Project-Based Instruction
Course UTED 4710
SECTION 001
Spring 2013
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Instructors:
Office: Osborne B346
Phone: 719-255-3529 office
E-mail:
Office Hours:
Required Materials:
Capraro, R. M., & Slough, S. W. (2009). Project-based learning: An
integrated science, technology, engineering, and mathematics (stem)
approach. Rotterdam/Taipei: Sense Publishers.
Other readings as required.
Course Overview:
Project-Based Instruction (PBI) is the capstone course in the sequence of
professional development courses. When UCCSTeach students complete PBI,
they are fully prepared for Apprentice Teaching. PBI is offered as a key
component on the premise that project-based instruction engages learners in
exploring authentic, important, and meaningful questions of real concern to
students. Project-based instruction promotes equitable and diverse
participation and engages students in learning.
Course Objectives:
Students will be able to:
• discuss and critique the merits of project-based instruction (PBI) in terms of
student’s cognitive development, equity and motivation.
• reflect on applications of educational theory as it relates to classroom practice in
the area of project-based instruction.
• distinguish between project-based instruction and other instructional approaches
and decide which approach best fits instructional goals based on the benefits and
limitations of each.
• evaluate the usefulness of technology in achieving learning objectives and select
appropriate resources for student use based on the relationship of salient features
of the technology to learning objectives.
• describe examples of project-based instruction in math or science and analyze
those examples in terms of several well-studied, field-tested models for PBI.
• demonstrate skill in setting up and managing lab and field project-based
environments.
• use PBI design principles to develop an interdisciplinary, three to four-week
project-based unit for secondary math and/or science courses.
• develop alternative assessments appropriate for project-based instruction.
• discuss lab safety and liability issues related to project based instruction and wetlab or field environments (OSHA regulations, how to read materials safety data
sheets, safe disposal of chemicals, etc.)
• use relevant technology to develop projects (e.g., concept mapping software,
video editing software, etc.).
• integrate relevant technology into curricular units (e.g., Internet, simulations, data
analysis packages, modeling software, etc.).
Accreditation Standards
Effective Teachers in the State of Colorado have the knowledge, skills, and commitments
needed to provide excellent and equitable learning opportunities and growth for all students.
They strive to support growth and development, close achievement gaps and to prepare diverse
student populations for postsecondary and workforce success. Effective Teachers facilitate
mastery of content and skill development, and employ and adjust evidence-based strategies and
approaches for students who are not achieving mastery and students who need acceleration. They
also develop in students the skills, interests and abilities necessary to be lifelong learners, as well
as for democratic and civic participation. Effective Teachers communicate high expectations to
students and their families and utilize diverse strategies to engage them in a mutually supportive
teaching and learning environment. Because effective Teachers understand that the work of
ensuring meaningful learning opportunities for all students cannot happen in isolation, they
engage in collaboration, continuous reflection, on-going learning and leadership within the
profession.
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need
assistance with building technological skills should speak with their professor to learn about
technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards of
ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and
punctuality is mandatory. You must actively engage in class and group work to maximize your
learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to
contribute intelligently to the discussion without silencing others. All written assignments must
be computer generated unless otherwise indicated by the professor. Professional behavior will be
expected in your future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
In this course, the instructor will consider absences due to participation in verified military
activities to be excused absences, on par with those due to other unavoidable circumstances such
as illness. If, however, it appears that military obligations will prevent adequate attendance or
performance in the course, the instructor may advise the student to register for the course at
another time, when she/he is more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be
used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
Course Expectations:
(1) Attendance/Participation – 15% of your grade is based on attendance and active
participation in all class and field sessions. Credit for attendance requires arriving on
time to each class and field session, participating in all activities, and staying until the
session ends. If you arrive late or leave early, you will lose 2.5 points of your attendance
grade. If you miss a session, you will lose 5 points of your attendance grade. Arriving
more than 15 minutes late for class will constitute an absence.
Attendance in class is important because you will: (a) plan and/or practice your lessons
with your partner; (b) get feedback from the instructors and other members of the class
regarding your lessons; and (c) observe and learn from demonstration lessons and
classroom guided discussions.
(2) Field Experience - You and a teaching partner will teach project-based inquiry
science/mathematics lessons in a local school. Over the course of the semester, you will
visit this classroom to conduct 2 observations and develop/teach 5 lessons. Early in the
semester, pairs will meet their Mentor Teachers to verify the dates of the observations
and topics of the lessons.
You will send a draft and a revised draft lesson plan as an email attachment to your
instructor at UCCS and to your Mentor Teacher at the elementary school for approval
before you teach the lesson.
Your Mentor Teacher will give you feedback after each lesson you teach. Your Mentor
Teacher will also write a final evaluation of your field experience.
If you have a serious emergency and you must miss your scheduled teaching day, notify
your partner, your Mentor Teacher, and your instructor as soon as possible. Your partner
will teach the lesson alone, and you will be required to make up the missed teaching
day(s). Your field teaching experience is a requirement of PBI. Regardless of your
final average, failure to teach all required lessons will result in a failing grade for
the course.
Teaching supplies are available for you to check out for use in your lessons. You are
responsible for all items in your care and must return them in a timely fashion. If you
need to purchase supplies for a particular lesson, you must get approval from your
instructor at least 5 days prior to your lesson. Materials that have to be ordered require a
two week notice.
(3) Professionalism in the Field – As representatives of UCCS, UCCS Teach, and as
visiting teachers to your local school, we expect you to be professional when
participating in your field experiences for this course.
You are expected to observe all school district rules, policies, and procedures.
Sign in at the front office of the school each day that you visit. You must bring your
driver’s license with you. Be sure to wear your name badge that identifies you as a
UCCS Teach student.
Dress professionally. Each school district has a dress code for teachers and others in field
placements. As guest teachers, you are expected to follow all parts of the dress code. Of
particular note is the restriction against wearing jeans, flip flops, jewelry in visible
pierced areas other than the ear, t-shirts, shorts, or exercise clothing.
Arrive at least 30 minutes before your scheduled teaching time; arrive 1 hour before a
technology or lab-based lesson to set up and troubleshoot equipment.
Practice every aspect of your lesson before you teach it. Decide exactly how you and
your partner will share the teaching responsibilities. Make a plan for how you will
transition from each part of the lesson to the next.
Learn the names of your students! Make nametags or name tents and bring them with you
to each lesson. This is an easy and effective classroom management technique.
(4) Lesson Plans and Reflections – You will be submitting a total of 2 observation
reflections, 1 field experience reflection, a PBI field experience lesson plan, and a final
PBI unit lesson plan throughout the semester. Your two observation reflections and PBI
unit lesson plan will be submitted to Blackboard. All other reflections and lesson plans
will be submitted to TaskStream within one week (7 days) after each lesson that is
taught or observed.
*Please use the following naming conventions when submitting your lessons and
reflections:
Lessons: Last name 1_Last name 2_Assignment name
Example: Baker_Smith_Observation 1 Reflection
(5) Late Assignments – If an assignment is submitted late, points will be reduced by
10% for each day late. If more than 5 days late, you will receive a fixed 50% reduction.
Course Objectives:
Course Objectives and Evidence of Student Learning and Engagement
Students will
Evidence:
Discuss and critique the merits of projectbased instruction in terms of student's
cognitive development, equity and
motivation.
•
•
Reflect on applications of educational
theory as it relates to classroom practice in
the area of project-based instruction.
•
•
In-class and online discussions
A grant proposal to implement a
project-based unit that includes a
rationale and potential impact
Distinguish between project-based
instruction and other instructional
approaches and decide which approach
best fits instructional goals based on the
benefits and limitations of each.
•
•
In-class and online discussions
A project-based unit that includes
benchmark lessons and a lesson
sequence that incorporates
appropriate instructional approaches.
Evaluate the usefulness of technology in
achieving learning objectives and select
appropriate resources for student use based
on the relationship of salient features of the
technology to learning objectives.
•
An annotated list of relevant
resources and technological tools for
a project-based unit
Classroom presentation utilizing
technology tools
•
•
In-class and online discussions
A project-based unit that includes a
rationale and objectives
A grant proposal to implement a
project-based unit that includes a
rationale and potential impact
Course Objectives and Evidence of Student Learning and Engagement
Students will
Use inquiry methods with secondary
students in a problem-based setting.
Evidence:
•
•
A project-based unit that includes
benchmark lessons and a lesson
sequence that incorporates
appropriate instructional approaches.
Videotape evidence of UCCS Teach
students leading problem-based
activities in a field setting
Describe examples of project-based
instruction in math or science and analyze
those examples in terms of several wellstudied, field-tested models for PBI.
•
•
In-class and online discussions
Field observations of project-based
classrooms
Demonstrate skill in setting up and
managing wet lab and field project-based
environments.
•
Videotape or observational evidence
of UCCS Teach students setting up
and managing wet lab and field
project-based environment
Use PBL design principles to develop an
interdisciplinary, three to four-week
project-based unit for secondary math
and/or science courses.
•
A project-based unit including an
anchor video, calendar, rationale,
objectives, theoretical basis for the
project, concept map, benchmark
lessons, investigations, alternative
assessments, strategies for
differentiating instruction for students
with special needs, related resources
and technology tools.
Develop alternative assessments
appropriate for project-based instruction.
•
Problem-based lessons that include
alternative assessments
A project-based unit that includes
alternative assessments
•
Discuss lab safety and liability issues
related to project based instruction and
wet-lab or field environments
(Occupational Safety and Health
Administration (OSHA) regulations, how
to read materials safety data sheets, safe
disposal of chemicals, etc.)
•
Use relevant technology to develop
projects (e.g., concept mapping software,
video editing software, etc.).
•
•
Participation in class discussion on
safety and liability issues
A project-based unit that includes
safety precautions
Technology-based or developed
project elements
Course Objectives and Evidence of Student Learning and Engagement
Students will
Evidence:
Integrate relevant technology into
curricular units (e.g., Internet, simulations,
data analysis packages, modeling software,
etc.).
•
A project-based unit that includes
lessons that integrate the use of
technology
Plan instruction that promotes equitable
and diverse participation so that all
students have an opportunity to learn.
•
A project-based unit that includes
lesson plans documenting
modifications for special populations
Assignments and Grading:
Assignment
Attendance, Participation, Field Trip
Preparation
Topic and Driving Questions
Classroom Observation Reflection1
Anchor Video
Article Review 1
Classroom Observation Reflection 2
PBI Field Experience Lesson Plan
PBI Field Experience Lesson
Reflection
Article Review 2
PBI Unit Plan
Grant Proposal
Grant Proposal Presentation
Week Date / Where to Submit
Points
Throughout Semester / Blackboard
150
Week 3 / Blackboard
By Week 5 / Blackboard
Week 7 / YouTube
Week 8 / TaskStream
By Week 9 / Blackboard
Week 13 / TaskStream
25
25
125
50
25
200
Week 13 / TaskStream
50
Week 14 / TaskStream
Week 15 / Blackboard
Week 16 / TaskStream
Week 16 / In Class
50
150
100
50
Total = 1000
Grading Scale
A: 94-100;
B+: 87-89;
C+: 77-79;
D+: 67-69;
F: 0-59
A-: 90-93
B: 84-86;
C: 74-76;
D: 64-66;
Week
Day / Topic
1
Day 1: Course Overview: What is
PBI?; Course Logistics
B-: 80-83;
C-: 70-73;
D-: 60-63;
In Class Activity / Reading
• Activity
• Exploding Whale-
Textbook Reading (Due by
following Monday)
• Read: PBL Text-Chapters
1, 2, &3
Assignments (Due by
midnight Sat.)
Read Project Based
Learning: A Bridge Just
Day 2: STEM-What is it and why
do we care?
2
Day 3: Factors influencing PBL
implementation
Day 4: 3 Ws of PBL
• Activity (JSAA-PBI
speaker)
• Article: Preservice
Teachers’ Conceptions and
Enactments of PBI
Day 5: The Driving Questions
Day 6: Using Technology in PBL
• Activity
• Article: Doing With
Understanding: Lessons
from Research on PBI
Day 7: The Anchor Video
Day 8:Interdisciplinary STEM
PBL
• Watch and discuss anchor
video examples; work with
group to plan video around
topic and driving questions
• Article: Learning-GoalsDriven Design Model
Day 9: Anatomy of Fieldtrips
• Activity
Day 10: Assessment in PBL
• Develop pre and post
assessments for your field
experience
Day 11: Assessment in PBL
Day 12: Exceptional and Diverse
Learners
• Assessments and rubrics
• Creation of
Accommodations for field
experience
Day 13: PBL Classroom
Management
Day 14: Team Plan Week
• Creation of Management
plan for field experience
• Finalize lesson plan and
layout.
3
4
5
6
7
8
Day 15: Team Plan Week
Day 16: Lesson Prep Week
9
10
11
Establishing a theme
• Article: Project-Based
Learning: A Bridge Just
Far Enough and ProjectBase Learning: a Primer
• Article: Project-Based
Learning Engages Students
in Meaningful Work
Day 17: Lesson Prep Week
Spring Break
Day 18: Lesson Week
• Check all fieldtrip
requirements and
arrangements are met
• Read: PBL Text-Chapter 7
Far Enough; Respond to
Blackboard discussion
about article
• Read: PBL Text-Chapter 6
Contact mentor teacher
and discuss unit topic.
• Read: PBL Text-Chapter
10
Submit topic and
driving questions to
Blackboard
• Read: PBL Text-Chapter 8
Submit outline
plan/script of anchor
video to Blackboard
• Read: PBL Text-Chapter
13
Read Project-Based
learning to Explore
Taxicab Geometry;
Respond to Blackboard
discussion about article;
Submit Classroom
Observation Reflection
1 to Blackboard.
Submit pre and post
assessments via email
• Read: PBL Text-Chapter
11
• Read: PBL Text-Chapter
12
Post anchor video to
YouTube and email
link to class;Submit
accommodations and
management via email
Submit field experience
lesson plan via email;
Submit Article Review
1: Project-Based
Learning in PostSecondary Education to
TaskStream
Submit Classroom
Observation Reflection
2 to Blackboard.
Day 19: Lesson Week
Day 20: Lesson Wrap up
12
13
Day 21: PBL Unit Plan
Assignment; Final Grand Proposal
Assignment and Presentation
Day 22: PBI Lesson / Unit Plan
Day 23: PBI Lesson / Unit Plan
Day 24: PBI Lesson / Unit Plan
14
Day 25: PBI Lesson / Unit Plan
Day 26: PBI Lesson / Unit Plan
15
Day 27: PBI Lesson / Unit Plan
Day 28: Presentation
16
Day 29: Presentation
Day 30: Presentation Make Up
Day
• Discussion of PBI field
experience
• Activities
• Planning Time
• Activities
• Planning Time
• Activities
• Planning Time
Submit final field
experience lesson plan
AND reflection to
TaskStream
Submit Article Review
2: Project-Based
Learning for 21st
Century: Skills for the
Future to TaskStream
Submit PBI unit plan to
Blackboard; Submit
grant proposal rough
draft via email
Submit final grant
proposal to
TaskStream
17
Day 31: Presentation Make Up
Day
References:
Ada, T., & Kurtulus, A. (2012). Project-Based Learning to Explore Taxicab Geometry. Primus:
Problems, Resources & Issues In Mathematics Undergraduate Studies, 22(2), 108-133.
Barron, B. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998).
Doing with Understanding: Lessons From Research on Problem- and Project-Based Learning.
Journal Of The Learning Sciences, 7(3-4), 271-311.
Capraro, R. M., & Slough, S. W. (2009). Project-based learning: An integrated science, technology,
engineering, and mathematics (stem) approach. Rotterdam/Taipei: Sense Publishers.
Krajcik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning-Goals-Driven Design Model: Developing
Curriculum Materials that Align with National Standards and Incorporate Project-Based
Pedagogy. Science Education, 92(1), 1-32.
Lattimer, H., & Riordan, R. (2011). Project-based learning engages students in meaningful work. Middle
School Journal, 43(2), 18-23.
Markham, T. (2011). Project Based Learning. Teacher Librarian, 39(2), 38-42.
Solomon, G. (2003). Project-Base Learning: a Primer. Technology & Learning, 23(6), 20.
Standards Covered:
Colorado Teacher Quality Standards
Quality Standard I: Element a, d-f
Quality Standard II: Element a-b
Quality Standard III: Element a-h
Quality Standard IV: Element b-c
Quality Standard V: Element b-c
National Council of Teachers of Mathematics Standards addressed in this course:
4.2, 4.3, 6.1, 7.6, 8.1, 8.2, 8.4, 8.6, 8.7, 8.9, 16.1, 16.3
National Science Teacher Association Standards addressed in this course:
1a, 1b, 3a, 3b, 4a, 4b, 5a - 5f, 6a, 6b, 7a, 7b, 8a, 9a, 9d