What is Project Based Learning?
PBL RESOURCES
PBL
resource#1
Andrew Miller is an Online Educator, Education
Consultant and contributor on the Edutopia site. His article discusses the link
between differentiated instruction and PBL. He links the concept of scaffolding
with PBL. He notes that many teachers
get the concept of PBL, but are looking for tangible examples. This article
gives just that. He discusses the following topics;
·
Differentiation through teams
·
Reflection and Goal setting
·
Mini lessons
·
Voice and choice in products
·
Differentiation through formative assessments
·
Balance individual work with team work
If you are looking for implementation guidance this article
provides a good resource.
PBL
resource#2
Creative Educator provides an excellent resource page.
They cover so many PBL topics, questions and provide solid answers. They have
several articles within the first page. Below is a synopsis of what kind of information
you will find there.
·
How to move from “projects” to PBL by
putting the focus on ideas, efforts and work. They discuss the differences
between projects and PBL. The below image is a visual aide they provide on this
topic.
·
The introduce the eight elements that are
required in a great PBL design
-Purpose and relevance, time, complexity,
intensity, connection, access, shareable, novelty
-----They delve into the importance
of asking relevant questions. Is this problem solvable?
-----They point out the importance of
having PBL’s be assignments that create memories.
·
The interdisciplinary approach to PBL’s.
·
How to prepare students for project based
learning
·
The importance of reflection after PBL
implementation
The site boasts so much more. I really recommend checking
this great resource out.
PBL
resource#3
This site is essentially a no frills project search
site. It is sponsored by a non-profit organization and is specifically aimed at
PBL. On their home page they concisely define PBL. If you are confused as to
what PBL is, this was the simplest, most organized outline I have found.
PBL
resource #4
High Tech High in San Diego, Ca is known as a PBL
powerhouse. Their projects site boasts many ideas, examples of students works,
project templates, student developed videos and more! Visit the site and check
out the PBL video production assignment about the first amendment! It will
inspire you to create U.S. History PBL’s that really get to “the core” of the
endless possibilities of multimedia and PBL.
PBL
resource#5
Students love the idea of contests. Contests can integrate
with Social Science PBL is an amazing way! The following links land you on
various sites that provide yearly project contests. Consider using one of more
and a supreme motivation to get those PBL projects up to powerhouse levels!
·
You can throw in a little philosophy with
that history; http://www.philosophyslam.org/
Keys to consider
From my perspective, there are key strategies that should be utilized when venturing into the world of Project Based Learning.
1) Gage Interest Level:
I recently read a reflective article from a teacher who looks candidly at one of her PBL project failures. She asserts that she neglected to inquire on interest level before presenting the assignment. Ultimately, she found that students were not as engaged as she had hoped. Thus, one could logically deduce that if their interest was low, so was their engagement and thus perhaps the gained less from that activity in comparison to ones in which they were enthused about.
My suggestion is to slot a time for a class discussion. Create a quick video compilation of certain historical and or economic events. At the close of this quick presentation and through discussion gage students interest level. Have students select whatever period of history in which they have interest in and let that be the focus of their Project.
Be open to student suggestions, ask questions, gage interest! If you would like to check out the accounts of the teacher I referenced above you can find her article here: http://www.edutopia.org/blog/pbl-failure-planning-successful-pbl-katie-spear
2) Be flexible with time:
Rome was not built in a day and nor will this project be either! Be realistic about time. Every student/group/project requires time flexibility. The purpose of project based is to get away from cookie cutter molded curriculum/lesson plans. Embrace this concept and you will invite an atmosphere in your classroom that puts exploration and furthering of knowledge over your lesson plans. With that said, of course we all have some sort of timeline. Be flexible, but don't let projects go on and on with no end in site. Perhaps give a "soft deadline" to students. Express that you hold quality over the timeline. Let students know that at that soft deadline that you and the students will analyze what phase they are in. With your light guidance have students give you a realistic deadline. If students are stressed about time or need assistance; open your door for them to come in at a designated time at lunch, study hall, before or after-school. This will as well give students who do not have access to technology at their home an equitable opportunity via your room technology.
3) Be present during in class collaboration
Often times collaboration time can turn into social hour and some may have the idea that they will just do the work later at home. If you are giving the students in class time to collaborate ensure that this time is utilized wisely. This can be done by redirecting those who lack focus. As well it is imperative to walk around, engage the students. Inquire about what they are doing. Ask questions that may encourage them to delve deeper. Praise them on the work you see thus far. For example, "I love how you are using such inventive props in this project! I can't wait to see what it looks like when you are finished! Very cool so far! Great job!"
4) Peer and Self Review
Have students create their own rubrics and incorporate that into their project. As a debriefing exercise they can evaluate their own performance. Have the student/group provide rubrics to peers. They then will receive peer critique of their work. Be advised that I suggest that you model appropriate peer review/critique standards as a way to avoid any misgivings. Ask for peers to add two positive comments and one critique.
5) Assessment
Each project will be different. Especially if you are giving students the option of what to explore and how to present it. Take that into account when assessing each project. Have students turn in a paper with a few sentences describing their game plan for their project. Create rubrics that apply to these varying student works. Provide the individualized rubrics to the students. It is important that within their exploration, that they have a clear understanding of expectations.
lies self and peer assessment. You can have students create their own rubrics and incorporate that into their project. As a debriefing exercise they can assess their own performance. If you so choose, you can also have the student/group provide rubrics to peers. They then will receive peer critique of their work. Be advised that I suggest that you model appropriate peer review/critique standards as a way to avoid any misgivings.
6) Collaborate with other teachers!
Reach out to other teachers and join together in coming up with unique PBL activities! We all as teachers have different strengths. Lean on one another and those different strengths and create something great for your students!
Social Science PBL Activity Ideas
#1 Eleventh Grade WWII; Japanese Internment Camps
Click the link below to view a slide presentation of this suggested activity and it's connection to CCSS standards.
#2 PSA type video
Break students up into groups of 3 or 4. Project onto the board a list of current times occurrences/issues. For example, in economics class one on that list could be the recent housing market crash. Have students evaluate and analyze why to them the crash occurred. Have them create a policy or regulations that they feel could have prevented, stopped or corrected the crash. Have students create a PSA advocating for their point of view. This assignment engages students to be problem solvers who can advocate their own position in a convincing way.
#3 Debate from a time period
Set up a mini debate series in your classroom. Have students debate their solutions to problems governments or people faced in a particular time period. Have students split into 4 groups. Each group must as a unit decide which topic/problem they would like to cover. Have students delve into the problem as if they were living in that time period. After 30 minutes of group research and sharing of ideas, surprise them and split those 4 groups up into 8 groups. 4 pro and 4 con sides. Students will learn how to think critically on their feet in order to solve a problem in a fluid, changing situation.
#4 Urban Planning and Ancient Civilizations-
Have each group of four select a part of their city wherein they feel needs a park or community gathering place. Or they can select a existing park wherein they feel needs improvement. Have students select an ancient civilization. In conjunction with standard curricula, provide students with a list of reliable links to learn more about their selected civilization. For example; http://www.slideshare.net/rajatkatarne/presentationbasic-planning-principles-of-assyrian-egyptian-roman-and-greek-citiesHave them use their chosen civilization and how they organized their "shared spaces" as an inspiration for this plan. Have them create an urban design plan.
Invite someone from your local city planning/urban planning department. Have he or she give a brief presentation on how the city comes up with and approves park/community plans. The timeline, the costs and processed of implementation. After his or her presentation and Q&A session, have them stay and watch the presentations of each group. Have the city planner give positive feedback on their projects.
#5 Small Acts of Courage
In my research I found a really cool project that a middle school did. You can use this as a template of sorts. This would pair well with say the study of some kind of movement or war. You as a teacher can for example reach out to a local residential living center. Inquire if students can come interview residents whom were in the military etc. Or reach out to Rotary to see if they would be able to have some veterans come to class to do interviews with students. Have students create a compilation/historical oral history document that connects them to the material. The final project will be delivered orally in class. Look at what an 7th grade class did with their Civil Rights section. http://elschools.org/our-results/gallery/small-acts-courage
#6 The Black Plague and how it changed feudal society
Work with your science/health teachers and do a combo history/science PBL. Have students research the history of the plague. Have them find out what conditions were like at that time. What knowledge do we have today that would have been useful to the people in that time period? Have them come up with how they would have been able to prevent and or stop the spread of the epidemic; had they been living in that time period. As well have students assess what good if any came out of the plague. It would be fun to do a black light class experiment at the conclusion of the PBL's. Paint there hands with invisible paint for a few class sessions. Prior to project presentations turn off the lights and reveal how many prints are all over the classroom in the oddest places.
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