What is Project Based Learning?

PROJECT BASED LEARNING

Project Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.

These are the STAGES of a Project.

1. A NEED TO KNOW

If you have a NEED, then you have RELEVANCE. -it matters to you – it will matter to others

If you don't feel like you need to know what you are studying, researching, reading, or watching then you don't have a NEED TO KNOW – and I would guess you won't be motivated to do your best.

2. DRIVING QUESTION - STEP ON THE GAS!
The question you come up with will LITERALLY DRIVE your project.
If the Project is a Car, the Driving Question is the Gas.


YOU ARE THE DRIVER.


If you don't put in the gas, your PROJECT WILL NOT GO ANYWHERE
If you can dream it, you can do it.
Driving Questions make us think, make us wonder, and drive us to learn and discover.
They are not easy to answer.  They might never be answered.

There are three types of Driving Questions.

1. Abstract - “Why is the sky blue?” “When is war justified?” “
2. Concrete - “Is our water safe to drink?” “Why won't Tennessee recognize MLK day?” “What does modern architecture owe to the Italian Renaissance?”
3. Problem-solving - “How can we help to stop the use of Child Soldiers?” “How have you ' hugged the world'?”

3. STUDENT VOICE and CHOICE
(The Goldilocks dilemma) Either too hot or too cold.....

TOO COLD (NONE) – Total Teacher Led - Teacher provides a Driving Question, a List of Key Terms, Time Line Events, web resources and a due date. Teacher says, “I want 500 words, typed, double spaced. I want 3 visuals, a Bibliography and a 3-5 slide power point presentation. Teacher provides a checklist, a rubric.

TOO HOT (TOO MUCH) – Total Student Choice - Students create a driving question on a topic of great personal interest – They work when they want and to whatever personal standard they have for themselves. They choose the product and tell the teacher when they are done. Teacher checks in but does not provide background knowledge through mini lessons.

JUST RIGHT – Student creates a driving question on a topic or theme of great personal interest that directly relates to the topic or theme in the seminar or course. Teacher approves the driving question. Student starts to investigate the world of the topic or theme, and weigh the different perspectives it presents under the guidance of the teacher. Student then proposes, using a project proposal form, coming up with several essential questions, key terms or vocabulary that need to be defined or investigated, determines tools and resources needed and creates a detailed step by step explanation of their project. Teacher helps them perfect the proposal form and together they agree on a due date. Together they create a checklist. Together they set goals for achieving multiple outcomes at a proficient or advanced level. Together they plan an authentic audience for a presentation.

Follow the information wherever it leads you.
Do not expect to end up in a particular place. You are not out to prove what you already think you know. You are on an Exploration.

4. Develop Skills 
GET BUFF

21st Skills ----Collaborate. Communicate. Creativity.Use Technology. Manage Time. Set Goals.


Humanities Skills --- Use Maps. Create Time Lines. Recognize Perspectives. Use Primary Sources.


M.L Skills – Language Conventions. Cite Sources. Read. Write.


5. Present/Publish/Reflect
What have I done?

Let them know what Advanced/ Proficient/Basic/Below Basic LOOK LIKE

Peers should also let each other know.

Present it
You did not do this project for the teacher or the test.
Presentation must be public and polished.
This should not be the only time you present your project.
Present along the way, to peers, to parents, to teacher.