PBLi Project Based Learning Inquiry Innovation Dr Gerry

PBLi Project Based Learning Inquiry & Innovation Dr. Gerry Swan Dr. Joan Mazur University of Kentucky College of Education P-20 Innovation Lab Department of Curriculum & Instruction May 16, 17, 18, 2012 Mayfield Kentucky

The Big Idea – Where’s The Fit for PBL Defining and Situating Exploring Terms Associated with PBL Inquiry Problem-based Learning Project-based learning

Inquiry ALWAYS begins with a QUESTION (interrogatives anyone? ) Four Levels of Inquiry (Banchi, 2008; Herron, 1971) • • Confirmation Structured Guided Open

Four Levels of Inquiry and Information Given to Students Question Procedure Confirmation Students confirm a principle through an activity when the results are known X X Structured Students investigate a teacher-presented question through a prescribed procedure X X Inquiry Level Guided Students investigate a teacher-presented question through a student-designed/selected procedure Open Students investigate questions that are student generated through student design/selected procedures X Solution X

Problem-based Learning Involves Inquiry (a Question) Goal: To Solve a Problem May or May NOT involve a project Product: A solution (multiple solutions possible)

Project-based Learning • Inquiry – Involves a Question • Usually involves addressing multiple problems in the course of the inquiry • Anchored in making/doing/producing a Product • Product Presented to Panel/External Experts • The Product MATTERS to external audience • Must be an AUTHENTIC endeavor

Service Learning • Is Project-Based Learning • Project is generated by the outside audience • Community relevant – problem is community based • Can often be leveraged for opportunities for external funding • Product Presented to Panel/External Experts • Must be an AUTHENTIC endeavor (more on this tomorrow).

The Instructional Core What students do in the learning process What teachers do to facilitate learning What is the level and complexity of the content

Nx. GL Attributes can be used in many combinations to change the core S Anytime/Anywhere T Student Voice Mastery Learning Knowledge & Skills C Personalized Learning Systems of Support

What are your connections? S Anytime/Anywhere T Student Voice Mastery Learning Knowledge & Skills C Personalized Learning Systems of Support

I-Zone = Changes to the Core The most powerful applications involve intersections of changes The sweet spot S T C

Not all changes are equal S T C An IZone should involve some change in each area even if it’s a secondary focus. For example, take the common core rollout……. Not all IZone efforts have to be equally spread across the three areas. T S C …. . If you just increase the complexity of the content without changing what students and teachers are doing will you achieve the results you want?

*When you finish, print this out and put it in the parking lot for others to see What is happening right now? How would a student describe their experience in your school? S T What does a teacher do when preparing and implementing a unit/module? What types of things are students be expected to do? C

*When you finish, print this out and put it in the parking lot for others to see What will it look like next year? How would a student describe their experience in your school? S T What does a teacher do when preparing and implementing a unit/module? What types of things will students be expected to do? C

References Banchi, H. & Bell, R. (2008). The many levels of inquiry. Science and Children, October 2008: 46, 2. Herron, M. D. (1971). The nature of scientific inquiry. School Review, 79(2): 171 -212.