What do you already “know” about PBL?

What are your key “need to knows” for today?

What are your key “need to knows” for today?

Page 3

#rPBL

@mmcdowell13

A series of complex tasks that include planning and design, problem solving, decision making, creating artifacts, and

communicating results.

PBL vs. DOING PROJECTS

PBL: Students are pulled through the curriculum by a driving question or realistic problem that provides a

“need to know”. Lectures, readings, and skill building are integrated into the problem as the

students need the information.

Know/ Need to Know

Project-Based Learning

In the largest synthesis of educational research ever conducted, PBL has been shown to a have a minimal impact on

student learning.

Learners yield .5 years growth in one year’s time

via PBL…

Then…why do it?

PBL when designed correctly and implemented effectively has the potential to support learners in

developing confidence in their learning AND building surface, deep, and transfer

level learning.

Purpose

WhyUnderstand the key reasons for making changes

in the way we design and implement PBL and take action

HowExplore tools and processes to improve PBL

WhatTake action on specific attributes in PBL that need

to be changed to make a substantial impact

Learning Intentions

• Understand the design elements of PBL that have a substantial impact on student learning

• Understand strategies to implement elements in the classroom

Success Criteria

• Be able to articulate the 3 design shifts and articulate why they are critical to student learning

• Have a plan for designing rPBL in your classroom

Our day…

Confidence in action…

DNA of Confidence

Discussing Competence…

Page 4

Video

Competence

Research

Rank the following

• Within class grouping• Seeking help from peers• Scaffolding• Web based learning• Teacher clarity• One on one laptops• Collaborative learning• Co-team teaching• Classroom discussion• Individualized instruction• Student assessment capability• Discovery based learning• Feedback Page 6

And the research says…• Student assessment capability• Seeking help from peers • Classroom discussion • Scaffolding • Teacher clarity • Feedback • Collaborative learning • Individualized instruction • Discovery based learning • Co-team teaching • Within class grouping • Web based learning • One on one laptops

•Student assessment capability 1.33

•Seeking help from peers .83•Classroom Discussion .82•Scaffolding .82•Teacher Clarity .75•Feedback .70•Collaborative Learning .40•Individualized Instruction .23

•Discovery Based Learning .21

•Co-team teaching .19•Within class grouping .18•Web based learning .18•One on one laptops .16

Content subject to copyright. Use with permission only.

Decreased EnhancedZero

Problem and Project Based Learning

1.0

0.26

An effect-size of .26 1.0

advancing achievement .5 yr3

yrs

% improving rate of learning 10%

45%

Problem Solving Teaching E.S. .61 (221 studies, 15,235 students)

Problem-based learning E.S. .15 (285 studies, 38,090)

PBL is governed by myths…

1. “Guides on the Side”2. “Learn by Doing”3. “Relevance is the driver”4. “Project design will lead to learning”

–Mergendoller, Larmer, and Boss (2015)

“In project based learning, it is the project itself, carefully planned by the teacher that structures student inquiry and guides learning activities towards project goals.”

What are the implications of the teacher’s role in PBL?

Activators v. Facilitators

.60 .17

“He is always innovating. He has initiated interdisciplinary teaching, heavy use of technology, hands-on activities, and lots of “project based learning”. His students do very little reading and even less writing. But they spend lots of time going to and from the library, often preparing, making, and then listening (listlessly) to each other’s flashy but unfocused PowerPoint presentations. And like the majority of the teachers at his school, he doesn’t even realize that his lessons and projects are devoid of modeling, guided practice, or checks for understanding. Nonetheless, the teacher is highly regarded for his emphasis on “active” learning, on “integrating technology” into his “project based” assignments (p. 55).

–Box

“All models are wrong. Some are useful”

Surface v. Deep

.26 .84

Take Aways

PBL yields a minimal impact at surface level understanding

PBL yields a high impact at deeper level learning

The role of the teacher must be situational

Specific changes that leverage ‘high impact’ practices have a high likelihood of making a substantial impact.

Next Steps…

http://tinyurl.com/jv8kymz

Page 8-9

Page 10

3 Design Shifts

Clarity

Tasks, Activities, and Contexts oh my…

Impact

Clarity has an impact of .75

Is an essential precursor for giving and receiving effective feedback (.75) including from peers (

Supports learners in developing confidence in their learning (1.33)

Enables learners to transfer their understanding to various contexts.

Challenge

By design, PBL is context-rich and therefore provides a challenge to clarifying the core learning intentions.

Often tools and messaging combining essential learning standards with tasks, contexts, and activities

Inhibits students from focusing on transfer knowledge and skills to difference situations

Solution

Separate Contexts and Tasks from Learning Intentions and Success Criteria

Scaffold Surface, Deep, and Transfer Level Expectations

5 Step Process for Developing ClarityPrioritize learning

intentionsSuccess

Criteria @ Surface,

Deep, and Transfer

Design a Driving

QuestionDevelop

Tasks

Develop an Entry Event

● Learning Intention (1) I can tell others why plants and animals change their environment to survive

● Learning Intention (2) I can show others why plants and animals live in different environments

● Learning Intention (3) I can tell others how humans can improve the local environment in which they sometimes hurt.

Page 14

“Give it a go”

1. Identify a learning intention or learning intentions

2. Develop success criteria for the “levels of learning”

Design a Driving Questions

Design for Transfer

Clarify Outcomes from Context

Ensure need for surface and deep knowledge and skill

D.Q.

How do we use persuasion to influence community behavior [in order to reduce obesity among children]?

Learning In-tention

Context

Develop Tasks

Reading, Writing, and Talking

Expectations at Surface, Deep, and Transfer

Models of Success

Examples

Examples

Challenge

Khan’t believe it!

What are the key findings from the research discussed in video?

How do these findings inform our approach to project design and implementation?

What do you see as critical actions that need to be taken in the classroom to enhance student learning?

Workshops

Start with Cognitive Gaps

Align instructional, feedback, and learning strategies to learner/learning needs

Know/Need to Know List

Know Need to Know

Plan A

Align instruction, feedback, and learning strategies to levels of understanding (surface, deep, and transfer)

Page 18

Plan A

What differences do you see between the instructional, feedback, and learning strategies on page 18?

Page 18

Plan B

The process of identifying student current progress and aligning teachers actions is fluid and requires continual monitoring of learning and adjusting instruction

Impact

Feedback essentially doubles the rate of learning (.70)

Rapid Engagement and Response Strategies

More work for learners than teachers

Common means for visualizing learning from all children

Building learners capacity

Rapid Engagement and Response Strategies

Lesson Stops

Learning Partners

Targeting Inquiry

Targeting Instruction

Targeting Inquiry

Where am I going in my learning?

Where am I now in my learning?

What next steps am I going to take in my learning?

How do I improve my learning and that of others?

Culture

A tale of two cultures

Transformational Culture

High degree of student autonomy (voice and choice)

Ensuring processes and structures are in place for working conditions (resources, means for handling conflicts/internal disputes)

Ensuring ease of access for students to meet with teachers when needing support

Learning Culture

Interpreting performance data to improve learning and monitoring efficacy of teaching

Visualizing current understanding and articulating next steps

Defining and reinforcing agreements and processes for defining effective learning and discussing learning

A tale of two cultures

Trust, respect and responsibility

Unapologetically causing learn-ing

Impact

Assessment Capable Learners 1.33

My Perfect Learning World

Imagine you are a student x in this class and are about to discuss your progress and proficiency in a peer group.

What conditions would need to be in place for you to be comfortable having this conversation with others?

What does the information provide to you? How would your peers or teacher be important advocates for you and support in getting better in your learning? Page 25-26

Content subject to copyright. Use with permission only.

Ideas

Step I: Establish agreements and protocols that focus all students on learningStep II: Provide tools for students to determine their level of progress and proficiency Step III: Create the conditions for students to engage with failure in their learning Step IV: Establish processes for students to offer, receive, and use feedback to improve learning

Content subject to copyright. Use with permission only.

Content subject to copyright. Use with permission only.

Content subject to copyright. Use with permission only.

Feedback

Next Steps…

Go back to your initial “knows”, “need to knows” and next steps on pg. 3- what changed?, stayed the same?

Review pg. 30 with a partner and identify specific next steps you are going to take in developing your project.

Thank you

#rPBL

@mmcdowell13