Scribd
Upload
35 views19 pages

Proj Based 1

Project-based learning is a teaching method where students engage in an extended inquiry process to answer complex questions or solve problems. It focuses on developing students' academic skills and 21st century skills like collaboration, critical thinking, creativity and communication. Research shows that well-designed project-based learning can improve student achievement, motivation, and retention of knowledge compared to traditional instruction. Key aspects of project-based learning include driving questions, student voice and choice, production of high-quality artifacts, and presentation to authentic audiences.

Uploaded by

Jomari Gavino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
35 views19 pages

Proj Based 1

Project-based learning is a teaching method where students engage in an extended inquiry process to answer complex questions or solve problems. It focuses on developing students' academic skills and 21st century skills like collaboration, critical thinking, creativity and communication. Research shows that well-designed project-based learning can improve student achievement, motivation, and retention of knowledge compared to traditional instruction. Key aspects of project-based learning include driving questions, student voice and choice, production of high-quality artifacts, and presentation to authentic audiences.

Uploaded by

Jomari Gavino
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 19

Project-Based Learning

Penny Williams, Coordinator, Youth Development


Patrick Shaw, Staff Development Specialist

OCM BOCES
Syracuse, NY
Critical Thinking Collaboration

Creativity Communication

Task
Analysis
Project Based Learning is a teaching
method in which students:
 Engage in a rigorous, extended process of inquiry
focused on complex, authentic questions and problems
 Work as independently from the teacher as possible,
and have some degree of “voice and choice”
 Demonstrate in-depth understanding of academic
knowledge and skills
 Build 21st century skills such as collaboration, critical
thinking, creativity and communication
 Create high-quality products an performances which
are presented to a public audience
PBL Misconceptions
 PBL is NOT…the dessert, …
 PBL is… the main course

 PBL is NOT…. a string of activities tied together under a


theme, concept, time period, culture…
 PBL is….set of learning experiences and tasks that guide
students in inquiry toward answering a central question,
solving a problem, or meeting a challenge
PBL Misconceptions
 PBL is NOT: the same as “making something” or hands-on
learning” or “doing an activity.”

 PBL is…often focused on creating physical artifacts, but


not always. It must involve other intellectually
challenging tasks and products focused on research,
reading, writing, discussion and oral presentation.
PBL’s Effectiveness: What Experience Tells Us:
Classroom Teachers say….
 Can work for all kinds of students, with the right support
 Improves students’ motivation to learn
 Can be used to teach academic content standards
 Can include multiple opportunities to integrate
technology
 Helps students see how school connects to the outside
world by making learning relevant and meaningful
 Promotes greater civic participation and global
awareness
PBL’s Effectiveness: Schools have used PBL
effectively in all grades for special purpose:
 Career/technical education programs;
continuation/alternative high school
programs; after-school programs; summer
school
 Integrating two or more school subjects and
encouraging team teaching
 Connecting the school to other schools, the
community, businesses, and other
organizations
PBL’s Effectiveness: Researchers have found that a
well-designed & well-implemented PBL Can:
 Be more effective than traditional instruction in increasing
academic achievement

 Increase student motivation and engagement in learning

 Improve students’ retention of knowledge over time

 Improve students’ mastery of 21st century skills

 Be especially effective with lower-achieving students

 Increase students’ achievement on state-administered,


standardized tests
PBL

21st Century
Skills
Why Have a Driving Question?
 For Students  For Teachers
 Guides Project Work  Guides Planning &
Reframes Content
 Creates interest and/or Standards or Big Ideas
the Feeling of
Challenge  Captures &
Communicates the
 Reminds them “Why Purpose of the Project
we’re doing this today”
 Initiates and Focuses
Inquiry
Criteria for Evaluating Your Driving
Question:
1. Will my students understand it?
(Bonus:…and find it intriguing)
2. Is it open-ended and does it require a
complex answer?
3. To answer it, will my students need to learn
important content and skills?
4. Does it focus on an authentic issue, problem
or challenge? (Bonus:…and create a local
context for the project?)
Sources of Inspiration
 Your Content Standards
 Your Community
 Your Students
 Current Events
 Real-World Practice/Problem
 Online Project Libraries
 Your File Cabinet
 Your Colleagues
Example Entry Events:
 Field Trip
 Guest Speaker
 Film, Video, Website
 Simulation or Activity
 Provocative Reading
 Startling Statistic
 Puzzling Problem
 Piece of Real or Mock Correspondence
 Song, Poem, Art
 Lively discussion
Video:
Elementary Example
Children Pilot Their Own Learning
PBL (8:50 mins)
Spotlight Projects to Explore:
 9th grade Introductory Science: “Product Comparison”

 10th-11th grade Algebra II/Trigonometry: “Projectile Motion”

 11-12th grade English and U.S. Government: “Banned in America”

 7th grade Life Science: “A Balancing Act”

 11th grade U.S. History: “American Archetypes”

 11th-12th grade Information Technology/Business/Arts: “Design and


Attract”
Questions & Comments:
[email protected]
[email protected]
Projects:
LIMITED AMBITIOUS
Duration 10-15 contact hours 40+ contact hours

Breadth 1 Subject: Interdisciplinary:


Few Standards Several Standards
Technology Basic Extensive

Setting Classroom Community/World

Who’s Involved One Teacher Several Teachers, outside


experts, community
Classroom Experts, Community,
Audience World, web

Student Teacher-defined; Tightly Co-Defined and


managed managed
Autonomy
Project Packets
 Team Roster
 Project Calendar
 Rubric & Assessments
 Checklist of Requirements
 Templates for Contracts, lists, etc.
 Presentation/Exhibition Schedule
 Resource List
Who Would
you Put on a
Team?

Social
Factors

You might also like