Project Based Learning [PBL] 11
Sushil Upreti
11 March , 2014
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Contents
• Objectives • Introduction to PBL • Creating high-quality projects • PBL in the classroom • Assessment in project-based classroom • Challenges for Teachers • Planning a project • Conclusion
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Objectives
Objectives: • Define Project Based Learning (PBL) • Describe the benefits of PBL and its impact on student achievement • Create a project that includes student instructions, assessment, and time lines • Identify key elements in high-quality PBL projects • Explain classroom and student management strategies • Implement PBL
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Introduction to PBL
What does this Chinese proverb say about learning?
Tell me — and I will forget. Show me — and I may remember. Involve me — and I will understand.
Confucius (450 B.C.)
st Based Learning Learning PBL & Telecollaboration and 21Project Century Design, UNESCO Kathmandu
Introduction to PBL
Involve Me and I Will Understand Average Retention Rate
Lecture 5% Reading
10%
Audio-visual Demonstration
20% 30%
Group discussion Practice by doing Teach others
50% 75% 90%
From: National Training Laboratories, Bethel Maine st Based Learning Learning PBL & Telecollaboration and 21Project Century Design, UNESCO Kathmandu
Introduction to PBL
What else does the research show? In the past 25 years, two very important developments in teaching and learning have been driven by a rapidly changing world. • Learning takes place within the context of culture, community and past experiences. • For students to become successful adults, they need both knowledge and skills.
st Based Learning Learning PBL & Telecollaboration and 21Project Century Design, UNESCO Kathmandu
Introduction to PBL
What is a Project? A project is a structured interaction among students with specific discussion topics, activities and a final “product” that shares the learning and helps build a better world.
What is PBL? PBL is an instructional challenges students to
method
that
– Learn to learn. – Seek solutions to real-world problems. PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Introduction to PBL
In Project-Based Learning: Students: actively engaged in learning. Teachers: as facilitators and coaches.
st Based Learning Learning PBL & Telecollaboration and 21Project Century Design, UNESCO Kathmandu
Introduction to PBL
How is PBL different? • Problems and projects are used to engage students’ curiosity and initiate learning the subject matter. •
PBL prepares students to: – Think critically and analytically. – Find and use appropriate learning resources.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Introduction to PBL
How does PBL impact student achievement? Students acquire new knowledge and skills in the process of – Designing – Planning – Producing some new product or performance.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Introduction to PBL
How does PBL impact student achievement? Project Based learning helps students to develop: • Collaborative skills (Teamwork) • Communication skills • Planning and organizational skills • Problem-solving skills and strategies
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Introduction to PBL
Why use PBL in the classroom?
• Promotes life-long learning. • Accommodates students with varied learning styles and levels. • Impacts student learning/achievement.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Introduction to PBL
Why use PBL in the classroom? • Allows students to become active participants rather than passive observers in their own learning. • Supports self-directed learning. • Allows students to be risk-takers. • Reinforces that there are multiple ways to solve problems.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
What Constitutes a Good Project? “When you design a project, you are designing for learning rather than planning for teaching.�
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
What Constitutes a Good Project? • Real-world and relevant • Open-ended • Higher-order thinking • Challenging • Student-centered • Self-directed learning • Collaborative PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
Real-World and Relevant • Based on life situations scaled to the student’s ability level. • Reflect real-world messy, everyday problems and tasks. • Are relevant and meaningful to the learner. • Facilitates transfer of learning. Creates “I’ve seen something like this before” moments.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
Open Ended • No one right answer • No one right path • Requires problem-solving and higher-order thinking • Requires exploration • Facilitates risk-taking
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
Challenging • Designed to challenge learners just beyond current abilities. • Composed of multiple activities, each activity related to the larger project goal. • Requires students to seek out and use information in a variety of new ways.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
Higher-Order Thinking • Requires students not just to recall, but to analyze, synthesize, and evaluate information. • Opportunities to solve unpredictable problems.
predictable
and
• Asks questions to get students thinking/headed in right direction. • Scaffolds project tasks to guide learners through the process.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
Self-Directed Learning • Empowers students to take ownership of own learning. • Develops learning skills instead of spoon-feeding answers. • Can occur with or without help of others.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
Student Centered • Learners are at the center of the instruction and learning environment. • Progressively given choice (ownership) in how project will develop and emerge. • Grounded in the learner’s experiences. • Guided based on learner needs.
• Teacher Centered: They'll get this lecture today because it represents the next chapter in the book or because it interests me! PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
Collaborative • Reflective of work situation in the real world. • Provides opportunities to construct meaning. • Enhances social skills and interaction – group decision-making – conflict management – communication • Provides opportunities in leadership.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
8 Essentials for PBL 1. Significant Content 2. A need to know 3. A driving question 4. Student voice & Choice 5. 21st Century Skills 6. Inquiry & Innovation 7. Feedback & Revision 8. Publicly presented product PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
PBL is Learning in Action [Students become active participants, not passive observers.] PBL allows students to: •Develop a problem-solving process that can be used throughout life-higher congruency with workplace needs. •Synthesize independent ideas/knowledge into a useful product. – Look for answers and solutions and construct meaning. •Support the development of personal and social responsibility. PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
PBL is also Teaching in Action PBL in the classroom can: • Create a powerful learning community where students and teacher are focused on achievement. • Provide a new approach to teaching that can – Revitalize – Reenergize – Excite teachers and students!
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Creating High-Quality Projects
PBL is also Teaching in Action (Contd.) • Once up-front planning is complete, teachers can focus on facilitating. - Less daily explanation, more direct interaction with students • Provides a better sense of what students are actually learning.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom Management Strategies
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
How does a teacher’s role change in a PBL classroom? In a PBL classroom, teachers: • Become facilitators rather than disseminators of information. • Let students see the teacher as learner too. • Guide the learners to resources where the answer may be discovered rather than teaching the answer.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
How does a teacher’s role change in a PBL classroom? In a PBL classroom, teachers: • Model problem-solving processes. • Coach and encourage students to become selfdirected learners. • Continuously assess student learning. • Create and manage student teams.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
How do you create and manage teams in a PBL classroom? • In this new role as facilitator, teachers must create and manage student teams. • There are certain ingredients that should always be addressed. • These team ingredients can make or break a project. • Teachers must incorporate and facilitate each of these ingredients.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
Creating and Managing Teams Team Ingredients include: • Common Goals • Interdependence • Interaction • Perception of team members • Motivation
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
Creating and Managing Teams Student self-selected teams:
Teacher-selected teams:
•
Reinforces the making process.
decision-
•
•
Teams may be more cohesive or can become more argumentative.
Distributes ability among groups but may create difficulties with interaction among team members.
•
More closely emulates a real-world environment.
•
May cause conflict among friends.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
Creating and Managing Teams Team Selection Issues to Consider • Use different approaches (teacher vs. self select) for projects throughout the year. • Team Size: 3–5 students works well, – Partnerships may also be appropriate depending on the project. – Larger groups tend to increase challenges. – Smaller groups may have a dominate member. • Teachers should monitor teams closely by meeting with them on a regular basis for feedback.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
Creating and Managing Teams Team Composition Considerations: • Heterogeneous teams provide: – Alternative perspectives to knowledge and learning. – A situation more reflective of the real world. – Include students with varied strengths and abilities
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
Creating and Managing Teams Team Composition Considerations: • Homogeneous teams provide: – An opportunity for teachers to reinforce specific skill gaps. – Allows students on the same ability level to work together.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
Creating and Managing Teams Discuss Team Interaction Expectations • Dialogue together: process that builds shared meanings and definitions of a problem. • Handling team members who are not contributing equally. • Consensus decision making.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
Creating and Managing Teams Possible Team Problems • • • • •
Social Loafing Domineering teammates Destructive Criticism Failure to resolve conflict Uneven distribution of workload
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
Creating and Managing Teams Team Solutions • Social Loafing: – Build in individual accountability – Revisit rules – Allow team to brainstorm solutions together • Domineering Teammates: – Role rotation – Teacher mediation
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
Creating and Managing Teams Team Solutions • Destructive Criticism: – Keep it “professional” not “personal” • Failure to Resolve Conflict: – Encourage discussion
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Using PBL in the Classroom
Creating and Managing Teams Team Solutions • Uneven Distribution of Workload – Identify functional roles – Rotate roles – Provide ongoing review and feedback
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Assessment & Evaluation in the PBL Classroom
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Assessment in project-based Classroom
Assessment & Evaluation Sharing learning is a critical element that provides feedback during the project. Students need constant feedback as they work through the process of solving problems so they can: • • • •
Share new knowledge. Celebrate learning. Demonstrate product and process. Recognize the various creative solutions offered for the same problem.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Assessment in project-based Classroom
Assessment & Evaluation What is the difference in the terms? • Assessment – Ongoing – Provides constant feedback – Occurs throughout the project • Evaluation – Occurs at the completion of the project – Determines whether project met specific criteria and standards – Provides grades PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Assessment in project-based Classroom
Assessment & Evaluation Types of Evaluation – Self evaluation • Reflections • Journals – Peer evaluation • Rubrics • Checklists • Written Recommendations – Teacher evaluation PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Assessment in project-based Classroom
Assessment & Evaluation Methods and Tools • • • • •
Observations Essays Interviews Performance Tasks Journals
• Exhibitions and Demonstrations • Teacher-created Tests • Rubrics • Self and Peer Evaluation
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Challenges: Teachers Face in the PBL Classroom PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Challenges for Teachers
Challenges in Implementing PBL “PBL requires students to take on active learning strategies and adopt a self-directed learning disposition. Some students find it difficult to cope when asked to transform into active critical thinkers.
PBL teachers may also face difficulty as they prepare to facilitate discussion, provide coaching, challenge student thinking and manage group work.�
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Challenges for Teachers
Challenges for Teachers • Lack of familiarity with PBL – Identifying critical issues. – Connecting prior knowledge to new ideas. – The problem solving process. – Making things “come together”. • Making time for feedback – Providing a culture in the classroom for frequent and ongoing assessment. – Time for sharing and self-reflection. – Time to process thoughts and ideas. PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Challenges for Teachers
Challenges for Teachers • Scaffolding learning – Including activities to set the stage for learning. – Engaging students with interesting real-world problems. – Dividing activities into manageable tasks. – Keeping students focused and directed in their learning.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Challenges for Teachers
Challenges for Teachers Working with teams of students: • Making optimal use of team time and resources. • Organizing and distributing responsibility and work tasks. • Avoiding segmented learning: – Is it important that all students participate in each activity? – How will you ensure that all students obtain the maximum benefit from the project? – Have you clearly defined the requirements for each student’s contribution? PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Challenges for Teachers
Challenges for Teachers • Providing appropriate assessment: – Feedback relating to group activities – Feedback needed for each individual in group • Providing appropriate evaluation: – Percentage distribution to group and individual
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Challenges for Teachers
Challenges for Teachers • What issues might be most challenging to you? • How will you overcome those challenges?
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Challenges for Teachers
Planning a Project for Your Classroom
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Sample Projects
Few samples of PBL projects ….. •Horoscope project •Personnel Web Site •Develop a Courseware | Project English Subtitle •Load shedding Application •Community Study and Magazine •Through My Eyes: Integrating Photography Across the Curriculum •Cycles and Patterns: Insects, Plants, and Caterpillars •Electronic School Magazine Project •Connecting Math to Our Lives •Digital Citizenship •Get to Know Others •Photojournalism •One Day in the Life | Visit VDC | Drama •Creating a Classroom Constitution PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Project Ideas
Project Ideas ….. •http://www.hightechhigh.org •http://collaborate.iearn.org/ •http://www.nextlesson.org/ •http://www.weareteachers.com
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Project Ideas
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PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
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PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Project Ideas
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PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Project Ideas
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PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Project Ideas
Project Ideas ‌..
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Planning a Project
Now You Are Ready! • Using what you have learned, plan your own PBL activity or unit for your classroom. • The next slides review the 5 steps you should take to create PBL activity. • Try it with your class … remember to be patient; this may be a new experience for both you and your students.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Planning a Project
Creating a Project… • • • • • • • •
Is there a problem or topic you want students to explore? What do you want the students to learn? What knowledge and skills must students already have prior to starting the project? What standard/benchmark correlates to this project? What activities will the project include? How will you assess the learning? How much time can you dedicate to the project? What is the time line?
?
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Planning a Project
Steps in the Process Step 1 - Getting Started: – Think about a project that would meet your classroom curriculum standards. – Use the Getting Started – Developing a PBL Template handout provided to organize your ideas. – Develop your problem and activities.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Planning a Project
Steps in the Process Step 2 - Creating Student Materials: – Review the Student Instruction Worksheet Template. – Complete the Student Instruction Template if appropriate. – Review the instructions carefully to be sure they clearly represent the project requirements.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Planning a Project
Steps in the Process Step 3 – Designing the Assessment – Complete the Project Assessment Template. – Carefully review to ensure the assessment accurately reflects the learning anticipated.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Planning a Project
Steps in the Process Step 4 – Starting the Project with Your Students – Gather materials, introduce and explain project components to students. – Facilitate student learning by managing the project and the students in your classroom.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Planning a Project
Steps in the Process Step 5 – Completing the Process – Evaluate student products. – Look Back / Reflect • • •
Reflect on the Project. Review Final Student Reflections. Improve the project for future use.
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
One Final Thought Enjoy the process and remember the old saying ‌
It’s the journey not the destination!
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Acknowledgements
Acknowledgements • • • • •
www.northface.edu www.mentorplace.org www.bie.org http://www.edutopia.org/ www.ciese.org
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu
Thank You upertisushil@hotmail.com 9851037892
PBL & Telecollaboration and 21st Century Learning Design, UNESCO Kathmandu