Westport 101 Project Based Learning What is Westport

Westport 101 Project Based Learning

What is Westport 101? • Intervention and extension class in addition to your 4 core content classes • Generally taught Tues-Fri (Mon is advisory) • Keep a group of students 4 weeks

Table Discussion and Share • What are some things you LIKED when you taught an intervention/extension class (Westport 101 or otherwise)? • What were some things you STRUGGLED WITH when you taught an intervention/extension class (Westport 101 or otherwise)?

Westport 101 Focus • Project based learning • Content literacy

What is project based learning? • Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge. • PBL Overview

Benefits of Project Based Learning • • • Academic Achievement 21 st Century Competencies Equity Motivation Teacher Satisfaction

Academic Achievement • Students learning through PBL retain content longer and have a deeper understanding of what they are learning. (Penuel & Means, 2000; Stepien, Gallagher & Workman, 1993) • In specific content areas, PBL has been shown to be more effective than traditional methods for teaching math, economics, language, science, and other disciplines. (Beckett & Miller, 2006; Boaler, 2002; Finkelstein et al. , 2010; Greier et al. , 2008; Mergendoller, Maxwell, & Bellisimo, 2006) • On high-stakes tests, PBL students perform as well or better than traditionally taught students. (Parker et al. , 2011)

st 21 Century Competencies • Students demonstrate better problem-solving skills in PBL than in more traditional classes and are able to apply what they learn to real-life situations. (Finkelstein et al. , 2010) • When teachers are trained in PBL methods, they devote more class time to teaching 21 st century skills; their students perform at least as well on standardized tests as students engaged in traditional instruction. (Hixson, Ravitz, & Whisman, 2012) • PBL students also show improved critical thinking. (Beckett & Miller, 2006; Horan, Lavaroni, & Beldon, 1996; Mergendoller, Maxwell, & Bellisimo, 2006; Tretten & Zachariou, 1995) • Through PBL experiences, students improve their ability to work collaboratively and resolve conflicts. (Beckett & Miller; Chan. Lin, 2008) • Opportunities for collaborative learning provide benefits to students across grade levels, academic subjects, and achievement levels. (Johnson & Johnson, 2009; Slavin, 1996)

Equity • PBL shows promise as a strategy for closing the achievement gap by engaging lower- achieving students. (Boaler, 2002; Penuel & Means, 2000) • PBL can work in different types of schools, serving diverse learners. (Hixson, Ravitz, & Whisman, 2012) • PBL also can provide an effective model for whole-school reform. (National Clearinghouse for Comprehensive School Reform, 2004; Newmann & Wehlage, 1995; Ravitz, 2008)

Motivation • In PBL classrooms, students demonstrate improved attitudes toward learning. They exhibit more engagement, are more selfreliant, and have better attendance than in more traditional settings. (Thomas, 2000; Walker & Leary, 2009)

Teacher Satisfaction • Teachers may need time and professional development to become familiar with PBL methods, but those who make this shift in classroom practice report increased job satisfaction. (Hixson, Ravitz, & Whisman, 2012; Strobel & van Barneveld, 2009)

PBL Implementation • Each teacher will implement 2 units for the year during Westport 101. • Each unit will be 15 lessons long. • Teachers will teach their first PBL unit the entire 1 st semester as group’s • • rotate every 4 weeks. The 16 th day of Westport 101 is set aside for Town Hall meetings. The Westport 101 committee members created the first unit for you. PLC’s will work together during 1 st semester to create a 2 nd unit. NOTE: Math is not doing PBL.

Unit 1 Problems/Questions Science Social Studies 6 th How can we analyze How does geography effect weather in one part of economic activities globally? the United States to predict weather in another part? Why does the weather vary so much across our nation? 7 th Are viruses living? How should I manage my money? 8 th Do you think people's actions are causing global warming? How do communities solve scarcity? Language Arts Jordan providing…. .

Table and Share • What are some things you thing we need to consider when planning a PBL unit?

PBL Planning Tool Look over the tool and rubric, what sticks out to you? • Key Knowledge Understanding & Success • Challenging Problem or Question • Sustained Inquiry • Authenticity • Student Voice & Choice • Reflection • Critique & Revision • Public Product

Key Knowledge Understanding & Success

Challenging Problem or Question

Sustained Inquiry

Authenticity

Student Voice & Choice

Reflection

Critique & Revision

Public Product

Additional Resources • http: //bie. org/ • https: //wvde. state. wv. us/teach 21/pbl. html • Exemplar PBL: http: //bie. org/object/video/watershed_project_overview

Literacy Considerations • Within each unit, you will see lessons/activities that support content literacy. • For example, a current event article that students read and complete a graphic organizer that help students determine the main ideas. • Make sure you are embedding literacy as you plan your 2 nd unit.

Next Steps • Meet with your content PLC to review your first unit • • Review planning tool for your first unit Compare the tool to the rubric: Is it EFFECTIVE for all parts of the rubric? Is content literacy embedded effectively throughout the unit? Make any changes that you feel are needed—NOTE: PLEASE CONTINUE TO REFLECT AND TWEAK WITH YOUR PLC AS YOU TEACH AND MAKE TWEEKS AS NEEDED. • Review lessons (sustained inquiry) in detail: Is everyone in your PLC comfortable with implementing the unit? • Brainstorm ideas for your 2 nd PBL unit