Notes on Project Based Learning
Notes on Project Based Learning (PBL)
Los Angeles County Department of Education
11-4-2014--some of my thoughts taken from the training
Ice breakers, introductions—problems we face: reaching kids that we care and teaching the 4 Cs
Challenges
· Find time?
· How do we use PBL to go beyond classroom?
· Relate to students
Respond to Central Purpose: To design meaningful and effective projects in which students learn significant content and build 21st century skills…
What do we know? We know that students do not generally like school. They are task completion oriented and do not see the meaning in what they do.
· Technology needs to be included
· Projects need to be relevant
· Projects need to be extended beyond the classroom
· Projects need to be well planned
· Skills and knowledge can be integrated and engage ALL learners
· Goal and outcomes need to be related to standards/assessments
What do we need to know? We need to know what is meaningful to them. How to engage them in school, to show them the meaning of what they do.
· How do I assess learning?
· How do I group students?
· When/how do I intervene/reteach?
· Rubrics to assess outcomes
· How to create an environment for PBL?
· Differentiated strategies for different students in various settings
· Where do I find time?
· How does PBL align to Common Core?
· How do I get support from families and colleagues?
The Buck Institute is behind all this.
www.bie.org
www.edutopia.org
www.prezi.com
BEGIN WITH THE END IN MIND
What knowledge, skills and dispositions do you want to have before they graduate? The “ideal graduate”
They are able to approach challenges with a critical eye. They are able to calmly confront life’s challenges by assessing their needs and how best to achieve them, based on the ability to gather information and relevant facts.
The ability to apply communication skills. The four Cs.
Mission Project—useless because it is based on completed appearance, rather than the process of creating it. It lacks critical thinking, collaboration, and real world application.
It does not teach core content effectively.
New version:
Your job is to create a mission, where should it be located, look like, etc.
Students have to research on their own and justify their creation.
Article 1—PBL
What=common core How=PBL (teaching strategy) School autonomy is implied
PBL—article 2
1. Is there a driving question?
2. Does the process of the project teach a standard, which standard
3. Raising and answering their own questions-real inquiry, do others review and revise the work.
4. The authentic public display—class, admin, mayor
Driving Question
Day 2
Dan Pink, “Drive” RSA video
1. Autonomy
2. Satisfaction
Day 3—November 6
Example of Juvenile Detention School
· Units are thematic, cross-curricular, last 9 to 12 weeks
· 60 days shows a year of reading growth
· Democracy growth
California Democracy School—Civic Learning Initiative
http://www.literacyinlearningexchange.org/group/california-democracy-school-civic-learning-initiative
http://www.youtube.com/watch?v=MwlYxngakBc
www.lacoe.edu/rtsa
Road to Success Academies
Diana Velasquez-Campos, Director (velasquez_diana@lacoe.edu)
Diem Johnson
Los Angeles County Department of Education
11-4-2014--some of my thoughts taken from the training
Ice breakers, introductions—problems we face: reaching kids that we care and teaching the 4 Cs
Challenges
· Find time?
· How do we use PBL to go beyond classroom?
· Relate to students
Respond to Central Purpose: To design meaningful and effective projects in which students learn significant content and build 21st century skills…
What do we know? We know that students do not generally like school. They are task completion oriented and do not see the meaning in what they do.
· Technology needs to be included
· Projects need to be relevant
· Projects need to be extended beyond the classroom
· Projects need to be well planned
· Skills and knowledge can be integrated and engage ALL learners
· Goal and outcomes need to be related to standards/assessments
What do we need to know? We need to know what is meaningful to them. How to engage them in school, to show them the meaning of what they do.
· How do I assess learning?
· How do I group students?
· When/how do I intervene/reteach?
· Rubrics to assess outcomes
· How to create an environment for PBL?
· Differentiated strategies for different students in various settings
· Where do I find time?
· How does PBL align to Common Core?
· How do I get support from families and colleagues?
The Buck Institute is behind all this.
www.bie.org
www.edutopia.org
www.prezi.com
BEGIN WITH THE END IN MIND
What knowledge, skills and dispositions do you want to have before they graduate? The “ideal graduate”
They are able to approach challenges with a critical eye. They are able to calmly confront life’s challenges by assessing their needs and how best to achieve them, based on the ability to gather information and relevant facts.
The ability to apply communication skills. The four Cs.
Mission Project—useless because it is based on completed appearance, rather than the process of creating it. It lacks critical thinking, collaboration, and real world application.
It does not teach core content effectively.
New version:
Your job is to create a mission, where should it be located, look like, etc.
Students have to research on their own and justify their creation.
Article 1—PBL
What=common core How=PBL (teaching strategy) School autonomy is implied
PBL—article 2
1. Is there a driving question?
2. Does the process of the project teach a standard, which standard
3. Raising and answering their own questions-real inquiry, do others review and revise the work.
4. The authentic public display—class, admin, mayor
Driving Question
Day 2
Dan Pink, “Drive” RSA video
1. Autonomy
2. Satisfaction
Day 3—November 6
Example of Juvenile Detention School
· Units are thematic, cross-curricular, last 9 to 12 weeks
· 60 days shows a year of reading growth
· Democracy growth
California Democracy School—Civic Learning Initiative
http://www.literacyinlearningexchange.org/group/california-democracy-school-civic-learning-initiative
http://www.youtube.com/watch?v=MwlYxngakBc
www.lacoe.edu/rtsa
Road to Success Academies
Diana Velasquez-Campos, Director (velasquez_diana@lacoe.edu)
Diem Johnson
RSS Feed