ROBERT M. CAPRARO AND SCOTT W. SLOUGH 1. WHY PBL? WHY STEM? WHY NOW? AN INTRODUCTION TO STEM. PROJECT-BASED LEARNING: AN INTEGRATED SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) APPROACH INTRODUCTION ‘The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative. (Dewey, 1938, p. 25) STEM Project-Based Lesraing (PBL) requires a professional teaching force empowered with the skills necessary for designing learning experiences that maximize student potential, Therefore, effective STEM PBL requires teachers to experience high quality professional development to learn how to design high quality experiential learning activities. Not all professional development activites are created equal (Desimone, Porter, Garet, Yoon, & Birman, 2002; Garet, Porter, Desimone, Birman, & Yoon, 2001) and not all enactments meet the expectations of high quality professional development (Capraro, Capraro, & Oner, 2011; Capraro, & Avery, 2011; Han, Yalvac, Capraro, & Capraro, 2012). ‘Science, Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PBL) integrates ‘engineoring design principles with the K-16 curriculum. The infusion of design principles enhances real- world applicability and helps prepare students for post-secondary education, with an emphasis on making connections to what STEM professionals actually do in their jobs. Our view of STEM learning is one in Which the fields are all supportive and integrated where applicable with the design principles in Chapter 4 undergirding the problem solving processes contained in the project. ‘This book discusses STEM PBL and establishes a set of expectations for implementing STEM PBL. You ‘may want to skim some chapters reading those chapters that hold promise to answer questions you already have while reserving some chepters for when you encounter questions as you implement STEM PBL in your ‘own classroom. This brief chapter will outline some of the vocabulary, discuss the basic tenets of STEM PBL, and familiarize the reader with what to expect from implementing it in their school CHAPTER OUTCOMES ‘When you complete this chapter you should better understand: — the nature of STEM Project-Based Learning — STEM PBL concepts and terminology ‘When you complete this chapter you should be able to: = communicate using STEM PBL terms — explain the basic tenets of STEM PBL — make informed decisions about which chapters to read first OVERVIEW OF STEM PBL Why PBL? Project-Based Learning has been around for many years and it has been undertaken in medicine, engineering, ‘education, economics, and business. Project-Based Learning is often shortened to PBL, but this acronym is, ‘often confused with problem-based learning. The two terms are not synonymous. In this book, we endeavour to keep problem-based learning in lower caps to help you, the reader, differentiate the two when it is ‘RM Coprara, MM. Capraro and, Morgan eds), STEM Projct-ased Learning: An Integrated Science, Technology, Engineering, ‘ad Matematies (STEM) Approach. 1-8. {©2015 Sone Publishers dil rig reservedROBERT M, CAPRARO AND SCOTT W. SLOUGH necessary for us to discuss problem-based learning, Project-Based Learning is broader and often is composed ‘of several problems students will need to solve. Itis our belief that PBL provides the contextualized, authentic ‘experiences necessary for students to scaffold learning and build meaningfully powerful science, technology, ‘engineering, and mathematics concepts supported by language ars, social studies, and art. STEM PBL is both challenging and motivating. It requires students to think critically and analytically and enhances higher-order thinking skills. STEM PBL requires collaboration, peer communication, problem-solving, and self-directed learning while incorporating rigor for all students. STEM PBL builds on engineering design as the cornerstone and as the foundation on which students bring their compartmentalized knowledge of science, technology, and mathematics to bear on solving meaningful real-world problems. Why STEM? ‘The idea of PBL is not new; however, what is new is the emphasis on STEM education and linking secondary ‘education with post-secondary practices. It is common in post-secondary institutions for students 10 be required to work in groups to solve complex problems situated within larger projects. While problems and projects do not necessitate convergent solutions, students are required to explain their solutions and to be able to justify the suitability of a proposed solution to the specifications of the PBL. Commonly, this process has been termed problem solving and itis often expected to be taught in mathematics classes. However, STEM. professionals engage in complex problem solving and in most cases there are multiple possible solutions each with its strengths and limitations. Therefore, it is important for secondary students to develop broad knowledge that allows them to be successful on high-stakes tests, but also develop the depth of knowledge to allow them to reflect on the strengths and limitations of their solutions. The STEM PBL process develops critical thinkers who will be more likely to succeed in post secondary institutions where these skills are essential. The focus on STEM in this book is different than most definitions that continue to consider STEM as four discrete subjects, STEM PBL acknowledges that learning and job success is interdependent and that expertise is built iteratively across all subjects, even when one has a particular focus one more than any other, ‘Therefore, job success is dependent on the interaction of knowledge from within each and also across STEM disciplines. So student learning settings and expectations should mimic this very complex learning design - at least in par. ‘An additional advantage to integrating STEM and PBL is the inclusion of authentic tasks (often the construction of an artifact) and task-specific vocabulary through the inclusion of design briefs, After identifying the learning goals, the teacher develops expectations for the authentic task to be completed or the artifact to be constructed along with the necessary constraints to establish boundaries for the learning, The constraints are often included in the design brief and are the most basic of requirements often considered essential. Therefore, not meeting the constraints would indicate an inadmissible attempt. The design brief Contains both the constraints and the criteria informed by knowing exactly which objectives or standards students will be expected to master. The criteria are measurable. These criteria help students know how they are progressing on the tasks and itis these criteria that inform assessment. Infact, itis the criteria that form the basis of all assessments used throughout the PBL. Why Now? As the pressures build and the pressure from external constituents force schools to relegate good teaching to the back burner while putting testing for accountability front and conter, there must be aa instruetional model that provides students with high value tasks that foster rigorous subject matter engagement, We define STEM PBL as an illsdefined task within a well-defined outcome situated with a contextually rich task requiring students 10 solve several problems which when considered in their entirety showcase student mastery of several concepts of various STEM subjects. Well-defined outcomes include clear expectations for learning connected to local, state, and national standards and clearly defined expectations and constraints for the completion ofthe task. The ill-defined task allows students the freedom to interpret the problem, constraints, and criteria informed by their subject area knowiedge to formulate diverse solutions that will meet the well- defined outcome. STEM PBLs engage students in authentic tasks that result in specific learning essential in the current standards-based educational model, while connecting K-12 and post-secondary education and addressing the future workplace learning needs.OVERVIEW OF PAL. Building a Common Language It is important to understand what is meant by somewhat common terms in relation to STEM PBL. For example, “brainstorming” is commonly used to simply generate ideas and not engage in the evaluation of any particular one. In addition, in PBL, brainstorming is used as pedagogical technique to establish teams and encourage a common focus, It is during brainstorming sessions that teams develop shared knowledge and a ‘group dynamic that will serve asthe incubator for their work together and eventually will lead to their unique solution, The term relevance has to have many meanings, the usefulness of the education to life-long learning, ‘meaningfulness to self, importance to society, real-world applicebility, and finally the formation of moral decision making. In STEM PBL, relevance is not an oversimplification of these ideas just a prioritization that is used to align learning with formal standards or student expectations. So in STEM PBL we talk about educationally relevant and it is this educational relevance that facilitates the development of rigorous and challenging experiences for students. ‘An important consideration when deciding to adopt STEM PBL is that of the interdependent nexus of learning objectives, assessment, and student learning. It is common to refer to student objectives. The phrase “student objectives” has come to be interpreted in behaviorist terms, STEM PBL would be considered the polar opposite to behavioristic paradigms of teaching and leaming, therefore, we use the term student ‘expectations or SEs, We feel the term SEs is not laden with prior notions, but still conveys the message that, teachers must use some form of objective, national or state standard, leaming goal, or performance ‘expectation in order to align teaching, learning, and assessment in this era of accountability. So rather than be stereotyped into a specific paradigm the perspective of this book is to accommodate many views and regardless of personal perspective, one can fit those views for deseribing what students will leam in STEM. PBL. Given the importance of establishing SEs, it is essential to also use some form of assessment to determine the extent to which students master the learning goals. PBL is well suited to rubric assessment but NOT to the exclusion of other forms of assessment. It is important to have a mix of assessments and to build student experience with as many forms of assessment as possible. Many schools that adopt STEM PBL also establish a professional learning community (PLC). A PLC can be an important and very productive school-based initiative that provides for and sustains STEM PBL. The formation of a PLC facilitates discussion about roles and responsibilities, establishes group norms, and sets ‘expectations for everyone involved in the PLC. Often PLCs have stakeholders from across the continuum, but itis just as common for school-based PLCs to have representation from a more limited set of stakeholders,ROBERT M. CAPRARO AND SCOTT W. SLOUGH. What Is Engineering Design and Why in K-12 Engineering design has many forms with varying numbers of steps. There is no single foundational model broadly accepted across all engineering schools or practicing engineers. Some engineering design models have as few as three steps while others can have 10 or more, Some engineering designs are partially linear with iterative portions, but some are completely iterative while others are hierarchical and linear. The steps are often formulated to meet specific needs. Our model depends heavily on its intended purpose, teaching and learning that rely heavily on problem solving and internalizing or learning new content. This is different from ‘many other models with the intended purpose being quality control, parsimony of resources, elegance, or applicability. The Flow of the Book ‘The book is designed to provide a modern STEM approach to PBL that is informed by research. It covers the typical major topics, but also includes a historical perspective, a modern perspective on assessment that works in symbiosis with high-stakes testing, and includes insights into the formation of PLCs and their impact on sustaining school change. It is not writen as prescription or novel, we hope readers select chapters as they joumey from dabbling in STEM PBL to mastery. This new edition is in a new format that allows duplication Of the worksheet pages, lessons, rubrics, and observation instrument. We hope the new format is helpful both teachers and workshop providers. Vocabulary for Reading the Book Constraint, Parameters established a5 part of the project to structure the deliverables of a PBL. event, Constraints are placed on the design process and the product. Constraint is not synonymous with criteria, A constraint could be that a presentation must include research and contain a marketing component that lasts no ‘more than three minutes, no two puzzle pieces can be the same, the boat must float for 2 minutes, or materials cannot be cut, All constraints must be met to have an admissible project Criteria, Items written to support specificity that can be ranked or may demonstrate the continuum between expert and novice knowledge of the learning outcome. Generally, itis these criteria that function as part of the assessment component. Designer defined criteria are used to select among plausible designs and may include ‘8 wow factor, personal insights, complexity, novelty, or cost Design Brief. The parameters for a PBL. The design brief contains the constrains, establishes criteria, may ‘or may not establish evaluation standards, clearly communicates the deliverables, and outlines the conditions. under which the PBL inquiry occurs, Problem-based learning, PBL. for the purposes here is the use of a problem statement that both guides the learning and any resultant activities to explore the topic. Generally, PBI. is context rich but textually and informationally impoverished. The focus of learning is on individual and groups to (a) clearly ider information they need to solve the problem and (b) identify suitable resources and sources of information, Professional Learning Community (PLC). Communities of practitioners, students, administrators, community stakeholders, and district personnel whose mission is to facilitate the teaching and learning process where the goals are to establish common language, expectations, standards, to facilitate increased student outcomes. [tis also not uncommon to have a more limited set of stakeholders depending on the level of district commitment. STEM Project-Based Learning (PBL). An illedefined task with a well-defined outcome situated within a contextually rich task requiring students to solve several problems, which when considered in their entirety, showcase student mastery of several concepts of various STEM subjects. PBL here is the use of a project that often results in the emergence of various learning outcomes in addition to the ones anticipated. The learning is dynamic as students use various processes and methods to explore the project. The project is generally information rich, but directions are kept to a minimum. The richness of the information is often directly telated to the quality of the learning and level of student engagement. The information is often multifacetedOVERVIEW OF PBL. ‘and includes background information, graphs, pictures, specifications, generalized, and specific outcome ‘expectations, narative, and in many cases the formative and summative expectations. Relevance. Refers to the real-world connections that should be fostered in each PBL, itis also associated ‘with facilitating student development of a personal connection to the project and fosters “buy-in” for solving. individual problems presented in the project. Rubric. May be co-developed with the students before the project stats and provides clear criteria that rank the extent to which a team or individual meet the expectations. Multiple rubties can be developed to assess cooperation, collaboration, presentation, content, completeness, language, visual appeal, and marketing. The evaluator can be the individual, peers, teacher, administrator, or external stakeholder, Small Learning Community (SLC). These are formed by ensuring that all the content area teachers (mathematics, science, social studies, reading/language arts) teach the same students and have common planning, behavior management plans, and performance expectations. SLC affords teachers the opportunity to become better acquainted with students and improves communication among teachers about student progress Student Expectations (SEs). Specify learning goals where the focus is on the verbs. Clearly defined student (the alignment of teaching, learning, and assessment. REFERENCES, (Capraro, MM, Capraro, RM. Ones, AT (2011, November) Obseration of STEM PBL, teachers a thet tt scores. Paper pesca athe annual meeting ofthe School Scene and Mathematics Association, Colorado Springs, CO. Ccagraro, RM, & Avery, R (2011, Api). The "wicked problems” of urban schools anda stence, technology, engineering. ond ‘mathematics (STEM) iuverirschoo! dstrict-Busmess pornershp. Paper peseted atthe atnual mosing of he Amencah Educational Research Assootion, New Olean, LA Desimene, LM, Pore, AC, Caret, MS. Yoon, KS, & Biman, BF (2002) Effet of profesional development on eacher ‘nsrution Results tomo tre-year longitudinal study. Educational Evan and Pali nays, 24, 8-112 ‘Dewey, (1838) Experience and rducanon New York, NY. Caller Books Gast M.S, Porte AC. Desinone, L, Birman, BF. & Yoon, K 8.2001) What makes proesioal development elective? Ress "Hom anitinal sample ofeahers American Educa! Research our, 38, 915-95, Han, S'Y,,Valac,B, Caparo, M M, & Capra, RM (2012, Jl). fnservice teachers’ mplementain of and understanding from ‘rajc-based learning (PBL) im sclrce. echelogy. engineering. and mathematics (STEN) Fields Paper preseried athe 121 Tetemationa| Congres on Matematica Edveaton, Sel. Keres. Robert M. Capraro Department of Teaching, Learning and Culture Texas A&M University Aggie STEM Seott. W. Slough Department of Teaching, Learning and Culture Texas A&M University