PROJECT BASED LEARNING WORKSHOP

Designed and Facilitated by:

 Susan Belgrad, Ed.D.

Professor of Education

California State University Northridge

818-677-4901

susan.belgrad@csun.edu

Objectives: 

1. Learn about project based learning (PBL)  by engaging in small group work  in a "lab" in which you share lesson materials, a team goal and cooperative learning structures and tools that will assist you and your team to achieve understanding of the subject area concepts integral to the lesson ( Next Generation Science Standards (NGSS) are presented in a science workshop);

2. Learn how to transfer and apply your personal learning experience by working with your team to create a problem/project based lesson in a STEAM discipline. (Science, technology, engineering, arts and mathematics).

3. Learn how to individually create meaningful learning experiences that embed brain-based direct instruction, inquiry and active knowledge construction  for the students you teach ( elementary, middle or high school);

4. Become able to design optimal learning experiences through design of multi-media innovation environments;

5. Acquire knowledge and ability to move beyond the textbook and lecture while engaging students as consumers and producers of knowledge and information; 

6. Learn about the integration of student-centered, formative assessments of engaged learning that includes subject area knowledge, social skills (collaboration) and the habits of mind that promote next century learning success for all students.

Embedded Essential Elements of Project/Problem Based Learning Activities
                                   BUCK INSTITUTE OF EDUCATION (BIE)

1.  Utilizes the structures of brain-based instruction, inquiry, and cooperative learning (promotes "growth mindset");

2.  Begins with a primary source (real world) problem or question  (the driving question) that serves as a strong lesson hook; 

3.  Immerses students in identifying and seeking out a variety of learning (print and  multimedia) sources in which they are active consumers and producers of information;

4.  Naturally engages students in utilizing their own learning styles, promotes mindful engagement in multi-sensory exploration, prediction testing and problem solving or construction of model solutions;

5.  Integrates both formative and summative assessments of content and team performance of students using
    thinking skills, social skills and  habits of mine (intelligent behaviors). Applies student self assessment, peer assessment in a digital eportfolios.

Element 1.  Cooperative Group Activity Planning Template
 

I.  Formation of Groups: ______________________________________________

II. Role Assignments:
  Checker/Timekeeper: ____________________________________________

          Materials Manager:     _____________________________________________

          Recorder:                        _____________________________________________

          Encourager:                    _____________________________________________

          Reporter:                        _____________________________________________
  Traveler/Spy:                 ____________________________________________           

          Other:                              _____________________________________________ 

III. Task (See element 1):____________________________________________________________
 

IV. Time Limit:___________________

V. Social Skills and or Habits of Mind to Engage/Assess:
_________________________________________

VI  Level of Voice:  _________________________________
 

VII. Processing--Questions for team and individual reflection:

        Content Standards:  __________________________________________________

___________________________________________________________________

Cooperation/Collaboration:  __________________________________________
 
___________________________________________________________________

____________________________________________________________________

 

VIII. Encouraging Energizer:______________________________ __________________

From Blueprints for Learning in the Cooperative Classroom. Bellanca and Fogarty
 

Element 2. Meaningful Task or Problem-- Selection and Presentation
 

                Select a task that has real-world applications and/or assumes a need to answer real-world problems.
 

                 Write out and deliver the description of the task in a clear, compelling way that gets students 
         "hooked"  on defining the problem, finding the answer or completing the task.

Element 3. Direct students to print or digital resources that will enable and motivate them to pursue answers to their questions--or form new questions.

            Embed Characteristics of Intelligent Behaviors that will assure students comfort in using their
             own learning styles while developing new strategies and research skills.

How might you build these habits of mind into the context of your restructured lessons?

R Check those that might apply as you brainstorm on ideas for the lesson.

        [   ]   Persistence

        [   ]   Decreasing impulsivity

        [   ]   Empathic listening

        [   ]   Flexibility in thinking

        [   ]   Metacognitive awareness

        [   ]   Checking for accuracy

        [   ]   Questioning

        [   ]   Problem posing

        [   ]   Drawing on past knowledge

        [   ]   Application to new situations

        [   ]   Precision of language and thought

        [   ]   Using all the senses

        [   ]   Ingenuity, originality, insightfulness and creativity

        [   ]   Inquisitiveness, curiosity

        [   ]   Enjoyment of problem solving 

Bena Kallick

Arthur Costa
 

Embed Characteristics of Constructivist Learning Practices

Review this list to select at least five characteristics that might be built into your restructured lesson.

ü  Check those that might apply as you brainstorm on ideas for the lesson.

o     Encourage and accept student autonomy, initiative and leadership.

o      Whenever possible, use raw data and primary sources along with manipulative, interactive and physical materials

o      When framing tasks, use cognitive terminology like classify, analyze, predict, and so on

o      Allow student thinking to drive lessons.  Shift instructional strategies of alternative content based on student responses.

o      Ask students for their theories about the concepts before sharing the facts or background of these concepts.

o      Encourage students to engage in dialogue both with the teacher and with one another.

o      Seek elaboration of students’ initial responses.

o      Pose contradictions to students’ hypotheses (in diplomatic ways) and then encourage alternative responses.

o      Encourage student inquiry by asking thoughtful, open-ended questions and encouraging them to ask questions of
          others.

o      Allow wait time after posing questions.

o      Provide time for students to discover relationships and to create metaphors about the topics of their learning
         experiences.

o      Encourage students to reflect on experiences and actions, and then participate in deciding future activities or
         predicting future outcomes.

Brooks and Brooks

Element 5.  Design and Integrate Authentic Formative and Summative Assessments (Objective 6)

o      Engage students in goal setting, self assessment and responsibility for the achievement of learning standards and
        objectives;

o      Assure student voice in the learning process;

o      Maintain performance-based formative and summative assessments that promote student motivation and reflection
         on learning  standards and objectives;

         and

o      Showcase “authentic” individual student and group learning.

o Encourage and accept student autonomy, initiative and leadership.

o Whenever possible, use raw data and primary sources along with manipulative, interactive and physical materials.

o When framing tasks, use cognitive terminology like classify, analyze, predict, and so on.

o Allow student thinking to drive lessons. Shift instructional strategies of alternative content based on student responses.

o Ask students for their theories about the concepts before sharing

the facts or background of these concepts.

o Encourage students to engage in dialogue both with the teacher

and with one another.

o Seek elaboration of students’ initial responses.

o Pose contradictions to students’ hypotheses (in diplomatic ways)

and then encourage alternative responses.

o Encourage student inquiry by asking thoughtful, open-ended

questions and encouraging them to ask questions of others.

o Allow wait time after posing questions.

o Provide time for students to discover relationships and to create metaphors about the topics of their learning experiences.

o Encourage students to reflect on experiences and actions, and then participate in deciding future activities or predicting future outcomes.

• Form groups quietly

• Sit eyeball to eyeball

• Make eye contact

• Use each other’s names

• Share materials

• Follow role assignments

• Check for understanding

• Offer your help

• Ask your group first for help if you don’t understand

• Encourage each other

• Energize the group

• Disagree with the idea—not the person

• Use 6" voices

• Take turns

• Make sure everyone speaks

• Wait until speaker is finished before you speak

• Respect the opinion of others

• Think for yourself

• Explore different points of view

• Negotiate and or compromise

• Reach consensus