This document summarizes a presentation on project-based learning. It notes that traditional classroom projects are often not relevant to students, non-collaborative, and graded based on teacher perceptions. Project-based learning, alternatively, requires collaboration, follows a driving question, provides student choice, and has a public audience. The document outlines key elements of high-quality project-based learning, including having significant content, requiring in-depth inquiry, and allowing for student voice and choice. It provides examples of student projects, such as inventing machines out of Legos and creating inventions in Minecraft.
3. STEM employees earn 25% more than non-STEM
STEM-Related jobs grow 17% over next decade
2010 unemployed: STEM workers 5.3 % vs 10%
Minorities (Women, AfricanAmerican, Latinos)
compose 70% of workforce but only 20% STEM
>50% of students beginning with STEM degree
switch to Non-STEM degrees in first 2 years
Stemadvantage.org
7. DOING PROJECTS
Not relevant to students
Based on Driving Question
Doesn’t resemble RealWorld
Non-collaborative
Not many choices
Graded by teacher perceptions
Turned into the teacher
PROJECT BASED LEARNING
Requires collaboration
Follows teacher’s instructions
Could provide real solutions
Requires team collaboration
Make most of the choices
Based on rubric
Public audience
Teachthought.com
8. Significant Content
A Need to Know
A Driving Question
In-Depth Inquiry
StudentVoice and Choice
21st Century Competencies
Critique and Revision
PublicAudience
Buck Institute for Education
36. 1. Identify the SimpleTask.
2. List the parts of the simple
task.
3. Discuss how the parts work
together
4. Diagram an invention with
1. At least 15 ideas.
2. Uses at least 3 forms of
energy.
5. Set up a plan for how it
would be built.
37.
38.
39.
40.
41.
42.
43.
44.
45. Develop a Problem-
Based Learning mindset
Initiate an essential
question.
Provide some process
structure.
Identify deliverables but
don’t strictly define the
contents.
49. Science
PS 2-1 Designs a solution to a problem involving
Newton’s 3rd Law
PS 2-2 Designs an experiment to show effects of
Newton’s 2nd law
Technology
21.6-8.TL.1 Demonstrate creative thinking in the
design and development of innovative tech products
and problem solving
21.6-8.TL.4 Use critical thinking to conduct research,
solve problems, and make informed decisions using
appropriate tech tools and resources.
50.
51. Journaling the Process
Reflecting on what they
created.
Sharing own feeling.
Commenting on others’
reflections.
52.
53.
54. Inventing is like
writing a book.You get
to have fun imagining
new things, and when
you’re done you feel like
you accomplished
something.That why I
think inventing is cool
beans. - Griffin
55. We’re starting a new project, and I think we
have some pretty good ideas!We’re creating a
Lego robot to transport a chip into a bowl of
salsa.The only thing is, we have to get the chip
back out, so that’s a challenge.
I think it’s awesome that we get to use our
creativity so much, and create machines that
you have fun thinking of. Also, getting to see
the other group inventions is pretty cool too.
56. Invented in MineCraft
Video recorded the inventions
Shared with class
Invented At Home
Video recorded the inventions
Shared them with class