweet spot

ST C

Not all changes are equal

ST C

ST C

An IZone should involve some change in each area even if it’s a secondary focus. For example, take the common core rollout…….

Not all IZone efforts have to be equally spread across the three areas.

…..If you just increase the complexity of the content without changing what students and teachers are doing will you achieve the results you want?

How would a student describe their experience in your school?

What does a teacher do when preparing and implementing a unit/module?

What types of things are students be expected to do?

What is happening right now?

S

T

C

*When you finish, print this out and put it in the parking lot for others to see

How would a student describe their experience in your school?

What does a teacher do when preparing and implementing a unit/module?

What types of things will students be expected to do?

What will it look like next year?

S

T

C

*When you finish, print this out and put it in the parking lot for others to see

References

Banchi, H. & Bell, R. (2008). The many levels of inquiry. Science and Children, October 2008: 46, 2.

Herron, M.D. (1971). The nature of scientific inquiry. School Review, 79(2): 171-212.