PBL Project/Problem Based Learning

1. PBL Project/Problem Based Learning 1

2. Prepared to Test? 2

3. Setting the Stage • What is the first thing that pops into your head when you hear? • STEM • PBL • Technology Integration • Common Core • Next Generation Science Standards 3

4. Thrill Ride 4

5. Thrill Ride Plan • Introduction to the Problem- 5 minutes • Design Discussion in Groups- 5 minutes • Create Prototype- 20 minutes • Calculate Scores- 5 minutes • Present Prototypes- 10 minutes 5

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7. Reflection • Scenario • Mess about • Identify variables • Analyze equation • Collect data • Use data to predict and draw conclusions • Identify next steps • Authentic assessment • Curricular connections 7

8. The Puzzle NGSS STEM CCSS PBL 8

9. Problem/Project Based Learning • Starts with a problem or issue • Authentic and real-world • Active learning through investigation or problem-solving • Interdisciplinary • Small-group collaboration • Products, artifacts, exhibitions and presentations • Source: Arends, R. & A. Kilcher, “Problem-Based Learning, Teaching for Student Learning. 9

10. PBL is PBL, right? • Get with the project!! Project? Problem? • What? PBL is different? • That’s the problem!! • What is the difference between project based learning and problem based learning? 10

11. TodaysMeet.com • Go to TodaysMeet.com/Hendersonville • Type in what you have found for project based learning and what you have found for problem based learning – in particular, how are they different? 11

12. That Pesky P – Project or Problem? Project BL Standards-based 3-5 weeks Open-ended driving question 21st century skills Collaborative Product • Problem BL • Standards-based • May be short • Focus on process vs. product • 21st century skills • Collaborative • May be 1 correct answer but multiple strategies 12

13. Concrete Example: Project vs. Problem • Project: • How do you prevent emerging strains of viruses? • Problem: • Build a robot that navigates an unknown maze. 13

14. Technology use should be… 14

15. Critical Thinking & Technology Access Apply Use 15

16. Use The “New” Literacy Access Apply Identify questions Locate reliable information Cite sources without plagiarizing Critically digest visual and written information Compare and contrast information Communicate and collaborate Use in new contexts Innovate 16

17. Subject Area:Extension of Roller Coaster Activity • English • Social Studies • Math • Art • Spanish 17

18. The College and Career Ready Student • Thinks critically to solve problems • Works collaboratively with teams • Shows perseverance in pursuit of solutions • Effective communication skills • Confidence to challenge existing model • Respect for alternative viewpoints • Strong competencies in math and science concepts 18

19. Thomas Friedman NY Times 2013 Editorial • Business Executive – “We can teach new hires the content, and we will have to because it continues to change, but we can’t teach them how to think – to ask the right questions – and to take initiative.” 19

20. Connections to Common Core – Language Arts Shifts • English/Language Arts- 3 Shifts • Building knowledge thru content rich non-fiction • Reading, writing, and speaking grounded in evidence from text • Regular practice with complex text 20

21. Connections to Common Core Mathematics Practices • Make sense of complex problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning 21

22. Connections to Common Core NGSS Focus • Science – 5 Focus • Asking questions/defining problems • Planning and carrying out investigations • Constructing explanations/designing solutions • Engaging in argument from evidence • Obtaining, evaluating and communicating information 22

23. The Puzzle NGSS STEM CCSS PBL 23

24. Nuclear Holocaust: Who Should Survive? • Social Studies: • Manifest Destiny • Survivalist • Red Scare/McCarthy • Exploration – Magellan, Columbus, De Soto • Setting up Government • Setting up Exchange of Goods and Services 24

25. I’m A Survivor • SURVIVORS: Please stand • What about this activity has characteristics of a PBL? • Does justification for being a survivor have to take place only in a verbal scenario? • Can this be an introductory activity with students at the beginning of the year? • Why does this activity only have to be social studies? • Exponential Growth? • CTE – what content would tie? Did you know CTE has stuff… and money!!! 25

26. Getting Started • Pick your “P”- Problem or Project • Hone skills- collaboration, team roles, communication, technology • Single lesson or even a portion 26

27. Variations of PBL • Activities • Interdisciplinary days • Projects • Units 27

28. PD??? • Perfect PLC work • Planning IS the PD • Teachers emulate PBL experience for students 28

29. Planning • 1. Create essential question or problem • 2. Write learning targets • 3. Create performance task and rubric • 4. Develop summative assessments • 5. Develop formative assessments • 6. Find digital curriculum • 7. Classroom experience. PBL takes planning 29

30. Let’s Get Started Today!! • First 2 Items: • Who are you going to work with today? • With your partners/team, name activities that you do currently that can be “PBLed?” And then… 30

31. The Big Three • 1. Create essential question or problem • What is the main question or problem you want students to address? • 2. Write learning targets • What standards are you going to address in this PBL? • 3. Create a performance task and rubric • What will students be required to produce and how will you assess it? 31