The 21st Century Context for

Standards-Focused

Project Based LearningStage 1

Carla Williamson 2

The Rigor/Relevance Framework

AAcquisition

BApplication

CAssimilation

DAdaptation

KNOWLEDGE

TAXONOMY

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

APPLICATION MODEL

1 2 3 4 5Knowledge Apply in

discipline

Apply acrossdisciplines

Apply toreal worldpredictable situations

Apply to real-worldunpredictable situations

International Center for Leadership in Education

Rigor/Relevance FrameworkTeacher/Student Roles

RIGOR

Relevance

High

Low

C

A

D

B

Low High

StudentThink

Student Think & Work

Teacher Work

StudentWork

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.

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 place to be. 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

21st 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

21st Century Skills

7 C’s

4. Cross Cultural Understandings

5. Communication and Media Literacy

6. Computing and ITC Literacy

Component Skills

4. Diverse ethnic, knowledge and organizational cultures

5. Crafting and analyzing messages, using technology effectively

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 FrameworkStep 1.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Teacher gives students a real-world question to answer or problem to solve.

Rigor/Relevance FrameworkStep 2.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students seek information to answer question or solve problem.

Rigor/Relevance FrameworkStep3.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students test the relevancy of the information as it relates to the question or problem.

Rigor/Relevance FrameworkStep 4.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students reflect on the potential use of the new information as a solution

Rigor/Relevance FrameworkStep 5.

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Students apply the information learned to answer the question or to solve the problem.

Rigor/Relevance FrameworkRelationships

RIGOR

Relevance

High

Low

C

A

D

B

Low High

Relationships oflittle importance

RelationshipsImportant

RelationshipsImportant Relationships

Essential

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 community5.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 community5. 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

LIFELONG LEARNER

HABITSOF MINDPROCESSESCONTENTACTIVITIES

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.

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

pbl vs. projects

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 IdeasProject OutcomesProject 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 real-

world 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 FormsBuck Institute PBL Handbook

“Begin with the End in Mind”&

“Draft the Driving Question”