The 21st Century Context for
Standards-Focused
Project Based
Learning
Stage 1
The Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
T Evaluation 6
C
A
Synthesis
5 Assimilation
X
O Analysis 4
N Application 3
O
M Understanding 2 A
Y Awareness 1 Acquisition
1
Knowledge
D
Adaptation
B
Application
2
Apply in
discipline
APPLICATION MODEL
3
Apply
across
disciplines
International Center for Leadership in Education
Carla Williamson
4
Apply to
real world
predictable
situations
5
Apply to realworld
unpredictable
situations
2
Rigor/Relevance Framework
Teacher/Student Roles
C
R
I
G
O
R
D
Student
Think
High
A
Low
Student
Think & Work
B
Teacher
Work
Low
Relevance
Student
Work
High
What Zone Am I In?
Too Easy
•I get it right away…
•I already know how…
•This is a cinch…
•I’m sure to make an A..,
•I’m coasting…
•I feel relaxed,,,
•I’m bored…
•No big effort necessary.
THIS is the place to be.
On Target
•I know some things…
•I have to think…
•I have to work…
•I have to persist…
•I hit some walls…
•I’m on my toes…
•I have to regroup…
•I feel challenged…
•Effort leads to success..
Too Hard
•I don’t know where to start…
•I can’t figure it out…
•I’m spinning my wheels…
•I’m missing key skills…
•I feel frustrated…
•I feel angry…
•This makes no sense…
•Effort doesn’t pay off…
THIS is the achievement zone.
21st Century Skills
• Critical Thinking & Problem
Solving
• Creativity & Innovation
• Collaboration, Teamwork &
Leadership
• Cross-cultural Understanding
• Communication & Media Literacy
• Computing and ITC Technology
• Career & Learning Self-direction
st
21
Century Skills
7 C’s
1. Critical Thinking and
Problem Solving
2. Creativity and
Innovation
3. Collaboration,
Teamwork and
Leadership
Component Skills
1. Research, Analysis,
Synthesis, Project
Management, etc.
2. New Knowledge
Creation, Design
Solutions, Storytelling
3. Cooperation,
Compromise,
Consensus,
Community Building
st
21
Century Skills
7 C’s
Component Skills
4. Cross Cultural
Understandings
4. Diverse ethnic,
knowledge and
organizational cultures
5. Communication and
Media Literacy
5. Crafting and analyzing
messages, using
technology effectively
6. Computing and
ITC Literacy
6. Effective use of
electronic information
and knowledge tools
21st Century Skills
7 C’s
7. Career and Learning
Self Direction
Component Skills
7. Managing change,
lifelong learning, and
career redefinition
Creating a Learning Environment
for 21st Century Skills
Students working in teams to
experience and explore relevant,
real-world problems, questions,
issues, and challenges; then
creating presentations and
products to share what they have
learned.
In a project learning classroom
The teacher’s role is one of
coach, facilitator, guide,
advisor, mentor…
not directing and managing all
student work.
Rigor/Relevance Framework
Step 1.
C
R
I
G
O
R
D
High
A
Teacher gives
students a realworld question
to answer or
problem to
solve.
B
Low
Low
Relevance
High
Rigor/Relevance Framework
Step 2.
R
I
G
O
R
C
D
A Students seek
B
High
Low
information to
answer
question or
solve problem.
Low
Relevance
High
Rigor/Relevance Framework
Step3.
C
R
I
G
O
R
D
High
A
B
Low
Low
Relevance
Students test the
relevancy of the
information as it
relates to the
question or
problem.
High
Rigor/Relevance Framework
Step 4.
reflect
C Students
on the potential
R
I
G
O
R
High
D
use of the new
information as a
solution
A
B
Low
Low
Relevance
High
Rigor/Relevance Framework
Step 5.
C
R
I
G
O
R
D Students apply the
information learned to
answer the question or to
solve the problem.
High
A
B
Low
Low
Relevance
High
Rigor/Relevance Framework
Relationships
C
R
I
G
O
R
High
D
Relationships
Important
A
Low
Relationships
Essential
B
Relationships of
little importance
Low
Relevance
Relationships
Important
High
Begin with the end in mind.
Stage 1
Stage 1- This Work Session
Backward Design Process
• Begin with the End in Mind
–
–
–
–
–
–
Develop a project idea
Decide the scope of the project
Select standards
Incorporate simultaneous outcomes
Work from project design criteria
Create the optimal learning
environment
• Craft the Driving Question
Stage 2.
Backward Design Process
• Plan the assessment
• Create a balanced assessment
plan
– Align products and outcomes
– Know what to assess
– Use rubrics
Stage 3
Backward Design Process
• Map the Project
– Organize tasks and activities
– Decide how to launch the project
– Gather resources
– Draw a “Storyboard”
• Manage the Process
– Share project goals with students
– Use problem-solving tools
– Use checkpoints and milestones
– Plan for evaluation and reflection
Step 1. Develop a Project Idea
7 Suggestions:
1. Work backward from a topic.
2. Use your standards.
3. Find projects and ideas on the Web.
www.bie.org
4. Map your community
5. Match what people do in their daily
work.
6. Tie the project to local and national
events.
7. Focus on community service.
Step 1. Develop a Project Idea
7 Suggestions:
1. Work backward from a topic.
2. Use your standards.
3. Find projects and ideas on the Web.
www.bie.org
4. Map your community
5. Match what people do in their daily
work.
6. Tie the project to local and national
events.
7. Focus on community service.
Step 2. Define scope of project.
• Duration
• Breadth
• Technology
• Outreach
• Partnership
• Audience
3. Select Standards
What do you want your students to
know and be able to do?
 Identify the key standards that you believe might
best be met through project based instruction.
 No more than 3 standards per subject is best in
shorter projects. Adjust accordingly for
interdisciplinary or longer-term projects. Include
at least one literacy outcome in your project.
 Do not plan for outcomes you cannot assess. Be
clear about the standards that will be assessed
and how the products will allow each student to
demonstrate their learning.
4. Simultaneous Outcomes
• Teachers incorporate more than
academic outcomes into classroom
activities
– Specific skills (being able to work in
groups, manage projects, meet
deadlines, present information, think
critically, solve problems, use
technology efficiently)
– Habits of mind (curiosity, flexibility,
perseverance)
SIMULTANEOUS OUTCOMES
ACTIVITIES
CONTENT
PROCESSES
HABITS
OF MIND
LIFELONG
LEARNER
Adapted from the work of Art Costa and Bena Kallick
5. Project Design Criteria
The Six A’s
• Authenticity
• Academic Rigor
• Applied Learning
• Active Exploration
• Adult Connections
• Thoughtful Assessment Practices
5. Project Design
Does the project
•
•
•
•
•
•
•
•
•
Meet standards?
Engage students?
Focus on essential understanding?
Encourage higher-level thinking?
Teach literacy and reinforce basic skills?
Allow all students to succeed?
Use clear, precise assessments?
Require the sensible use of technology?
Address authentic issues?
Caution
Well-designed projects that
meet PBL criteria differ
from activities, or even
projects, that have been
traditional in the
classroom.
pbl vs. projects
Projects
PBL
Teacher directed
Inquiry based
Highly structured
Open-ended
Summative
On-going
Thematic
Driving question/challenge
Fun
Engaging
Answer giving
Problem solving
De-contextualized – School world
Contextualized – Real world
Continuum of Practice
6. Optimal Learning Environment
• Give your project one or more
connections beyond the classroom
walls (partnerships, electronic
linkages with distant people,
mentorships)
• Alter the look and feel of your
classroom (partition room for
group spaces; make the classroom
like an office or laboratory)
6. Optimal Learning Environment
Three Ideas for improving learning:
 See the whole before practicing the
parts.
 Study content and apply it to authentic
problems.
 Make schoolwork more like real work.
Buck Institute PBL Handbook
Begin with the End in Mind
Idea Bank
Project Ideas
Project Outcomes
Project Design
Crafting the Driving Question
When crafting the Driving Question,
remember:
 Driving Questions are provocative.
 Driving Questions are open-ended.
 Driving Questions go to the heart of a
discipline or topic.
 Driving Questions are challenging.
 Driving Questions can arise from realworld dilemmas that students interesting.
 Driving Questions are consistent with
curricular standards and frameworks.
Example from PBL Handbook
Should the Unites States have used
the atomic bomb in World War II?
Resources
Project Planning Forms
Buck Institute PBL Handbook
“Begin with the End in Mind”
&
“Draft the Driving Question”