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Standards Focused 21st Century Skilled Project Based Learning

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Standards Focused 21st Century Skilled Project Based Learning Tristan de Frondeville & Thom Markham Des Moines, Iowa June 8-11, 2009 WHY? Agenda Day 1 Overview of ... – PowerPoint PPT presentation

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Title: Standards Focused 21st Century Skilled Project Based Learning


1
Standards Focused 21st Century Skilled Project
Based Learning
Tristan de Frondeville Thom Markham Des Moines,
Iowa June 8-11, 2009
2
WHY?
3
Agenda
  • Day 1
  • Overview of Project Based Learning
  • The PBL Challenge Relevance, Skills and
    Standards
  • Crafting a Driving Question
  • Including 21st Century Skills
  • PBL Methods
  • Team Planning Developing a project idea
  • Day 2
  • Assessment and Performance Exhibitions
  • Team Planning Refining the project
  • Project Management Tools
  • Using a project rubric and tuning protocol for
    critique and discussion

4
PBL and youth development
Youth needs
Resilient behaviors/internal assets
Protective factors
Safety Love Belonging Respect Mastery Challenge Po
wer Meaning
Cooperation Empathy Problem-solving Self-efficacy
Self-awareness Goals and aspirations
Caring relationships High expectations Meaningful
participation
Improved health, social, academic and culturally
appreciative outcomes
www.WestEd.org/hks
5
Foci for Change
  • Create a culture of care and accountability
  • 9th grade programs, personalized methods
  • Offer relevant and engaging instruction
  • PBL plus active instruction and contextual
    teaching
  • Teach 21st century skills
  • Communication teams self-management
  • Change assessment systems
  • skills rubrics portfolios
  • More professionalism in staff
  • PLCs critical friends

6
doing projects
Activity Based Teaching PBL
Teacher directed Student driven
Single answer Open-ended
Summative On-going
Thematic Driving question/challenge
Fun Engaging
Answer giving Problem solving
School world Real world
Curricular add-on Curricular focus
Continuum of Practice
7
yeah, but
  • Its not standards-based
  • My students arent ready
  • I dont have time and support
  • I cant use traditional teaching tools
  • Its loud and messy
  • No individual accountability
  • I cant cover all required material/standards

8
The Design Principles
Begin with the end in mind
Manage the process
Craft the Driving Question
Map the project
Plan the Assessment
9
Planning backwards
  • Who is the audience for the work?
  • What products will students create?
  • How will you assess the student work?
  • How should activities be organized?

10
Squeezing the Balloon
Standards Power Standards
Driving Question Relevance
Final Product Performance of What to Whom?
11
Teaching the whole person
Skills 1 2 life skills
Content 2 3 standards
Personal Strengths 1 Habit of Mind/EQ
12

Redefining Rigor
  • Construction of knowledge
  • Disciplined inquiry
  • Build on prior knowledge
  • In-depth understanding
  • Elaborated communication.
  • Value beyond school
  • Fred Newmann, 1998
  • Authentic Achievement

13
Skills/Competencies
  • Communication
  • Independent Learning
  • Working with and Leading Others
  • Managing projects and problem solving
  • Managing information
  • Applying number skills

14
Habits of Mind
  • Persisting
  • Managing Impulsivity
  • Listening with Understanding and Empathy
  • Thinking about Thinking
  • Striving for Accuracy
  • Questioning and Posing Problems
  • Applying Past Knowledge to New Situations
  • Thinking and Communicating with Clarity and
    Precision
  • Gathering Data through all Senses
  • Creating, Imagining, Innovating
  • Responding with Wonderment and Awe
  • Taking Responsible Risks
  • Finding Humor
  • Thinking Interdependently
  • Remaining Open to Continuous Learning
  • Source Arthur L. Costa and Bena Kallick in
    The Habits of Mind

15
Why teach both skills and habits of mind?
Communication and collaboration require empathy
and the habit of listening Task management
requires self management Problem solving
requires innovation/creativity Life requires
flexibility
16
(No Transcript)
17
Keys to effective projects
  • Use a Design Process
  • Establish the conditions for PBL
  • Plan simultaneous outcomes
  • Use a Driving Question to focus the problem
    solving process
  • Deepen the content
  • Map backwards to plan learning activities
  • Create performance assessments
  • Use a management structure
  • Review and critique with colleagues and students

18
Content/standards
  • Include
  • State and national content standards.
  • School-wide or District outcomes.
  • Literacy
  • Think about
  • Coverage vs. uncoverage.
  • The power standards What are they and how do
    you teach them?
  • How many?

19
Coverage vs. Depth
  • Coverage
  • Inch high, mile wide
  • Harder to include quality concepts and difficult
    vocabulary
  • Depth
  • Can use the vocabulary and concepts developed in
    depth at other times

20
What works for teachers
  • Content mastery
  • Youth-friendly
  • A feel for inquiry
  • Modeling
  • Planning and design skills
  • A willingness to balance care and accountability

21
What works for students
  • An explanation of why PBL
  • Progressive training (frontloaded)
  • A sense of partnership and community
  • Clarity of outcomes and performance measures
  • A deep management structure
  • Support and leadership from the teacher

22
The lighthouse for the Project A Powerful
Driving Question
  • Focused
  • Concrete
  • Requires core knowledge to answer
  • Consistent with standards and curriculum
  • Inspiring
  • Provocative
  • Open-ended
  • Authentic

23
A driving question is ...
  • Open-ended
  • Authentic
  • Concrete
  • Relevant and rigorous
  • Requires core knowledge to answer
  • Provocative
  • Requires 21st Century Skills complete
  • Communication
  • Collaboration
  • Critical Thinking and Problem Solving
  • Design tip A project can be shaped by a
    challenge
  • statement, an investigation, a community issue or

24
Refining a dq
What is a safety shed? How can we design and
build a cost-effective, fireproof safety shed
that can be used in all high schools in the
district?
25
Refining a dq
What kind of scientist would I like to
be? What elements of my personality are suited
for a career as a scientist?
26
Refining a dq
How do I build a bird house? How do I become a
craftsman?
27
Refining a dq
How did the novel Night deepen your
understanding of the Holocaust? How do we
avoid genocide in the 21st Century?
28
Refining a dq
  • Can science be used to solve crimes?
  • Would you trust your guilt or innocence to
    science?

29
The Refining protocol
Squeeze the Balloon DQ Final Product
Standards Use the DQ Refinining Protocol Make
it zing!
30
Scope of project
Limited Ambitious
Duration 15-20 contact hours 40 contact hours
Breadth One subject (1-2 power standards) Interdisciplinary (3-4 power standards)
Technology Basic Extensive
Outreach Classroom Community/World
Collaboration One teacher Many teachers, outside experts, community
Audience Classroom Experts, community, world, web
Student Autonomy Teacher-defined tightly managed Co-defined and managed
31
Web-based resources
  • www.pblassociates.com www.thommarkham.com
  • www.bie.org
  • www.pbl-online.org
  • http//collaboratory.nunet.net/cwebdocs/index.html
  • www.imsa.org
  • www.glef.org
  • On-line project libraries
  • http//projects.hightechhigh.org/
  • http//www.pbl-online.org/
  • http//pathways.ohiorc.org/

32
Best practices
  • Provide assessment criteria from the start
  • Timely feedback
  • Create rich descriptors for criteria for your
    rubrics
  • Provide exemplars
  • Capture process as well as product (work folders)
  • Standardize your rubrics
  • Encourage grade challenges
  • Weight later performances (process skills such as
    21C)

33
Use multiple methods
  • Daily
  • Homework
  • Weekly
  • Quiz
  • Early milestone
  • Journal
  • Self-reflection
  • Informal assessment
  • Mid-project milestone
  • Essay
  • Artistic product
  • End of project
  • Exhibition
  • Oral presentation
  • Defense
  • Exam

34
A critical balance
Formative
Group Tasks
Self Peer Evaluation
Balanced Assessment
Process Focused (21st Century Skills)
Content Focused
Teacher Evaluation
Individual Assignments
Summative
35
Using rubrics
  • Allow for more authentic assessment
  • Provide a tool for precise feedback
  • Increase fairness while decreasing grading time
  • Reduce quibbling over grades
  • Acknowledge subjectivity of grading
  • Checklists vs. rubrics there is a big
    difference
  • Disaggregating data

36
What works
  • Anchoring rubrics using powerful, positive, and
    understandable language
  • School wide rubrics for core skills
  • Rubrics tied to grading/points system
  • Rubrics that require content mastery and
    demonstrated skills
  • Rubrics with breakthrough category

37
Managing your project
  • Task lists
  • Daily goal sheets/briefs
  • Time sheets
  • Reflections in journals or problem logs
  • Debrief with team leaders
  • Have groups report out to whole

38
Scaffolding project skills
  • Break down speaking skills into body, voice, eye
    contact, ability to speak without notes, etc.
  • Break down collaboration into listening,
    turn-taking, body language, empathy, etc.
  • Break down task management into meeting
    deadlines, goal setting, and reflection.

39
Graphic overview A 2 week project
Day 0 DQ Standards Student products Entry
event Critical friends
Day 0.5 Groups Rubrics Calendars Resources Exempla
rs
Days 1-13 Teach Learn Scaffold Assess Experience
Days 14-15 Present Reflect Assess Collaborate Debr
ief
Design Planning
Instruction Assessment
40
Planning Day 0
  • Review of Power Standards
  • Writing and Refining the Driving Question
  • Writing and Refining the Project
  • Describing Student Products
  • Creating an Engaging Entry Event
  • Participating in Critical Friends/Tuning Protocol

41
Planning Day 0.5
  • Creating Assessments (Rubrics)
  • Designing Scaffolded Assignments and Experiences
  • Collecting Resources and Scheduling
    Facilities/Equipment
  • Creating Groups
  • Creating Project Calendars
  • Creating Packets
  • Creating/Collecting Exemplars
  • Creating a Presentation Schedule (arranging
    panel?)
  • Creating a Reward System (bonuses, extra credit,
    etc.)

42
Implementing Day 1.0
  • Unleash Entry Event
  • Create Need-to-Know List
  • Announce Groups/Presentation Schedules
  • Students begin to.
  • Hold Initial Group Meetings
  • Write Group Contracts
  • Write Preliminary Task Lists
  • Complete Individual Activity Logs
  • Begin Research and reading
  • Compete for topics (when appropriate)

43
Implementing Days 1.0 - 13.0
  • As needed
  • Whole Class Instruction Special Work Groups
  • Homework Lecture
  • Labs Films
  • Reading Quizzes
  • Guest Speakers Field Trips
  • Rough Drafts Final Task Lists
  • Storyboards Practice Presentations
  • Reflective Essays Activities

44
Presentations Days 14 and 15
  • Oral Presentations Followed by Individual
    Response
  • Public Demonstration of Student Understanding
  • Public Demonstration of Student Work
  • Followed by
  • Structured Reflection
  • Peer Collaboration Scoring
  • Assignment of Bonuses/Rewards
  • Project Debriefs
  • Preview of Next Project?

45
Plan for evaluation and reflection
  • Evidence shows robust correlation between
    reflection and retention.
  • Using a cycle of inquiry helps to prepare for the
    next project and develop an inquiry-based
    classroom.
  • The methods whole class debrief fishbowl
    survey self-report.

46
Reflect on process and outcomes
  • Student performance.
  • Student engagement.
  • Clarity of instructions.
  • Clarity of process.
  • Clarity of evaluation.

  • (Reeves, 1999)

47
The Project Rubric
48
The tuning protocol
  • Group A presents, outlining vision, project
    activities, and assessments. Other groups listen
    without responding or questioning. (7 minutes)
  • Audience asks clarifying questions. (5 minutes)
  • Audience discusses project among themselves and
    offers warm feedback. Group A takes notes and
    does not respond. (5 minutes). I Like
  • Audience discusses project among themselves and
    offers cool (not cruel) feedback. Group A takes
    notes and does not respond. (5 minutes). I
    Wonder if
  • Group A responds and engages in open conversation
    with audience members. (4 minutes)

49
PBL Associates Tristan de Frondeville tristan_at_pbla
ssociates.com 415.962.1505 www.pblassociates.com
50
PBL
for the 21st century
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