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The Essential Elements of Project Based Learning to Motivate and Engage Students

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This session will provide teachers with the tools and knowledge to help students investigate the world, recognize perspectives, communicate ideas, and take action through project based learning. Teachers will learn how to craft meaningful driving questions to promote rich inquiry in order to prepare students to be college, career, and civic ready. Specific examples, tools, resources and suggestions will be shared.
Presenter(s): Justyn Knox

Publicada em: Educação
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The Essential Elements of Project Based Learning to Motivate and Engage Students

  1. 1. The Thinking Classroom: How to Incorporate Inquiry and Project Based Learning Please log onto the internet: http://ssnces.ncdpi.wikispaces. net/Conference+Presentations
  2. 2. K-12 Social Studies Consultants Ann Carlock Ann.Carlock@dpi.nc.gov Justyn Knox Justyn.Knox@dpi.nc.gov Michelle McLaughlin Michelle.Mclaughlin@dpi.nc.gov Scott Garren Scott.Garren@dpi.nc.gov Section Chief K-12 Social Studies Fay Gore NC Character Education Coordinator Fay.Gore@dpi.nc.gov Program Assistant Bernadette Cole Bernadette.Cole@dpi.nc.gov Our Team
  3. 3. Objectives • Discuss implementation of inquiry-based learning in the classroom. • Understand effective guidelines of inquiry- based learning. • Understand how to create a culture of inquiry in your classroom by effective questions that promote inquiry
  4. 4. Essential Elements of Project Based Learning
  5. 5. Significant Content • Critical Thinking • Collaboration • Communication • Creativity and Innovation • Identify important content knowledge by specifying standards that will be taught through the project. • Every standard needs a measurable outcome. 21st Century Skills
  6. 6. In Depth Inquiry • Asking effective questions • Making hypotheses • Supporting answers with research and evidence • Developing new questions as knowledge deepens
  7. 7. Connecting Inquiry to The K-12 Social Studies Concept-Based Framework • Questioning is the heart of inquiry learning. • Students must ask relevant questions and develop ways to search for answers and generate explanations. • Emphasis is placed upon the process of thinking as this applies to student interaction with concepts, big ideas, data, topics, issues, and problems.
  8. 8. Effective Questions • Captures the issues, problem, or challenge • Consistent with curricular standards and frameworks • Open-ended and provocative • Can arise from real-dilemmas that students find interesting • Goes to the heart of a discipline or topic • Organizes Inquiry Adapted from The Buck Institute
  9. 9. Different Types of Questions • Philosophical: When is war justified? • Products: How can we plan an event that creates or celebrates the history of our community? • Problem Solving: Why do civilizations fail? • Real World/Scenario - What responsibilities, if any, does the government have in maintaining a middle class? Adapted from The Buck Institute
  10. 10. Refining Questions Google-able Teacher Language Too Standards Based General Open Ended Engaging for Students Relevant Charge for Action
  11. 11. “Google-able” • What are the major industries in our state? • What were the causes of the American Revolution? • What were the major forms of modern art?
  12. 12. Open Ended • Why does our state produce the things it does? • Could England have avoided the revolt of the American colonies? • Does modern art reflect or inspire society?
  13. 13. Abstract What is justice? When is war justified? What is a hero? Concrete Are amusement park rides safe? Is our water at our school safe to drink? Can DNA evidence be trusted? Problem Solving How can we improve traffic flow at our school? Design Challenge How could we create a school mural to express our diversity within our school? History What is the price of “progress”? Was the American Revolution justified? What effect does the Civil War still have on us today? How can we bring peace to the Middle East? Social Studies What is the American Dream and who has it? How do immigrants meet the challenges of coming to a new country? Do victors really benefits from winning wars? How should we respond to terrorism? English Why are books banned? How do we persuade others? How does literature reflect the time in which it was written? Art How does art reflect its time? Is art worth its price? Should art be censored? Geography How does the place we live in affect how we live? How can we use geography to interpret the past? How do human actions modify the physical environment? Government Do we have too much freedom? What is the best form of government? How should criminals be treated? Should the Bill of Rights be revised? Science How will the land we live on change over time? Can we predict the weather? How can we stop the spread of infectious diseases? Should we produce genetically engineered foods? Math Is it better to buy or lease a car? How can we use probability to assess the state lottery system? Can we predict the growth of a websites use?
  14. 14. Sounds too Much Like a Teacher • What did the ancient Greeks contribute to the development of Western Civilization? • Should there be more development in wilderness areas in North Carolina? • What were the causes of the Great Depression?
  15. 15. Engaging for Students • Did the ancient Greeks help make us who we are today? OR How Greek are we? • Should a new shopping center be built on the land by the river near our town? • Could the Great Depression happen again?
  16. 16. Avoid Repeating the Standards How effective were various approaches such as boycotting, picketing, and sit- ins used to impact NC laws? 8.C&G.2.1 Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United States (e.g. picketing, boycotts, sit-ins, voting, marches, holding elected office and lobbying). 6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impacted the economic development of various civilizations, societies and regions. STANDARDS QUESTIONS Is China a powerful country today of it’s conflict compromise and negotiation over natural resources?
  17. 17. Aligned to Standards without restating them Is breaking the law ever justifiable? Why is China a powerful nation? Are we like China or not? STANDARDS QUESTIONS
  18. 18. Too General • What is a hero? • Which advertising techniques are most effective? • Why did the explorers journey to the Americas?
  19. 19. • Who are the heroes in our community and how can we tell their stories? • How can we create a guide for other kids so they will know how advertisers try to get us to buy stuff? • How can we, as explorers, create a planning guide for leading an expedition?
  20. 20. Go LOCAL • How can we help a small local business improve their advertising? • Should the city of Raleigh allow street artist to help gentrify the downtown area? • How do we design an exhibit on the Iroquois nation for the NC Museum of Natural History
  21. 21. Need To Knows • Work that MATTERS! • Students are more motivated to learn KNOWS NEED TO KNOWS
  22. 22. Voice and Choice • Student Ownership • Independent Thinkers • Differentiated Instruction
  23. 23. Revision and Reflection • Constant and ongoing • Variety in feedback is a key factor – Self reflection, peer to peer, teacher
  24. 24. Peer Feedback • Video Writing Peer Review (Top 10 Mistakes)
  25. 25. Authentic Audiences • A Younger Students • The community (Newspaper, local businesses, organizations) • A Scientist • A Historical Figure • Governmental Officials • School Leaders • Parents • Family Members • Friends
  26. 26. Authentic Purposes • Take a stand • Persuade specific audience to commit to your perspective or cause • Alter a perspective • Take on a different perspective • Explain a process • Analyze an event, experimental results, statistics • Educate a group on a topic, procedure, or event • Relay scientific findings • Relay and opinion
  27. 27. Real World Formats • Letter • Article • Social Media • Presentation • Debates • Experiments • Role Play/Drama Narrative • Lab Reports • News Program • Talk show • Timeline • Maps, Charts, & Graphs • Data Displays • Diagrams • Diary Entry
  28. 28. Does The Inquiry? • Focus on Significant Content • Develop 21st Century Skills • Engage Students in In-Depth Inquiry • Organize task around a Driving Questions • Establish a need to know • Encourage Voice and Choice • Incorporate Revisions and Reflection • Include a Public Audience
  29. 29. Resources • Buck Institute • Leading Project Based Learning • Birth of the Tubric • Project-Based Learning 4 All • Teach 21 • Edutopia • The Inquiry Arc: Preparing Students to Be College, Career, and Civic Ready • Global Project Based Learning
  30. 30. Research • The Evidence Base for Social Studies: Inquiry-Based Learning • Educational Leadership: What Research Says About Project Based Learning • Edutopia's Project Based Learning Research Review
  31. 31. • What instructional or assessment practices will you adapt in your classroom after this session? • Share with me success, challenges, or questions • Justyn.Knox@dpi.nc.gov • ssnces.ncdpi.wikispaces.net