Project based Learning

Project-based Learning
Project is the central framework upon which the teaching and learning of core concept is built Not a supplementary enrichment activity to be undertaken after the hard work of learning is done

 PjBL should not replace all other methods in classroom PjBL can be blend with other conventional methods of instruction into an integrated whole that provides students with a rich blend of content, skills, and opportunities for academic and personal growth

The learning theory

Knowledge, thinking, doing and the contexts of learning are inextricably tied Learning is partly a social activity; it takes place within the context of culture, community and past experience

World has change

Schools must now adapt to a new century Children need both knowledge and skills to succeed Driven by workforce demands for high performance employees who can plan, collaborate, and communicate

How PjBL fulfill the need

Emphasis the process of learning Learn, reflect, explore, negotiate, interpret and create

What is PjBL?
A systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex and authentic questions carefully designed products and tasks

How long PjBL takes?

Spectrum ranging from brief projects on one or two weeks based on a single subject in one classroom to yearlong, interdisciplinary projects that involve community participation and adults outside the school

What is the benefits of PjBL?

Provide a learning environment for the application of knowledge and skills Sharpen higher order thinking skills Support autonomous learning for students Motivates bored or indifferent students Create communication and collaborative relationships among students

Planning an effective project

Develop a project idea Decide the scope of the project Select standards Incorporate simultaneous outcomes Work from project design criteria Create the optimal learning environment

Develop a project idea

Work backward from a topic- articles, issues, current events, conversation Use your standards- what is important in a discipline Find projects and ideas on the Web Map your community Match what people do in their daily work

Decide the scope of the project

DURATION

Five to ten days

Most of the semester

Decide the scope of the project

One topic One standard

BREADTH

Multiple disciplines Multiple standards

Decide the scope of the project

TECHNOLOGY Limited Extensive

Decide the scope of the project

OUTREACH Classroom based Community based

Decide the scope of the project

PARTNERSHIP One teacher Multiple teachers and community members

Decide the scope of the project

AUDIENCE Classroom or school Expert panel

Decide the scope of the project

STUDENT AUTONOMY Limited student input Maximum student input

Student Autonomy
Limited Student Input Teacher selects topic Teacher defines learning outcome Intermediate Teacher solicits student input Teacher and students negotiate learning outcomes Maximum Student Input Students select topic Students define learning outcomes

Select Standards
What do you want your students to know and be able to do? Begins before the project Not too many standards in a short project Assessing too many standards is difficult Clear about which standards will be assessed How students will demonstrate what they have learned

Incorporate simultaneous outcome

More than academic outcomes Specific skills such as able to work in groups, manage projects, meet deadline, present information, think critically, solve problems, and use technology wisely Habits of mind such as curiosity, flexibility, and preserverence

Work form Project Design Criteria

Good project dont just happen coincidently Six As criteria structure the project and support its success\ Six As Authenticity, Academic Rigor, Applied Learning, Active Exploration, Adult Connections, thoughtful Assessment Practice

Authenticity
Real world problem Meaningful to students Appropriate audiences

Academic Rigor
Central problem or question addressed by the project Knowledge are and central concepts Habits of mind Learning standards

Applied Learning
What will students do to apply knowledge? Which of competencies (work organizations) does project provide opportunities to develop? Self management skills?

Active Exploration
Field based activities- field work Methods and source of informationinterview, collecting data

Adult Connections
Access to at least one outside adult with expertise and experience Observe and work alongside adults Adult help students develop a sense of real-world standards for this type of work

Assessment Practice
Criteria for measuring desired outcome Students involvement in reviewing or helping to establish the project criteria Self assessment Student receive feedback on their progress Work requirement to complete during the project Demonstrate their ability to apply the knowledge they have gained

Driving Question for the Project

Driving Question
Requires multiple activities Synthesis different types of information Serves as a lighthouse that promotes student interest and directs students toward the projects goal and objectives Cannot be easily solved or answered A process that students can do

Example of driving questions

What is the earth made off? What are we made off? How will the land we live on change over time? What is light? Can we predict the weather? Should we concerned about global warming in our community?

Example of driving questions

How good is our water? How do amusement park rides work? Are amusement park rides safe? How should a bridge be designed for this site? How can we use the laws of physics to predict the motion of a flying object so that we can design an entertaining fireworks display?

Example of driving questions

How can we use Newtons three laws to create a sport that takes advantage of the unique characteristics of the moon How can endangered species be saved?

Driving Questions
Provocative Open ended Heart of discipline Challenging Arise from real world dilemma Consistent with curricular standards

Other aspects to be considered when designing the project

Other aspects to be considered when designing the project

Plan the assessment Map the project Example of the project

Plan the assessment

A balanced assessment- a variety of assessment Align products with outcome Products- presentations, papers, exhibit, or models that are completed during a project

Plan the assessment

Know what to assess Use rubrics to assess

Map the Project

Map the project

Organize Task and Activities Decide How To Launch the Project Gather Resources Draw a Storyboard

Organize Task and Activities

Break down the products in the project into a set of tasks Allocate the right amount of time for each task

Organize Task and Activities

Do they know enough to succeed at the tasks in the project For example: Does the project include an exhibition and oral presentation-have students been taught and practiced oral presentations? Do they know how to do an interview? Research on the Web?

Organize Task and Activities

Do they know enough to succeed at the tasks in the project Have students been taught and practice skills needed to implement the process

Project Planning Form

Look at one major product for the project, and analyse the task necessary to produce a high-quality producet

Product:Build Machines which Are Functioning based on the Renewable Energy

Break the project into set of tasks?

? ? ? ? ? ?

Product:Design Trendy Sports Shoes That Apply Laws of Motion

Break the project into set of tasks?

? ? ? ? ? ?

Decide how to launch the project

Begins in many different ways For example; a field trip, an article, a guest speaker, a real life scenario

Gather Resources
Prepare list of websites for students Books People Materials to complete the project- mahjong papers, display boards, papers, etc) Technological tools (computers, camera, equipment, experiment apparatus)

Draw a Storyboard
Timeline Major activities Important milestone

Week 1

March 3 Intro Driving Questions

March 5 Form groups Choose topics

March 7 Research Reading Collect Bibliography

March 14 Outline Oral Presentation

Week 2

March 10 Research Reading

March 12 Research

Week 3

March 17 Develop multimedia

March 19 Practice

March 21 Final Presentation

March 24 Reflect

Example One

 The them is related with studying water Thus, the project is divided into three phases (1) water as resource, (2) the physical properties of water and (3) the biology bodies of water Students measured the acidity of local lake and pond water, built and stocked an aquarium with aquatic life, searched for and read literature on water related topics, and measured water usage and waste by keeping a Water log

 Students pose the question: how safe is our drinking water? In addressing the question, students were forced to struggle with both scientific and social issues associated with the content of the project, including principles of water pollution, tools and procedures of scientific analysis, the relationship of water quality to public health, and the issues driving community politics

Example Two

 The job of your group is to design a spacecraft that will allow a crew to travel to the moon, to Mars, then back to Earth.

Driving Questions
What type of fuel will be needed? What is the shape and size of the spacecraft? What special design features will protect the craft from heat and cold? What supplies will the crew need? How long will the trip last? What environmental hazards or special problems might the crew encounter along the way?

A Set of Tasks
Use the Internet or resource books from the library to help you design the spacecraft. As you work, record your design plans on the table On the table, draw an illustration of the inside and outside of your craft Make a model of this spacecraft using various art supplies

Assignment

 Create educational commercials that educate three laws of motion to the public

In your assignment, your should submit

Driving questions (One page) A Set of Tasks (One page)