DESIGNING HIGH QUALITY DESIGNING HIGH QUALITY PROJECTS PROJECTS
CPA Institute CPA Institute November 2008November 2008
Overview of the WorkshopOverview of the Workshop
IntroductionsIntroductions Success Analysis: Powerful Success Analysis: Powerful Teaching/ Engaging LearningTeaching/ Engaging Learning Learning from PBL ExemplarsLearning from PBL Exemplars PBL PowerPoint: Simultaneous PBL PowerPoint: Simultaneous Outcomes & The 6 A’sOutcomes & The 6 A’s Team Time: Designing a Project Team Time: Designing a Project
Overview of the Workshop Overview of the Workshop (continued)(continued)
Creating a 6 A’s Poster Creating a 6 A’s Poster (& possibly a Project Story Board)(& possibly a Project Story Board) Exploring PBL ResourcesExploring PBL Resources Giving and Receiving FeedbackGiving and Receiving Feedback Next Steps …..Finishing PBL Design, Next Steps …..Finishing PBL Design,
Implementing Your Project, Sharing Project Implementing Your Project, Sharing Project (or work in progress) at the March 2009(or work in progress) at the March 2009 CPA ConferenceCPA Conference
OBJECTIVESOBJECTIVES Consider how PBL Consider how PBL can help teachers meet can help teachers meet
simultaneous objectives in their instructional design.simultaneous objectives in their instructional design.
Learn about PBL design principles Learn about PBL design principles through through examination of project exemplars and design tools.examination of project exemplars and design tools.
Begin designing Begin designing a project using the simultaneous a project using the simultaneous outcomes and the 6 A’s indicators for quality project outcomes and the 6 A’s indicators for quality project design.design.
Produce a 6 A’s Poster & give/receive feedbackProduce a 6 A’s Poster & give/receive feedback
Success AnalysisSuccess Analysis
Think about a time when you were very Think about a time when you were very successful as a teacher and students were successful as a teacher and students were highly engaged in their work. What about highly engaged in their work. What about this particular teaching/learning this particular teaching/learning experience was so powerful? Write a brief experience was so powerful? Write a brief description of a powerful teaching and description of a powerful teaching and learning experience. Be prepared to learning experience. Be prepared to share. share. (alternate choice: when you had a (alternate choice: when you had a powerful learning experience in high school)powerful learning experience in high school)
The Ideal LearnerThe Ideal Learner
Imagining the idealImagining the ideal Broadening our perspectiveBroadening our perspective Reflecting on the actualReflecting on the actual Moving from actual to idealMoving from actual to ideal
THE IDEAL LEARNERTHE IDEAL LEARNER
GAP
ACTUALLEARNERS
IDEALLEARNERS
PBL engages students in complex, real-world problem solving…
… is Academically Rigorous
…is Relevant
…uses Active Learning
WHAT IS PROJECT-BASED LEARNING?
PBL
What is PBL?What is PBL?
Project-based learning can be defined as Project-based learning can be defined as follows:follows: Learning experiences which engage students Learning experiences which engage students
in complex, real-world projects through which in complex, real-world projects through which they develop and apply knowledge & skillsthey develop and apply knowledge & skills
A strategy which recognizes that significant A strategy which recognizes that significant learning taps students’ inherent drive to learn, learning taps students’ inherent drive to learn, capability to do important work, & the need to capability to do important work, & the need to be taken seriously. be taken seriously.
PBL definitions continuedPBL definitions continued
Learning in which the results are not Learning in which the results are not predetermined or fully predictable;predetermined or fully predictable;
Learning which requires students to draw from Learning which requires students to draw from many information sources and disciplines in many information sources and disciplines in order to solve problems; andorder to solve problems; and
Learning which requires students to Learning which requires students to coordinate time, work schedules, and project coordinate time, work schedules, and project outcomes in order to accomplish goals on a outcomes in order to accomplish goals on a predicted time schedule. predicted time schedule. –Autodesk Foundation–Autodesk Foundation
More on PBLMore on PBL
Project-based Learning:Project-based Learning: Engages students in complex, real-world Engages students in complex, real-world
issues and problems; where possible, the issues and problems; where possible, the students select and define issues or problems students select and define issues or problems that are meaningful to them;that are meaningful to them;
Requires students to use inquiry, research, Requires students to use inquiry, research, planning skills, critical thinking, and problem-planning skills, critical thinking, and problem-solving skills as they complete the projectsolving skills as they complete the project
More on PBL (continued)More on PBL (continued)
Provides opportunities for students to learn Provides opportunities for students to learn and practice interpersonal skills as they work and practice interpersonal skills as they work in cooperative teams and, wherever possible, in cooperative teams and, wherever possible, with adults in workplaces or the community.with adults in workplaces or the community.
Gives students practice in using the array of Gives students practice in using the array of skills needed for their adult lives & careers skills needed for their adult lives & careers (e.g., how to allocate their time and resources; (e.g., how to allocate their time and resources; individual responsibility; interpersonal skills; learning individual responsibility; interpersonal skills; learning through experiences, SCANS skills, etc.)through experiences, SCANS skills, etc.)
More on PBL (continued)More on PBL (continued)
Includes expectations regarding Includes expectations regarding accomplishments/learning outcomes; these accomplishments/learning outcomes; these are linked to the learning standards and are linked to the learning standards and outcomes for the school district and are stated outcomes for the school district and are stated at the beginning of the projectat the beginning of the project
Incorporates reflection activities that lead Incorporates reflection activities that lead students to think critically about their students to think critically about their experiences and to link those experiences to experiences and to link those experiences to specific learning standardsspecific learning standards
More on PBL (continued)More on PBL (continued)
Ends with a presentation or product that Ends with a presentation or product that demonstrates learning and is assessed; the demonstrates learning and is assessed; the criteria could be decided upon by the criteria could be decided upon by the students.” students.” - W. Diehl, T. Grobe, H.Lopez, &- W. Diehl, T. Grobe, H.Lopez, &
C. CabralC. Cabral
Quality PBLQuality PBL
““Quality project-based learning seeks to Quality project-based learning seeks to blend authentic, real-world experiences blend authentic, real-world experiences with rigorous academic study so that with rigorous academic study so that students can practice and demonstrate students can practice and demonstrate skills that will serve them well in college, skills that will serve them well in college, career, and life. It advances the notion of career, and life. It advances the notion of what a “project” can accomplish, what a “project” can accomplish, emphasizing connections between emphasizing connections between classroom and community… classroom and community…
Quality PBLQuality PBL
Quality project-based learning is a Quality project-based learning is a pedagogy quite compatible with, and pedagogy quite compatible with, and receiving considerable momentum from, receiving considerable momentum from, two current movements in education two current movements in education reform – the school-to-career (STC) reform – the school-to-career (STC) movement and the standards movement.”movement and the standards movement.”
• Jobs for the Future, A Portable Action Lab Jobs for the Future, A Portable Action Lab
PBL FRAMEWORKPBL FRAMEWORK
PROJECT
CURRICULUMDESIGN
INSTRUCTIONALDELIVERY
6 A’s
ASSESSMENT& EVALUATION
ACCOMMODATIONS, RESOURCES, CONSTRAINTS
Research base for PBLResearch base for PBL
““There is now a massive amount of There is now a massive amount of evidence from all realms of science evidence from all realms of science that unless individuals take a that unless individuals take a very very activeactive role in what it is they’re role in what it is they’re studying, unless they learn to studying, unless they learn to ask ask questionsquestions, to , to do things hands-ondo things hands-on, to , to essentially essentially recreate things in their own recreate things in their own mindmind and and transformtransform them as needed, them as needed, the ideas just disappear.”the ideas just disappear.”
-- Howard Gardner, Harvard University-- Howard Gardner, Harvard University
based on work of Art Costa & Benbased on work of Art Costa & Bena Kallicka Kallick
SIMULTANEOUS OUTCOMESSIMULTANEOUS OUTCOMES
ACTIVITIES CONTENT PROCESSESHABITSOF MIND
LIFELONG LEARNER/
college/careersuccess
Costa’s Habits of MindCosta’s Habits of Mind PersistingPersisting Managing ImpulsivityManaging Impulsivity Listening With Understanding and EmpathyListening With Understanding and Empathy Thinking FlexiblyThinking Flexibly Thinking About Thinking (Metacognition)Thinking About Thinking (Metacognition) Striving for AccuracyStriving for Accuracy Questioning and Posing ProblemsQuestioning and Posing Problems Applying Past Knowledge to New Applying Past Knowledge to New
SituationsSituations
Habits of Mind Habits of Mind (continued)(continued)
Thinking & Communicating With Clarity & Thinking & Communicating With Clarity & PrecisionPrecision
Gathering Data Through All SensesGathering Data Through All Senses Creating, Imagining, InnovatingCreating, Imagining, Innovating Responding With Wonderment & AweResponding With Wonderment & Awe Taking Responsible RisksTaking Responsible Risks Finding HumorFinding Humor Thinking InterdependentlyThinking Interdependently Remaining Open to Continuous LearningRemaining Open to Continuous Learning
THE SIX A’s THE SIX A’s OF DESIGNING PROJECTSOF DESIGNING PROJECTS
AUTHENTICITYAUTHENTICITY ACADEMIC RIGORACADEMIC RIGOR APPLIED LEARNINGAPPLIED LEARNING ACTIVE EXPLORATIONACTIVE EXPLORATION ADULT RELATIONSHIPSADULT RELATIONSHIPS ASSESSMENT PRACTICESASSESSMENT PRACTICES
Developed by Adria Steinberg, Jobs For the Future. Used w. permission.
ACADEMIC RIGORACADEMIC RIGOR ACADEMIC RIGOR ADULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES
High-order thinking skills and methods of inquiry from academic and professional fields
Aligned with state content standards
ADULT RELATIONSHIPSADULT RELATIONSHIPS ACADEMIC RIGOR ADULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES
Adult mentorsAdult mentors
Experts in the fieldExperts in the field
Guest artistsGuest artists
Community panelsCommunity panels
AUTHENTICITYAUTHENTICITY ACADEMIC RIGOR AD\ULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES Real world contextReal world context
Issues that matter to studentsIssues that matter to students Real and appropriate audienceReal and appropriate audience
Experiences beyond Experiences beyond
the classroomthe classroom Field-based Field-based
investigationsinvestigations Community explorationCommunity exploration Expert interviewsExpert interviews InternshipsInternships
ACTIVE EXPLORATIONACTIVE EXPLORATION ACADEMIC RIGOR ADULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES
APPLIED LEARNINGAPPLIED LEARNING
TeamworkTeamwork CommunicationCommunication Product designProduct design Problem-solvingProblem-solving Self-management skillsSelf-management skills Information collection, Information collection,
organization and analysisorganization and analysis
ACADEMIC RIGOR ADULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES
ASSESSMENT PRACTICESASSESSMENT PRACTICES
ACADEMIC RIGOR ADULT RELATIONSHIPS AUTHENTICITY ACTIVE EXPLORATION APPLIED LEARNING ASSESSMENT PRACTICES
Exhibitions of workExhibitions of work Variety of Variety of
assessment tools assessment tools Professional Professional
standards of standards of performanceperformance
Student involvement Student involvement in creating criteria in creating criteria for project (rubric)for project (rubric)
TYPES OF ASSESSMENTTYPES OF ASSESSMENT
Tests, Quizzes, Reports,
Recitations
Exhibitions, Demonstrations
Portfolios, Journals,
Observations
JUDGMENT
KNOWLEDGE(Mastery)
UNDERSTANDING(Application of knowledge)
REFLECTION(Growth over time)
ASSESSMENT ASSESSMENT && EVALUATION EVALUATION
JUDGMENT
Exhibitions, Demonstrations
UNDERSTANDING(Application of knowledge) Portfolios,
Journals, Observations
REFLECTION(Growth over time)
KNOWLEDGE(Mastery)
Tests, Quizzes, Reports,
Recitations
PROJECT FRAMEWORKPROJECT FRAMEWORK
COURSE CONCEPTS
UNIFYING THEMES
COURSE CONCEPTS
TOPICS & SUBTOPICS TOPICS & SUBTOPICS
ESSENTIAL QUESTION(S)
PERFORMANCE TASK
ACTIVITIES CRITICAL ELEMENTS
HABITSOF MIND
PROCESSSKILLS
CONTENTSTANDARDS
EVALUATION ASSESSMENT
COMMUNICATION & DISSEMINATION
PROJECT
RESEARCH PAPER
Required Elements: Select a disease to study Go to library and do research Write ten pages Use proper essay form Include a bibliography
TRADITIONAL ASSIGNMENT
HEALTH PROJECT Required Elements: Develop family medical histories Write proposal to study health issue of
personal or community interest Keep research log, including citations Produce a newsletter, Develop lesson plans and materials for
underserved population Present to real audience
PBL ASSIGNMENT
TRANSFORMING PRACTICE
Traditional Assignment
Student works alone Context is school Assessment by
teacher only
PBL Assignment
Student works alone and in teams
Context is family and community
Assessment by real audience and teacher
Scaffolding for PBL SuccessScaffolding for PBL Success
Structure (Format) Structure (Format) Great Groups, Terrific TeamsGreat Groups, Terrific Teams ContentContent TrainingTraining ExpertiseExpertise OversightOversight Handouts & DocumentationHandouts & Documentation ToolsTools Time, Supporting all Learners, & more…Time, Supporting all Learners, & more…
PROJECT DESIGN TIMEPROJECT DESIGN TIME
Collaborate with your team to design a project that you can implement with
students this year. Prepare an exhibition of your project design for
our Gallery Walk. (Create a 6 A’s chart, create a story board or other graphic representation of your
project, or other creative display.)
Next Steps Next Steps
Finishing your PBL DesignFinishing your PBL DesignImplementing Your ProjectImplementing Your Project
Conserving Project ArtifactsConserving Project ArtifactsSharing PBL work at March Sharing PBL work at March
CPA ConferenceCPA Conference
Some Favorite PBL ResourcesSome Favorite PBL Resources
George Lucas Education Foundation George Lucas Education Foundation http://www.glef.orghttp://www.glef.org
Buck Institute of Education Buck Institute of Education http://www.bie.orghttp://www.bie.org
Jobs for the Future http://www.jff.orgJobs for the Future http://www.jff.org What Kids Can Do What Kids Can Do
http://www.whatkidscando.orghttp://www.whatkidscando.org Adria Steinberg’s Adria Steinberg’s Real Learning, Real Real Learning, Real
WorkWork
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