PBL Sara Hallermann PBL National Faculty Buck Institute
PBL Sara Hallermann PBL National Faculty Buck Institute for Education sarahallermann@yahoo. com
By the end of PBL 101, you will have started planning a project by: O Understanding “Main Course” PBL O Generating a Project Idea O Refining a Driving Question O Balancing Assessment Strategies O Gathering Tips for Managing Projects O All of the Above
MY STORY
Begin with the End in Mind
THINK SHARE BEGIN WITH THE END IN MIND. What knowledge, skills & dispositions do you want your students to have before they graduate? In other words, describe your “ideal graduate. ”
THINK SHARE BEGIN WITH THE END IN MIND. What knowledge, skills & dispositions do you want your students to have before they graduate? In other words, describe your “ideal graduate. ”
Get Farther
“It’s not focused enough on content. ” – They
“I can’t use traditional teaching tools!” – They
“I can’t cover enough material. ” – They
“It’s loud & messy!” – They
“There’s no individual accountability. ” – They
“I don’t have time and support. ” – They
“It’s not for my students. ” – They
bie. org/research
By the end of PBL 101, you will have started Planning a Project by: O Understanding “Main Course” PBL O Generating a Project Idea O Refining a Driving Question O Balancing Assessment Strategies O Gathering Tips for Managing Projects O All of the Above
“The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative. ” – John Dewey
MY “PROJECT”
Dear Keepers of the Missions of Alta California, Because the Church desires to save more Indian souls, we would like to establish another mission, the 22 nd, somewhere beyond the one in Sonoma. Please tell us exactly where you think the mission should be located and what it should look like, based on your knowledge of the area. With gratitude,
Driving Question or Challenge Inquiry & Innovation Need to Know Student Voice & Choice Critique & Revision Public Performance & Product 21 st Century Skills
Publicly Presented Product Feedback & Revision Student Voice & Choice Driving Question or Challenge The 22 nd Mission Project 21 st Century Skills Need to Know Inquiry & Innovation
Driving Question or Challenge
Need to Know
Inquiry & Innovation
21 st Century Skills
Student Voice & Choice
Feedback & Revision
Publicly Presented Product
LINE IN THE SAND. Watch this video. Look for the 7 essential elements of PBL. Were any elements particularly strong, or were any missing? Video - Students as Entrepreneurs
revolution
“Build with what they have. ” – Lao Tzu
THINK SHARE REVOLUTION OR EVOLUTION. Would PBL be an evolution of your teaching, or a revolution? Or do you do it already? Could you modify some of your current activities or “projects” so they have the 7 essential features of PBL?
By the end of PBL 101, you will have started planning a project by: O Understanding “Main Course” PBL O Generating a Project Idea O Refining a Driving Question O Balancing Assessment Strategies O Gathering Tips for Managing Projects O All of the Above
SOURCES OF INSPIRATION o o o o Your Community Your Students Current Events Real-World Practice/Problem Your Content Standards Online Project Libraries Your File Cabinet Your Colleagues
Authentic Culminating Product Activity
Duration Breadth Technology Setting Who’s Involved LIMITED AMBITIOUS 10 -15 contact hours 40+ contact hours One subject; Interdisciplinary; few standards several standards Basic Extensive Classroom Community/World One teacher Several teachers, outside experts, community Audience Classroom Student Autonomy Teacher-defined; tightly managed Experts, community, world, web Co-defined and managed
By the end of PBL 101, you will have started Planning a Project by: O Understanding effective PBL O Generating a Project Idea O Refining a Driving Question O Balancing Assessment Strategies O Gathering Tips for Managing Projects O All of the Above
Publicly Presented Product Feedback & Revision Student Voice & Choice Driving Question or Challenge PBL Need to Know Inquiry & Innovation 21 st Century Skills
WHY HAVE A DRIVING QUESTION? FOR STUDENTS FOR TEACHERS Guides Project Work Guides Planning & Reframes Content Standards or Big Ideas Creates Interest and/or the Feeling of Challenge Captures & Communicates the Purpose of the Project Reminds Them “Why we’re doing this today” Initiates and Focuses Inquiry
REFINING A DRIVING QUESTION. Watch this video. What do you notice about the process of refining a Driving Question?
THINK SHARE REFINING A DRIVING QUESTION. What do you notice about the process of refining a Driving Question?
From “too big” to manageable: How have humans changed the environment? How has our valley changed in the past 50 years?
From “Google-able” to open-ended: What were the major developments in the Renaissance? Was the Renaissance a rebirth, or a whole new baby?
From too general to more concrete and challenging: How do architects use geometry? How can we design a theatre that meets specifications with the greatest number of seats?
From too abstract to more relevant and engaging: What is a hero? Who are the heroes in my life?
From too general to more concrete and localized: What are the characteristics of healthy soil? Is our soil healthy enough to support a vegetable garden?
From “sounds like a teacher” to student-friendly: How does the author use voice and perspective in The House on Mango Street to reflect on her childhood and community? How does our childhood shape who we are as teenagers?
Types of Driving Questions. . . Abstract “When is war justified? ” “Should art be censored? ” “Should President Truman have dropped the atomic bomb on Japan? ” More Concrete “Are amusement park rides safe? ” “Is our water safe to drink? ” “Can DNA evidence be trusted in criminal trials? ” Problem-Solving “How can we decrease the amount of pollutants in the water that runs our city's streets into the river? ” “How can we improve the traffic flow around our school? ” Design Challenge “How can we design a community theatre that meets size limits and seats the most people? ” “How can we design a museum exhibit about the Vietnam War so that appeals to diverse groups in our community? ” off it
THINK SHARE REFINE A DRIVING QUESTION. Choose one of the projects on the handout. Pick the best Driving Question for it, or refine one, or write a new one.
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? )
TO DOs: Generate a Project Idea Refine a Driving Question Determine Culminating Products Create an Entry Event*
bie. org/tools
TO DOs: Generate a Project Idea Refine a Driving Question Determine Culminating Products Create an Entry Event*
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