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Remember this when thinking about how to use technology or a tool or coding....
Remember this when thinking about how to use technology or a tool or coding....
Before you go rushing out to learn how to "teach" coding or a new technology or a new tool you have to first figure out:
What is the actual problem you are trying to solve?
Do you even have a problem?
Can you explain it to others in a way they can understand?
Have you researched the problem, and its possible solutions, deeply?
Does the tool, technology or skill solve that problem?
Are you sure?”
Remember, the whole reason the humanities are still a crucial field of study is that they help us understand the grayscale, maddening complexities of human behavior.
Start With Planning
Start With Planning
- Start with this simplified Project Planning Form
- Here is PBL Works Planning Sheet if you want something more robust
- BIE Project Design Rubric http://www.bie.org/object/document/project_design_rubric
Examples of Recent Projects
Examples of Recent Projects
- Examples of projects we accomplished at Bettendorf Middle School
- LEGO Carnival PBL - Fully Mapped Out
- LEGO WeDo 2.0 Resource
- Power of Water PBL 2019 - https://sites.google.com/view/the-power-of-water/home
- Podcast: 081: Jeff Robin & Why You Need To Do The Work https://wp.me/s4covo-081
Project Based Learning Tools and Structures
Project Based Learning Tools and Structures
What PBL Isn’t
https://www.youtube.com/watch?v=ZTr3XfvrL3Y&t=3s
Skype in the Classroom - Helps with Authentic Audience throughout the project
https://education.microsoft.com/skype-in-the-classroom/overview
Example of PBL
https://www.edutopia.org/article/projects-have-been-put-test-anne-lise-halvorsen-nell-duke
Main Course
http://www.bie.org/object/document/main_course_not_dessert
Protocols - National School Reform Faculty
https://www.nsrfharmony.org/free-resources/protocols/a-z
Grant Wiggins – TeachThought “Academic Standards: Breaking Whole Things Into Broken Bits”
http://teachthought.com/pedagogy/academic-standards-breaking-whole-things-into-broken-bits/
TeachThought- “Using Project-Based Learning To Flip Bloom’s Taxonomy For Deeper Learning”
http://wegrowteachers.com/using-project-based-learning-to-flip-blooms-taxonomy-for-deeper-learning/
New Tech Network – PBL Resources
https://newtechnetwork.org/resources/8-video-resources-authentic-project-based-learning-design/
New Tech Network – Image for Projects v. PBL Unit
PBL Design Elements
http://www.bie.org/object/document/gold_standard_pbl_essential_project_design_elements
Nikki Armstrong PBL Website Examples
http://armstrongpbl.weebly.com/
Project Tuning Process Protocol
https://docs.google.com/document/d/1Y3B0nEDmalLjSRfFD9EO4kGgtClyGpvCqhvJq4rRJEc/edit
PBL Learning Environment
PBL Learning Environment
- Ensure your project has one or more connections beyond the classroom walls
- Intentionally alter the look and feel of your classroom to look less like a classroom and more like the real world
- What is your WOW?
Crafting the Driving Question
Crafting the Driving Question
- Driving Questions are provocative.
- Driving Questions are open-ended.
- Driving Questions go to the heart of a discipline or topic.
- Driving Questions are challenging.
- Driving Questions can arise from real-world dilemmas that students interesting.
- Driving Questions are consistent with curricular standards and frameworks.
- Driving Questions PULL the student through a good project!
Plan the Assessment
Plan the Assessment
- A good assessment matches performance outcomes with learning targets from your standards
- Align products and outcomes
- Create a balanced assessment plan
- Know what to assess (design & share rubrics)
Aligning Your Standards
Aligning Your Standards
What do you want your students to know and be able to do?
- Identify the key standards/learning targets that will be required in order to successfully complete the project.
- Try to include no more than 3 standards per project - adjust accordingly for interdisciplinary or longer-term projects.
- Do not plan for outcomes you cannot assess. Be clear about the standards that will be assessed and how the products will allow each student to transfer their knowledge and demonstrate their learning (e.g. clear rubrics).
Project Design Criteria
- Authenticity
- Academic Rigor
- Applied Learning
- Active Exploration
- Adult Connections
- Thoughtful Assessment Practices
Map the Project
Map the Project
- Organize tasks and activities
- Decide how to launch the project
- Gather resources
- Draw a “storyboard”
Drawing a Storyboard
- Sketch the project in a flow chart or storyboard format
- Create a timeline
- Identify milestones and assignments
- Include the following:
- Project launch
- Sequence of activities
- Drafts, rehearsals, practices
- Due dates
- Scaffolding
- Assessments
- Mock presentation time
- Revision & refinement time
- Reflection & review (& redo if needed)
Manage the Process
- Share project goals with students
- Use problem-solving tools
- Use checkpoints and milestones
- Plan for evaluation and reflection
Checkpoints or Milestones
Checkpoints or Milestones
- Informal briefings by group leaders
- Interview random or selected students
- Quick writes to groups or entire class
- Review student/class checklists of completed project steps
- Examine student or group progress logs
- Sit with groups to monitor progress
- Debriefing sessions after activity or product completion
Final Product
End with a BANG, not a whimper! The last day of a project should not be, “OK, turn in your papers and here’s the test. Our next unit begins Monday.”
When you begin developing ideas for projects, envision your students presenting their work to an involved audience.
The project should end with a sense of pride, excitement, and celebration.
Grading That Reflects the Real World
Grading That Reflects the Real World
Focus shifted to Scaffolding & Project Completion vs. Individual Number Grade on Every Assignment:
- KNTK Process Drives “Scaffolding Activities” (True Differentiated Instruction!)
- Scaffolding Work & Final Work: In-progress, Mastery, or High Mastery
- In-progress = Under Construction (vs. Missing or Incomplete)
- Individual Grading (Scaffolding Activities/Formative Assessments) and Team Grading (Part of Final Project Score)
- Grading should allow for continuous reflection, rework, revision, & redesign via the Engineering Design Process and not be a list of incomplete/missing work.
Self & Peer Reflections
Research says…
Students who have the opportunity to discuss, analyze, and reflect on their learning experiences are more likely to retain and use their knowledge and skills.
How's Your Progress?
How's Your Progress?
Does your project…
- Require DOK of standards to complete?
- Engage students?
- Focus on essential understanding?
- Encourage higher-level thinking?
- Teach literacy and reinforce basic skills?
- Allow all students to succeed?
- Use clear, precise assessments?
- Require the sensible use of technology?
- Address authentic issues?
Well-designed projects that meet PBL criteria differ from activities, or even prior projects, that have been used in a traditional classroom.
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