Project-Based+Learning



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** Project Based Learning Overview* **
 * PBL** – projects are complex tasks based on challenging questions or problems, that involve students in design, problem-solving, decision making, or investigative activities,; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations.


 * Benefits of PBL**
 * Increased creativity
 * Differentiation for varying ability levels
 * Motivation for underachieving students
 * Passion for learning

“Students discover for themselves the process of learning.”


 * Characteristics of PBL lessons**
 * Student choice
 * An open-ended question
 * A real-world problem
 * A lack of teacher-prescribed activities
 * Student-led constructive investigation
 * An authentic assessment
 * Student driven time management
 * Student driven learning
 * Collaborative learning
 * Challenge for every student
 * Student autonomy
 * Independent work
 * A conclusion featuring a product fashioned after an adult or real-world model

The project may involve learning more about a topic (not solving a problem – as in problem based learning). PBL says there is a specific solution the student must produce that shows what that student has learned, whether via a presentation, a display, performance or other type of product.


 * Rationale for teaching PBL**
 * Teach math, economics, social studies, science, medical skills, and health-related subjects more effectively than traditional teaching methods
 * Increase long-term retention of knowledge, skill development, and student and teacher satisfaction
 * Prepare students to integrate and explain concepts better than traditional instructional methods
 * Prove especially for low-achieving students
 * Help students to master 21st century skills such as communication, independent and critical thinking and research
 * Increase academic achievement on standardized assessment tests


 * Tenets of PBL**
 * Readiness
 * Responsibility
 * Relevance


 * Starting PBL – the students**
 * Backwards Building - Determine the items that need to be done to meet the goal
 * Plan the items on a calendar
 * Create a contract (loose structure)
 * Link the rubric and the contract
 * Students create their own rubrics
 * In some cases, let students evaluate themselves


 * Starting PBL - the teacher**
 * Using the standards, check the level of Blooms to create the project
 * Establish a goal, that is the top priority
 * By creating a project, students are working at a higher level of Blooms
 * Group like standards, present material to class, then have them pick from the standards which one to do a project over OR have an overarching theme (teach conceptually)
 * Plan on conferencing with the students to see how they are progressing and to make sure that they are staying on track (working towards the goal)

Teacher is coach and facilitator.

The key is to set up our classrooms to best utilize our strengths while minimizing the instances in which our weaknesses show themselves.

Teacher led Student led Projects sporadically Projects consistently One subject All subjects Individual work Group work Curriculum-based Inquiry-based
 * PBL Spectrums**

Teacher needs to determine what part of the spectrum each class needs to fall on for the PBL to be successful. It may take several tries to get it right.

Assessments
 * Literacy Assessments (formal and informal)
 * Logical/Math assessments (formal and informal)
 * Instructional Rubrics – ongoing conferencing
 * Formal Standardized Assessments
 * Student Exhibitions
 * Museum of Authentic Work
 * The Culminating Event
 * Electronic Portfolios
 * Student-led conferences
 * Project School Progress Report

Model good research skills for students. Model creating rubrics – discuss categories and goals Share previous projects and have students evaluate which ones were excellent, good or poor

*From **//Project Based Learning for Gifted Students//** by Todd Stanley

**Basic features of Problem-Based Learning:**

 * personally meaningful, real world situations
 * complex and challenging questions that apply creative and critical thinking
 * interaction and collaboration on relevant, engaging, hands-on projects
 * choice in content, process, resources and product
 * research and investigative skills
 * positive and productive collaborative skills
 * interdisciplinary long-term projects
 * metacognitive skills: self and peer-assessment of a product
 * discovery and development of unique perspectives
 * real-world audience beyond the teacher and other students