Project Based Learning

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Project Based Learning

• Module Four
• Map the Project Part I

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Project Based Learning
Module 2 Craft the Driving Question
Module 1 Begin With the End in Mind
Module 3 Plan the Assessment
Module 4 Map the Project
Module 5 Manage the Process
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Outcomes Map the Project

• Participants will be able to
• Organize Tasks and Activities for their Project
• Decide How to Launch the Project
• Gather Resources
• Draw a Storyboard

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Our Focus

• Focus first on the learner.
• Think about what kids need to learn and how they
  can learn it best.
• Don't be distracted by the question,
• What can I use these tools for? Instead ask,
  What can these tools do for the students?

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What Motivates Us To Complete a Project?
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Your Project Map For Planning

• THINK-PAIR-SHARE-SQUARE
• Think -- On your own complete this chart to
  determine what skills you will need to
  successfully begin to implement Project Based
  Learning in your classroom.
• Pair-Share Make certain that you have included
  all the skills that you will need.
• Square -- What conclusions could you draw about
  you future staff development needs?

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Where are we headed? Why are we going there?

• Think purposely about how you will indicate to
  students the end result.
• You need to know and SO do the kids!

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What will allow the students the chance to
experience the big ideas realistically?
What activities will help students explore the
essential questions?Equip students for the final
performance through appropriate instruction.
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Hook the students through engaging provocative
entry points.
Thought-provoking questions, statements,
problems, oddities, challenges.
Inside Looking Out
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Organize Tasks and Activities
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Organize Tasks and Activities

• Direct instruction What content knowledge do
  students need to succeed?
• Skill-building Do students know how to succeed
  in the project?
• Culture-building Are students ready to manage
  themselves?

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Online Project Examples
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Online Project Examples

• Thinkquest
• http//www.thinkquest.org/
• Searchable gallery of projects.
• Best Internet Site for Kids by Common Sense
  Media Apr. 2005.

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Online Project Examples

• Macromedia Innovation Program
• http//www.macromedia.com/resources/innovation/
• Recognizes the creators of innovative websites
  and applications built with Macromedia products

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Online Project Examples

• The Paly Voice
• http//voice.paly.net/
• Home of the Palo Alto High School journalism
  programs.

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Online Project Examples

• The WebQuest Portal
• http//webquest.sdsu.edu/
• What is a WebQuest?
• A WebQuest is defined as "an inquiry-oriented
  activity in which some or all of the information
  that learners interact with comes from resources
  on the Internet."

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• Bernie Dodge stood at the chalkboard in an empty
  classroom pointing to a row of three boxes he had
  just drawn. The first he'd labeled "learning
  inputs" and the last "learning outcomes." But the
  one in the middle excited him

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• "Transformations."
• The goings-on in the minds of learners that take
  the raw information and work with it until it's
  transformed into new knowledge, constructed into
  new meaning. From that day back in 1995, this has
  been the definitive focus of the WebQuest
  strategy.
• Tom March-ozline.com

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Evaluating WebQuests

• Lets compare a series of WebQuests using the
  WebQuest format
• Here we get the chance to compare five different
  Quests from four different points of view.

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Our Process

• We will use our groups of four
• Each member of the group has a specific role
• Each individual will judge the Quest from his or
  her assigned point of view

• The Four Roles
• Efficiency Expert
• Affiliator
• Altitudinist
• Technophile

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What the heck does that mean?
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1. The Efficiency Expert Believes

• Time is very valuable!
• Too much time is wasted on unfocused activities
• WebQuests give maximum bang for the buck
• You like short, unambiguous activities that teach
  small things well
• If the Quest is longterm, it had better deliver a
  deep understanding of the topic at hand

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2. The Affiliator Believes

• The best activities are those where students work
  together
• The best WebQuests create a need for discussion
  and consensus
• WebQuests where students work alone are not your
  cup of tea

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3. The Altitudinist Believes

• Higher level learning is the most important thing
  for you
• Factual recall is a waste of time
• The only reason to bring technology into schools
  is to provide the opportunity for analysis,
  synthesis and the ability to take a stand on
  issues
• Creative expression is an important goal for the
  learner

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4. The Technophile Believes

• The Internet is way cool.
• The best WebQuests are the ones that make best
  use of the technology.
• The better the students learn to use animation,
  video, audio and graphics the better you like it.
• If you cant use the Web to the fullest, dont
  bother.

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Our Process

• This part of the activity will be limited to 50
  minutes
• Meet in your group and determine roles
• Examine the sites individually (no more than 10
  minutes per website)

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Now That You Know Your Role

• Examine each WebQuest site listed
• Jot down notes as you look at the site
• Stay in character as you look at the sites on
  your own
• Dont compare notes until you get back into your
  group
• Do not spend more than 10 minutes on any website

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And next

• Reconvene as a group.
• Poll your members to get the two best and two
  worst sites.
• Assign one member of the group to record your
  thoughts.
• Come to a compromise consensus as to your teams
  nominations for best and worst and why.
• Be prepared to share with whole group.

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Explore Online Projects

• WebQuest Portal
• http//webquest.sdsu.edu/

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Now for the Debriefing

• Use your collective notes
• Share your conclusions with the whole group
• What conclusions can you draw about making
  WebQuests successful in your classroom.

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Project Design Criteria

• Meet standards?
• Engage students?
• Focus on essential understandings?
• Encourage higher-level thinking?
• Teach literacy and reinforce basic skills?

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Project Design Criteria

• Allow all students to succeed?
• Use clear, precise assessments?
• Require the sensible use of technology?
• Address authentic issues?