Project+Based+Learning

In the summer of 2010 and 2011, I was lucky enough to attend workshops on Project Based Learning. They were presented by Blair Hatch of High Tech High in San Diego. The PBL movement began in 1999 with a group from the Buck Institute for Education. PBL revolves around a method of teaching that uses backwards design, guiding questions to lead students to authentic learning. PBL projects are often done in groups, use the community around the schools as a resource, and rely heavily on technology to share their new knowledge and their final products. At the bottom of this document are some of the PBL vernacular used in this innovative way of teaching students many different things.

Here is a book that was some books and websites that can help you to create a PBL unit in your classroom too.

Hicks, T. (2009). The digital writing workshop. Portsmouth, NH: Heinemann.

Markham, T., Larmer, J., & Ravitz, J. L. (2003). Project based learning handbook: a guide to standards-focused project based learning for middle and high school teachers (2nd ed.). Novato, Calif.: Buck Institute for Education.

Morgan, N., & Saxton, J. (1994). Asking better questions. Markham, Ont.: Pembroke Publishers.

Simkins, M. (2002). Increasing student learning through multimedia projects. Alexandria, Va.: Association for Supervision and Curriculum Development.

Websites:

http://www.bie.org/

http://www.hightechhigh.org/about/design-principles.php

http://pbl-online.org/About/whatisPBL.ht

__The Project Based Learning Vernacular__


 * Exhibition** – An event (often referred to as a “high stakes” event) that shows off what the students created. Learning shared with the community. May be a special time on campus or hosted somewhere in the community. Provides opportunities for students to engage in conversations with interested adults. A memorable experience.


 * Presentations of Learning** (POL) – Student shows evidence of learning through a formal presentation that includes evidence to back up knowledge. You could argue that an Exhibition is one form of POL but typically a POL is a more concerted effort to prove content knowledge and typically uses a grading rubric for more objective assessment.-One effective POL is the **transitional POL** (tPOL) which provides a forum for the students to show off their best work done over the course of a year or even longer. Student provides an argument for growth and readiness to succeed at the next level.


 * Scaffolding –** activities that allow the students to gather content knowledge they will need in order to do well in the project to follow (sometimes referred to as mini-projects). Skill building, group dynamics practice, lower stakes, content typically more prescribed, short timeline.


 * Mentorship** – Members of the community that are willing to give of their time and expertise to guide students. May involve guest speakers, field trip experiences, online collaboration, group meetings. Mentor are typically willing to critique student work and attend Exhibition and/or POL’s.


 * Intermediate Deliverables** – Products that students create along the way. Brainstorms, research, designs, storyboards, notes, rough drafts, revision drafts. Assessing along the way to guide students and ensure success at exhibition


 * Critique** – Honest warm and cool feedback on student work with specific suggestions for improvement and/or enhancement.

Peer critique – Facilitating meaningful conversations among peers.

Mentor critique – Authentic feedback from a professional.

Instructor critique – Teacher checking work, if it follows peer feedback the session may be more meaningful


 * Revision** – Changes made based on feedback received

From Blair Hatch at High Tech High in San Diego, California