project based learning_acf natcom 2013

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1Monday, July 22, 13

Project-Based LearningAuthentic Learning Activities in the Bakeshop


Project-Based Learning

Project Based Learning (PBL) is an instructional approach built

upon realistic learning activities.

PBL engages students interest and motivation while helping

the student recognize the projects significance.


Perception These activities are designed to answer a question or solve a problem. Generally the projects reflect the types of learning and work people do in the everyday world outside the classroom.


Entry EventVideo

Pictures

Field Trip

Guest Speaker...


After the Event...

A well-designed project provokes students to come up

against (and struggle with) the central concepts and principles of a discipline.


5 Steps to a Successful PBL

The Plan: Start with the end in mind

The Question: Concept or Project Driver

The Assessment (Planning the Assessment)

Map the Project

Monitor and Manage the Process


Great Projects Begin with a Great Plan...

To plan for a great student engaged project, one must plan

with the end result in mind.

These projects should be high standard student focused emphasizing thr student

learning outcomes (SLO’s), and intended to develop an in-depth

knowledge of the subject.


Intriguing Theme

Construct a meaningful theme.. in the case of this project.. Women Helping Women... The Great and Powerful Oz.


Planning the Assessment

Each project is driven by the student learning outcomes (SLO’s) that coincide to the course...


Women Helping Women


One Idea Sparks CreativityNurturing student engagement...


Measuring the Content Knowledge and Skills

Collaboration

Communication

Problem Solving

Teamwork

Trying to match the project outcomes (SLO’s), with assessment strategies (LiveText), and Rubrics.

www.livetext.com


https://www.livetext.com

https://www.livetext.com

Map the Project


Wedding Cake Project

Analyzing...analyzing instructional needs, selecting activities, estimating time, and preparing resources are key tasks in project planning.

Structure...setting the parameters of the project...

A well mapped project will set up the structure, but be careful to keep some of the structure less rigid to allow for individual creativity.


Wedding Cake Instructions

Part I Make a drawing of your cake on at least a 16X24” or larger

(paper will be provided) This can be in color if you like, remember we keep

these up on the wall for approximately one year until the next group, so take pride in your work, if you don’t draw well, enlist a person who does, outsource it!

This will be the guide that you use to finish your project, we will begin the drawing and looking for ideas in class together.

Determine your shape Square stacked, round stacked, round or square

tiered. You need to decide right away what color scheme you

will be using, and remember, what ever you decide to do, you must make extra time outside of class to make it happen, these cakes take on a life of their own. Take your time; make an extra commitment to yourself and the project.

Part II Commence project: you can start by either covering your

cake with fondant first (which I highly suggest) or doing the flowers (note: flowers will be done on different days, depending on what has been decided by the group.)

You will work independently of your other classmates; however please share the equipment and be courteous to each other, there is plenty of time to finish the project.

Airbrushing will be done towards the end of the project, so as to have the strongest colors last as best they can, the cakes sit for a while and tend to fade. Stay away from too much purple for it turns to a blue hue when it sits. Better to work your color into the fondant than adding the purple as an airbrush color.

Part III Display and assembly

Your cake is due on the day scheduled in the syllabus, if you take longer you will lose points, everyone is on an even playing field, remember, this is not a competition!!


CULN%250%)%Wedding%Cake%Project

Name:% Total%Score: 0 0%Score 68

Design 4%(Excellent) 3%(Good) 2%(Adequate) 1%(Needs%Work) 0%(Not%apparent) 0 8

BP_ABPC30Drawing

clear,4complete4color4sketch

sketch4understandable4

rough4sketch unclear4sketch no4sketch

BP_ABPC5Plan4Consistency

organized4timeline

approximate4timeline

some4milestones

unclear4timeline no4timeline

Difficulty 4%(Excellent) 3%(Good) 2%(Adequate) 1%(Needs%Work) 0%(Not%apparent) 0 12#4of4Features 5+ 3G4 2 1 0

BP_ABPC30Combination4of4Techniques

7+ 4G6 3G4 2 0

BP_ABPC30

Textural4Compatibility

effective4&4subtle4use4of44variations

34obvious4variations

24obvious4variations4

mainly414texture

no4variation

Execution 4%(Excellent) 3%(Good) 2%(Adequate) 1%(Needs%Work) 0%(Not%apparent) 0 16

BP_ABPC26

Time4Management

stages4completed4

early

stages4compled4on4time

stages4mostly4completed4on4

time

stages4not4completed4on4

time

product4not4completed

BP_ABPC31

Realistic4Expectation

concept4unique4&4minimal4revision

basic4idea4okay,4minimal4revision

basic4idea4ok,4needs4some4revision

many4revisions4required

concept4not4executable

BP_ABPC5

Sturdinessstable4

structure,4no4repairs

stable4structure,4

minimal4repairs

stable,4optional4repairs

somewhat4stable,4repairs4necessary

unstable4structure,4major4repair4needed

BP_ABPC5Additional4Effort

classtime4+44444416+4hrs4

classtime4+44444444448G154hrs

classtime4+4<84hrs

classtime4onlymissing44class,4no4

extra4hrs

Color 4%(Excellent) 3%(Good) 2%(Adequate) 1%(Needs%Work) 0%(Not%apparent) 0 16

BP_ABPC5

Coordination4of4colors

excellent4color/hue4integration

good4use4&4coordination4of4

2G34colors

Good4use4of414color

Inappropriate4color4combo

Monochromatic

BP_ABPC5Celebration4Appropriate

uniquely4a4wedding4cake

clearly4a4wedding4cake

okay4for4wedding

inappropriate4for4wedding

not4a4wedding4cake

BP_ABPC5Realism

unique4design4elements

appropriate4design

overGdesigned4

some4cohesion4of4design

no4cohesion4of4design

BP_ABPC5Intensity

sophisticated4use4of4color

good4color4use/4differentiation

minimal4variation

over4or4under4colored

inappropriate4&4monochromatic

Final%Outcome 4%(Excellent) 3%(Good) 2%(Adequate) 1%(Needs%Work) 0%(Not%apparent) 0 16

BP_ABPC6Deadlines

all4on4time4or4early

most4on4time some4on4time mostly4late not4finished

BP_ABPC6Practicality

no4redesign4needed

minimal4redesign

could4be4utilized

needs4modification

impractical4

BP_ABPC6Visual4Appeal

no4redesign4needed

minimal4redesign

could4be4utilized

needs4modification

not4appealing

BP_ABPC6Reproducabtility

no4redesign4needed

minimal4redesign

could4be4utilized

needs4modification

not4reproducable


Sequence of Activities

When the plan is properly mapped magic happens


If the students are able to thrive in the project environment that has

been set for them...they are successful...

Designing the Right Structure


Include Finish Times32Monday, July 22, 13

PBL Learning by Doing

Rigorous projects help students learn key

academic content and practices (such as

collaboration,


Student Plated Dessert Competition


Colleagues Judge Student Plated Dessert Competition


Real Time Assessment

LiveText iPad assessment in the

classroom


Students Engaged...


Students Focussed on Their Own Learning...


Student’s Final Plate-up


Feedback from Professionals


More Feedback


Students Final Plate-up


Effective project management teaches students to manage and take responsibility for their own work.

Learn how to shift from being the center of attention to the guide on the side.

Tools and strategies help you manage the PBL student focused instructional approach

Managing the Project


Students are highly motivated

Student retention of the identified learning outcome usually higher

Students are engaged in and struggle with central concepts and principles of the discipline

Authentic Learning Activities


Project-Based Learning

“PBL is a systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.”


Let’s Test the Process


Please use the following images to create a special occasion cake or showpiece.

You will have 10 minutes to create, then be ready to share your creation.

This is an exercise to see how the process work, no rubric is involved this time!

Have fun, be creative!!
