Why Project Based
Learning?
Office of Instruction
WVDE
Education exists in the larger context
of society.
When society changes – so too must
education if it is to remain viable.
Today’s Youth
•
•
•
•
•
Digital learners
Multimedia
Find and manipulate data
Analyze data and images
Care about relationships
– MySpace
– Facebook
– Travel in groups
Job Outlook 2002National Association of Colleges and Employers (NACE)
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
2
Apply in
discipline
APPLICATION MODEL
International Center for Leadership in Education
D
Adaptation
B
Application
3
Apply
across
disciplines
4
Apply to
real world
predictable
situations
5
Apply to realworld
unpredictable
situations
6
Success Beyond the Test
•
•
•
•
Core Academics
Stretch learning
Learner Engagement
Personal Skill
Development
Relationships
Rigor
Relevance
Learning Criteria
• Core Academics – Achievement in
the core subjects of English
language arts, math, science, social
studies and others identified by the
school or district
• Stretch Learning – Demonstration
of rigorous and relevant learning
beyond the minimum requirements
Learning Criteria
• Learner Engagement – The extent to
which students are motivated and
committed to learning; have a sense of
belonging and accomplishment; and
have relationships with adults, peers
and parents that support learning
• Personal Skill Development –
Measures of personal, social, service,
and leadership skills and
demonstrations of positive behaviors
and attitudes
Learning Criteria
Core
Stretch
Learner
Engagement
Personal Skill
Development
Learning Criteria
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
The New Learning Formula
3 Rs X 7Cs =
st
21 Century Learning
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.
A Project Learning Classroom is ...
•
•
•
•
•
•
•
Project-centered
Open-ended
Real-world
Student-centered
Constructive
Collaborative
Creative
• Communicationfocused
• Research-based
• Technologyenhanced
• 21st Century reformfriendly
• Hard, but fun!
Today’s Students are Digital Natives
Conventional
Speed
Step-by-Step
Linear Processing
Text First
Work-Oriented
Stand-alone
Twitch Speed
Random Access
Parallel Processing
Graphics First
Play-Oriented
Connected
Digital Learners are Engaged by
• Multitasking/Toggling
• Multimedia learning
• Online social networking
• Online information searching
• Games, simulations and creative
expressions
Project Learning is Skill-Based
To learn collaboration –
work in teams
To learn critical thinking –
take on complex problems
To learn oral communication –
present
To learn written communications –
write
Project Learning is Skill-Based
To learn technology –
use technology
To develop citizenship –
take on civic and global issues
To learn about careers –
do internships
To learn content –
research and do all of the above
Students Develop Needed Skills in
Information Searching &
Researching
Critical Analysis
Summarizing and Synthesizing
Inquiry, Questioning and
Exploratory Investigations
Design and Problem-solving
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
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
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
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
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
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
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
C
R
I
G
O
R
High
Rigor
Critical Thinking
A
Low
D
Creativity – Innovation
Problem Solving
B
Acquisition of
knowledge/skills
Low
Relevance
Motivation
-
Relevancy
Validation
High
It is virtually impossible to make
things relevant for, or expect
personal excellence from, a
student you don’t know.
Carol Ann Tomlinson
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.
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
2008 Teacher Leadership Institute
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
2008 Teacher Leadership Institute
Backward Design Process
• Plan the assessment
• Create a balanced assessment
plan
– Align products and outcomes
– Know what to assess
– Use rubrics
2008 Teacher Leadership Institute
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