2. Buck Institute of Education
www.bie.org
www.bie.org/diy
Note: although I’ve had five days of training with BIE, I
currently have no formal affiliation, and all materials
herein from BIE are from their publicly available
website materials.
4. Now those students have come to a faculty meeting, and
ask:
How are you the teachers going to redesign
our learning experiences to better prepare us
for Friedman’s value adding jobs?
5. Your task: Answer their question
and implement the solution.
What do you need to know?
6. What do you remember most from your own K-12 learning?
9. Essential Ed. Elements
1. Hands on projects
solving real problems
2.Collaboration:
Working in Teams
3. Creating
4.Multi-disciplinary
learning
5. Design Thinking
6.Trial and Error
Play Passion Purpose
16. Pause:
Let’s talk about HQ 21st c. PBL: What is it not?
Discuss…
http://howtovideos.hightechhigh.org/video/265/What+
Project+Based+Learning+Isn't
17.
18. Research evidence
Research has demonstrated that PBL can be more
effective than traditional instruction for long-term
retention, skill development and satisfaction of students
and teachers.
Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., &
Clay-Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry-
based science curricula in the context of urban reform. Journal of Research in Science
Teaching, 45(8), 922-939.
Strobel, J. & van Barneveld, A. (2008) "When is PBL More Effective? A Meta-
synthesis of Meta-analyses Comparing PBL to Conventional Classrooms," Interdisciplinary
Journal of Problem-based Learning, 3(1), 44-58. Retrieved from
http://docs.lib.purdue.edu/ijpbl/vol3/iss1/4.
24. What if?
At least half of the time
they spend on
schoolwork must be on
stuff that can’t end up in a
folder we put away.
It should be because their
work is something they
create on their own, or
with others, that has real
value in the real world.
29. Video
Draft the driving question
https://www.youtube.com/watch?v=WftJ1rGsJi0
30. Designing a DQ
Characteristics of a Driving Question
Provocative or challenging to students, because it is
relevant, important, urgent or otherwise interesting.
31. Designing a DQ
Characteristics of a Driving Question
Open-ended and/or complex; there is no single “right
answer,” or at least no simple “yes” or “no” answer.
It requires in-depth inquiry and higher-level thinking.
32. Designing a DQ
Characteristics of a Driving Question
Linked to the core of what you want students to learn;
to answer it well, students would need to gain the
knowledge and skills you have targeted as goals for the
project.
33. From: How does an ecosystem stay balanced?
To: How can we improve the health of the forest in our
region?
From: What have been the most popular novels among
teenagers in the last 30 years?
To: How has reading changed for teenagers over the last
30 years?
Source: PBL Handbook, Buck Institute for Education
34. From: Was Truman’s decision to drop the bomb
justified?
To: Can the use of nuclear weapons be justified?
From: How have robotics and automation changed our
society in the past century?
To: How might robotics and automation change our
town and its businesses in the next century?
Source: PBL Handbook, Buck Institute for Education
51. available for consulting, board training, parent ed. & faculty pd.
21k12 jonathanemartin ed. services
www.21k12blog.net
Twitter: @jonathanemartin
jonathanemartin@gmail.com
Notas do Editor
Such a sharp difference in my remembering– and I LOVED my schools and feel very devoted, but what I remember learning were my elaborated projects. College too bored the hell out of me, so much so that I threw myself into projects on campus.
My journey began in Summer 2008
Tough book– developing perseverenceundermatching and grads taking easy route