Teaching __________
(blank)
through __________
(blank)
Integrating Interests and
Project-Based Learning
David Hunter, MiT
[email protected]
Teaching __________
(subject)
through __________
(interest or hobby)
Agenda
•
Intro to Project-Based Learning
•
8 Essentials of PBL
•
Curriculum Canvas (Outlining a PBL unit)
?
Project-Based Learning
•
•
•
Who has heard of
PBL?
Who uses PBL?
Who has designed a
PBL unit?
Project-Based Learning
How do I feel about PBL?
I ❤ PBL!
I’ve taught with it.
I design curriculum with it.
What is PBL?
•
“an extended process of inquiry in response to a
complex question, problem, or
challenge” (bie.org)1
•
The project or question drives learning.
•
Skills, knowledge, and application.
Traditional vs PBL
•
Lecturing or guiding?
CC 2.0 - http://www.flickr.com/photos/
83633410@N07/7658219802/
• Memorizing
or creating,
synthesizing, and applying?
•
•
Main source of information?
The only audience of
learning?
•
Making choices?
•
Finding information?
8 Essentials
of PBL
8 Essentials of PBL
1. Personally
meaningful to
students
!
2. Have educational
purpose.
Significant Content
•
Depth vs Coverage
•
Based on Standards
•
Requires Planning! !gninnalP
•
Need to Know
•
Get students to realize the NEED TO KNOW this!
•
A Compelling Challenge!
•
Entry Event!
•
STRATEGY: Ask students “What do you need to
know to do this?”
Driving Question
•
Provocative and Challenging Question
•
Open-Ended and Complex
•
Examples:
•
Abstract - When is war justified?
•
Concrete - Is our water safe to drink?
•
Problem-Solving - How can we improve this
website so more young people use it?
Question examples from bie.org
Voice and Choice
•
Creates meaning for students
•
Build in choices for students
•
Knowing the objective lets you know when to
allow choices
•
EXAMPLE: Choosing the format of a final project
or choosing the topic.
21st Century Skills
•
•
•
•
•
Collaboration
Communication
Critical Thinking Skills
Creativity
Technology
Taught explicitly
Assessed
Reflected upon
In-Depth Inquiry
•
The Trail of REAL INQUIRY:
• Generating a question
• Searching for resources
• Discovering answers
• Generating new questions
• Testing ideas
• Drawing conclusions
Revision and Reflection
•
•
•
Work isn’t usually perfect the first time
Build in time for feedback and revision
• Peer feedback
• Community mentors
• Teacher
Encourage students to view the Rubric to reflect
on revisions
Public Audience
•
•
•
Work is more meaningful if it doesn’t just go to
the teacher
Raise the stakes!
Have students present work to an audience:
• Other classes/grades
• Parents
• Community members
• Local experts
8 Essentials of PBL
1. Personally
meaningful to
students
!
2. Have educational
purpose.
It’s time to design
Curriculum Canvas
The visual and collaborative way to design curriculum
The Canvas
Interest
Standards
Tasks
Project
Driving Question
Rubric
Learning
Activities
Need to Know
Purpose of the Canvas
• Break away from having to design
curriculum on a linear document.
• Be able to brainstorm multiple parts of
curricula over periods of time.
• Follow a framework to create valuable and
effective curriculum.
1. Interests & Standards
• Start with either or Start with both
• Teach Science through an interest
• Teach something through your interest in
Graphic Design
• Teacher - Standards
• Non-teaching profession - Interests
Standards
• What are students expected or required to
learn?
• What is proficient in this field?
• What is most useful in the profession?
• What are required skills?
Interests
• What would hook learners?
• What is a rigorous (not always real)
application of knowledge and skills
• What is deep enough to explore?
• What is engaging enough to keep digging
into?
2. Tasks
• Based on the interest and verbs in standards
• What are real applications within this
interest?
• If you were immersed in this interest,
what would you have to complete?
• What problems or challenges arise in this
interest?
3. Driving Question
• Based on the nouns + adjectives in Standards
• Deep enough and topical enough (tie to
interest)
• Quality Questioning (p. 119 UbD)
4. Rubric
• What skills and understanding do learners
need to portray?
• What is proficient response to the tasks?
• What is highly skilled?
• What is almost there?
• Show levels of quality!
5. Project
• What do students need to complete in
order to show proficient skills and
understandings?
• Build the project from the tasks discussed
earlier.
6. Need to Know
• What do learners need to know in order
to complete this project and dive into the
driving question?
• What do they need to learn?
• Ask the students!
7. Learning Activities
• What situations or experiences will help
help students learn the Need to Knows?
• How can they find the appropriate
information?
• How can they practice the skills and get
feedback?
• How do they know they know it?
Review and Share
• What have you got?
• What would you do next?
• Did you get stuck?
Thank you!
David Hunter
[email protected]