The Essential Elements of Project Based Learning to Motivate and Engage Students

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The Thinking Classroom: How to Incorporate Inquiry and Project Based Learning Please log onto the internet: http://ssnces.ncdpi.wikispaces. net/Conference+Presentations

Transcript of The Essential Elements of Project Based Learning to Motivate and Engage Students

The Thinking Classroom: How to Incorporate Inquiry and Project

Based Learning

Please log onto the internet:

http://ssnces.ncdpi.wikispaces.

net/Conference+Presentations

K-12 Social Studies ConsultantsAnn Carlock

[email protected]

Justyn Knox

[email protected]

Michelle McLaughlin

[email protected]

Scott [email protected]

Section Chief K-12 Social Studies

Fay Gore

NC Character Education Coordinator

[email protected]

Program Assistant

Bernadette Cole

[email protected]

Our Team

Objectives

• Discuss implementation of inquiry-based

learning in the classroom.

• Understand effective guidelines of inquiry-

based learning.

• Understand how to create a culture of inquiry in

your classroom by effective questions that

promote inquiry

Essential Elements of Project Based Learning

Significant

Content

• Critical Thinking

• Collaboration

• Communication

• Creativity and Innovation

• Identify important

content

knowledge by

specifying

standards that will

be taught through

the project.

• Every standard

needs a

measurable

outcome.

21st Century

Skills

In Depth Inquiry

• Asking effective questions

• Making hypotheses

• Supporting answers with research and evidence

• Developing new questions as knowledge deepens

Connecting Inquiry to The K-12 Social

Studies Concept-Based Framework

• Questioning is the heart of

inquiry learning.

• Students must ask relevant

questions and develop

ways to search for answers

and generate explanations.

• Emphasis is placed upon the

process of thinking as this

applies to student interaction

with concepts, big ideas,

data, topics, issues, and

problems.

Effective Questions

• Captures the

issues, problem, or

challenge

• Consistent with

curricular

standards and

frameworks

• Open-ended and

provocative

• Can arise from

real-dilemmas

that students

find interesting

• Goes to the

heart of a

discipline or

topic

• Organizes

Inquiry

Adapted from The Buck Institute

Different Types of Questions

• Philosophical: When is war justified?

• Products: How can we plan an event that

creates or celebrates the history of our community?

• Problem Solving: Why do civilizations fail?

• Real World/Scenario - What responsibilities, if

any, does the government have in maintaining a

middle class?

Adapted from The Buck Institute

Refining Questions

Google-able

Teacher Language

Too Standards Based

General

Open Ended

Engaging for Students

Relevant

Charge for Action

“Google-able”

• What are the major industries in our state?

• What were the causes of the American

Revolution?

• What were the major forms of modern art?

Open Ended

• Why does our state produce

the things it does?

• Could England have avoided

the revolt of the American

colonies?

• Does modern art reflect or

inspire society?

Abstract What is justice? When is war justified? What is a hero?

Concrete Are amusement park rides safe? Is our water at our school safe to drink? Can DNA

evidence be trusted?

Problem

Solving

How can we improve traffic flow at our school?

Design

Challenge

How could we create a school mural to express our diversity within our school?

History What is the price of “progress”? Was the American Revolution justified? What effect

does the Civil War still have on us today? How can we bring peace to the Middle

East?

Social

Studies

What is the American Dream and who has it? How do immigrants meet the

challenges of coming to a new country? Do victors really benefits from winning

wars? How should we respond to terrorism?

English Why are books banned? How do we persuade others? How does literature reflect

the time in which it was written?

Art How does art reflect its time? Is art worth its price? Should art be censored?

Geography How does the place we live in affect how we live? How can we use geography to

interpret the past? How do human actions modify the physical environment?

Government Do we have too much freedom? What is the best form of government? How should

criminals be treated? Should the Bill of Rights be revised?

Science How will the land we live on change over time? Can we predict the weather? How

can we stop the spread of infectious diseases? Should we produce genetically

engineered foods?

Math Is it better to buy or lease a car? How can we use probability to assess the state

lottery system? Can we predict the growth of a websites use?

Sounds too Much Like a Teacher

• What did the ancient Greeks contribute to

the development of Western Civilization?

• Should there be more development in

wilderness areas in North Carolina?

• What were the causes of the Great

Depression?

Engaging for Students

• Did the ancient Greeks help make us who

we are today? OR How Greek are we?

• Should a new shopping center be built on

the land by the river near our town?

• Could the Great Depression happen again?

Avoid Repeating the Standards

How effective were various

approaches such as

boycotting, picketing, and sit-

ins used to impact NC laws?

8.C&G.2.1Evaluate the effectiveness of various

approaches used to effect change in

North Carolina and the United States

(e.g. picketing, boycotts, sit-ins, voting,

marches, holding elected office and

lobbying).

6.E.1.1 Explain how conflict, compromise, and

negotiation over the availability of

resources (natural, human and capital)

impacted the economic development of

various civilizations, societies and

regions.

STANDARDS QUESTIONS

Is China a powerful country

today of it’s conflict

compromise and negotiation

over natural resources?

Aligned to Standards without

restating them

Is breaking the law ever

justifiable?

Why is China a powerful

nation?

Are we like China or not?

STANDARDS QUESTIONS

Too General

• What is a hero?

• Which advertising techniques are most

effective?

• Why did the explorers journey to the Americas?

• Who are the heroes in our

community and how can we

tell their stories?

• How can we create a guide

for other kids so they will

know how advertisers try to

get us to buy stuff?

• How can we, as explorers,

create a planning guide for

leading an expedition?

Go LOCAL

• How can we help a small local business

improve their advertising?

• Should the city of Raleigh allow street artist

to help gentrify the downtown area?

• How do we design an exhibit on the Iroquois

nation for the NC Museum of Natural History

Need To Knows

• Work that MATTERS!

• Students are more motivated to learn

KNOWS NEED TO KNOWS

Voice and Choice

• Student Ownership

• Independent Thinkers

• Differentiated Instruction

Revision and Reflection

• Constant and ongoing

• Variety in feedback is a key factor

– Self reflection, peer to peer, teacher

Authentic Audiences

• A Younger Students

• The community (Newspaper, local businesses, organizations)

• A Scientist

• A Historical Figure

• Governmental Officials

• School Leaders

• Parents

• Family Members

• Friends

Authentic Purposes

• Take a stand

• Persuade specific audience to commit to your perspective or cause

• Alter a perspective

• Take on a different perspective

• Explain a process

• Analyze an event, experimental results, statistics

• Educate a group on a topic, procedure, or event

• Relay scientific findings

• Relay and opinion

Real World Formats

• Letter

• Article

• Social Media

• Presentation

• Debates

• Experiments

• Role Play/Drama

Narrative

• Lab Reports

• News Program

• Talk show

• Timeline

• Maps, Charts, & Graphs

• Data Displays

• Diagrams

• Diary Entry

Does The Inquiry? • Focus on Significant Content

• Develop 21st Century Skills

• Engage Students in In-Depth Inquiry

• Organize task around a Driving Questions

• Establish a need to know

• Encourage Voice and Choice

• Incorporate Revisions and Reflection

• Include a Public Audience

Resources• Buck Institute

• Leading Project Based Learning

• Birth of the Tubric

• Project-Based Learning 4 All

• Teach 21

• Edutopia

• The Inquiry Arc: Preparing Students to Be College, Career,

and Civic Ready

• Global Project Based Learning

Research

• The Evidence Base for Social Studies:

Inquiry-Based Learning

• Educational Leadership: What Research

Says About Project Based Learning

• Edutopia's Project Based Learning

Research Review

• What instructional or assessment

practices will you adapt in your

classroom after this session?

• Share with me success, challenges, or

questions

[email protected]

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