Project Based Learning Discussion Forum

Infusing writing into Science PBL

2010-09-03T16:40:02+00:00

I would like to share a new initiative we have begun here in Oakland, with some funding from the Hewlett Foundation. In Oakland, our history teachers have been working for about ten years to develop authentic assessments of student understanding of history, using techniques developed by the Writing Project. They have the students work with historic documents, and apply what they have learned about the period in question to analyze the documents they are given in written essays. Then teachers come together a few times a year, and bring samples of their students’ writing, which they score together, using common rubrics. This has led to rich discussions among teachers, the sharing of techniques, and has gradually elevated the quality of instruction and student work across the District.

We are seeking to learn from this model and apply elements of it to Project Based Learning. We have created a Science-History PBL Collaborative, with about 25 teachers, half science and half history. We spent a week in August going through PBL 101, and then taking time to work in teams to develop projects. We are not, for the most part, doing cross-curricular projects. But teachers worked in teams to develop projects appropriate for their courses, and we spent time discussing and working on ways to infuse written assessments into the projects. We will be meeting on a monthly basis to follow up and continue planning the projects, and reflecting on the process as it unfolds. We will also be holding a mid-year session to share student work and score it on a common rubric, so we can learn from what different teachers are doing in their classrooms. We are planning to host a sort of PBL Expo in the spring to share student projects district-wide.

How to encourage teacher implementation?

2010-04-21T17:51:31+00:00

How do I get teachers to begin developing and implementing projects as a regular part of their curriculum. All teachers have been through the training and only a few have really tried to implement a project. Short of threatening them and it effecting their annual evaluation how do I get teachers on board and excited about the process. I think once it becomes a regular part of their curriculum they will see how valuable it is to the students.

How to assess implementation of PBL?

2010-02-20T02:43:38+00:00

hello my name is Maria Cristina’m teaching in PBL, we are currently looking for strategies to design a tool to identify, assess and evaluate the educational work also the implementation of the process of PBL at the university. I want to know if there is any tool for this purpose?
Thanks for your help
Sincerely
Maria Cristina

Do you have any examples of Technology Plans?

2010-07-23T22:27:13+00:00

Do you have any examples of Technology Models or Plans that illustrate the hardware, software, and other technology needs of a PBL school? For instance, we’d love to have 1:1 computing, but what does this really look like at a PBL school?

How do I teach software that I have no training or experience with?

2009-10-16T18:23:56+00:00

As teachers we need to solicit the help of our students to become champions of the technology. What I have done along with many other PBL teachers is have the students from the previous years come back to teach our current students. Kinda like paying it “backwards.”

BUT in the very beginning the first group of students needed to be taught. So what are some things you could do that first time around:
- Ask a colleague in the school or outside of the school (a pro) who is familiar with the software to teach the students the basics
- Ask that “techie” student in your class if they wouldn’t mind learning some new software and teaching the class.
- Learn the very basics yourself and usually a handful of student take it and run with it to become the “goto” people

The bigger issue is how to conduct the technical training/lectures. The students have to be actually using the software during the training. It needs to be hands-on. Step by step handouts could only go so far, especially since the software is always changing. Sometimes when I have a choice of software packages, I do look at how much online support materials are available. But in the end, they need to just go in and play around with it.

What 21st Century Skills should we focus on?

2009-12-16T21:54:36+00:00

The Partnership for 21st Century skills (http://www.21stcenturyskills.org) has been taking a lot of heat of late. One New York based blogger (http://nycrubberroomreporter.blogspot.com/2009/09/partnership-for-21st-century-skills-p21.html) has drawn a lot of attention by claiming that the P21 folks have mis-identified the component skills required to be a 21st century learner. The Buck Institute realizes there is much debate, rightfully so, about 21st Century Skills. We have drawn a line in the sand, saying that we only feel comfortable focusing on 21st Century Skills that are supported by teaching materials and assessments (rubrics), such as those found in the resource section of this site. The three skills we focus on are communication, collaboration and critical thinking/problem solving.

Do you ever find students to be apathetic to the unit or essential concepts?

2010-06-21T16:32:20+00:00

Do you ever find students to be apathetic to the unit or essential concepts?

If you answer “yes”, consider doing a Window Activity (attached). By the time students complete the activity, they will be fully engaged for the rest of that day’s lesson, and possibly the rest of the week depending on what is planned continues the energy.

The Window Activity is a writing exercise that engages students’ interests and learning profile. With a mix of visuals, role-play, and accessing 5 senses (sound, sight, smell, taste, and touch). It takes 15 to 25 minutes to complete. Well worth the time for the engagement payoff.

What examples are there of differentiated instruction at all levels?

2010-06-21T16:04:47+00:00

A question that comes up is what examples are there of differentiated instruction at the elementary, middle school, or high school levels? There are many books available that address this question at a strategy level, adding to one’s tool box of approaches to developing effective learning experiences. But these do not truly answer the question. Many educators want to see actual examples “embedded” into practice. Look no further than: Differentiation in Practice: A Resource Guide for Differentiating Curriculum (ASCD). There are 3 versions of this book:
*Grades K-5 by Carol Ann Tomlinson & Caroline Cunningham Eidson
*Grades 5-9 by Carol Ann Tomlinson & Caroline Cunningham Eidson
*Grades 9-12 by Carol Ann Tomlinson & Cindy A. Strickland

Each chapter focuses on a unit with a specific disciplinary focus. The teacher who taught the unit includes many annotated comments beginning with the how and why for developing the unit to the assessments. The most valuable component is that the teacher annotates where he/she differentiated a lesson, and explains why and how. This series has great value to any staff who incorporates Differentiated Instruction into their school improvement process. Keep at least one or two copies in your school PD Library.

What’s in a name? PBL vs PL vs EL

2010-02-22T18:14:05+00:00

While doing reporting for Edutopia’s series, “Schools that Work,” I’ve encountered references to project-based learning, project learning, problem-based learning, and expeditionary learning. Is there a difference among these? If so, would someone help me understand the distinctions? Thank you.

speaking sub-skills for EFL primary stage pupils

2010-06-03T20:00:04+00:00

Hello friends,
How are you?I wonder if any one of you can enable me with speaking sub- skills which is required in primary stages with EFL pupils and how can I assess it(speaking skills)?As i have searched a lot but unfortunately i have not found any thing authorized or from trusted resource.
thanks a lot .
regards,
miss h