OPAL+-+21st+C+PBL


 * Title IID Workshop **
 * OPAL: Online Professional & Academic Learning **** 21st Century Project-based Learning **

=__**Agenda**__=

Welcome & Introductions [|OPAL Overview & Goals] W hat is 21st Century Project-based Learning Planning a Collaborative Project-based Learning Unit Framing the Essential Question for Authentic Inquiry Technology in the Design, Implementation Reflection, Assessment & Publishing


 * __ Workshop Resources & Activities __**

I. What is Project-based Learning?
 * [|Brainstorm with Wordle] **


 * View: [|Project Learning: An Overview] **

Elementary & Middle Schools (Newsome Park, Virginia) High Schools - Online community for teachers to share PBL ideas.
 * Project-based Learning in Action **
 * [|Immersive Learning Experiences from Reinventing Project Based Learning] **
 * Newsome Park: Worms, Pets and Plants Star in Projects **
 * Envision Schools Project Exchange **

Aligns with standards-based instruction Motivates students with [|real-world scenarios] Focuses on meaningful and essential understanding Supports basic literacy skills and research [|Evaluates with authentic assessments] Engages students of varying learning styles in purposeful collaboration Uses technology to prepare students for careers and higher education Produces teacher and student created content to be shared
 * [|Key Characteristics of Project-based Learning] **

Review and share exemplary projects listed on the Techscape PBL Center. How do they reflect, or fail to reflect, the key characteristics of PBL? Do the projects effectively address important curricular goals? Is student learning measurable?
 * Activity **


 * II. Planning a Project-based Learning Unit **

[|Start with the Essential Question] [|Design a Plan for the Project] [|Brainstorm] the Plan with Online Mapping Tools Define Roles and Responsibilities Gather Resources for Students with [|Customized Google Search Engines] Create a Project Schedule & Post Online for Students Monitor the Process and the Progress of Individual Learners [|Assess the Outcome] Share Experience & Outcomes with the [|Global Learning Community]
 * The Planning Process **

o __ Lunar Outpost Project __ o Nonprofit Prophets o The Jason Project o iEARN How do these projects increase awareness of local and global communities? What ideas and resources are provided to motivate community-minded projects? Are the key components of PBL obvious?
 * Activity **
 * Explore the following project links **

[|Using Google Docs to Share Resources] Join the OPAL-ICT Google community Preview the project plans of previous teachers Preview the Google doc and talk about your ideas for a PBL unit Enter your basic data and your project topic You will be able to edit and revise your responses at any time Discuss your PBL plans with colleagues
 * Review your Customized / Collaborative Project Planning Form **


 * III. Framing the Essential Question to Promote Critical Thinking **

Open-ended and resist a simple or single answer Thought-provoking, counter-intuitive, and/or controversial Require students to draw upon content knowledge and personal experience Non-judgmental and succinct Are framed to provoke and sustain student interest Can be revisited throughout the unit to engage students in evolving dialogue and debate Lead to other student-posed essential questions. Are at the heart of the discipline
 * Criteria for Effective Essential Questions **

Using the key components of PBL and the criteria for developing essential questions, review the three examples of PBL units below. What strengths do these projects have? What weaknesses? o Protect. Preserve. Be Proud. Students learn about conservation and the need for preserving open space in their community. o Core Democratic Values LIVE Cross-grade level student teams work together to explore core democratic value of their choice. o Human Footprint Students consider the ecological and environmental impact that humans have had on Earth in this project from National Geographic.
 * Activity **
 * Explore & Critique **

Other PBL units are available on the [|Apple Learning Interchange] (ALI), an online community of educators. Review an ALI PBL unit and consider how teachers adhere to the key components and essential question criteria.

Return to the Google Doc Complete your project plans. Share with colleagues
 * Your PBL Essential Question **


 * IV. Technology in the Design, Structure and Presentation of PBL **


 * [|Framework for 21st Century Learning] **

**Essential 21st century skills include:** critical thinking problem solving communication collaboration

**What do students gain?** To learn collaboration, work in teams. To learn critical thinking, take on complex problems. To learn oral communication, present. To learn written communication, write. To learn technology, use technology. To develop citizenship, take on civic and global issues. To learn about careers, do internships. To learn content, research and do all of the above

Below are examples of how [|Web 2.0] tools can be integrated into PBL activities. Explore these projects and think about how you might be able to integrate some of the tools into your PBL Unit. Podcasting: iHistory Podcast Project A secondary school teacher in Australia uses podcasts to teach Australian History. Google Earth: Google Lit Trips Students use Google Earth to explore the geography behind some of the greatest road trips. Wikis: Horizon Project Students are challenged to collaborate with others around the globe to investigate, research, discuss, analyze and evaluate one of the six trends or seven meta trends referred to in the Horizon Report 2008 about social media trends.
 * Activities **
 * Explore **

Open your PBL Planning Google Doc Complete the additional questions about how you will incorporate technology, web 2.0, and/or 21st century skills into your PBL unit.
 * Edit your PBL Project to Integrate 21st Century Technology Skills **


 * V. Assessment of the Process and Progress of Project-Based Learning **

**View** = [|Comprehensive Assessment]: Performance assessments offer a richer, more holistic approach to evaluating what students know and can do. = = [|Additional Rubrics for Review] =

Create your PBL assessment rubric using Rubistar, a web tool to create customized rubrics. Refer to the Project-Based Learning Checklists in planning Assessment Consider the following: What are your instructional goals and content standards? What evidence of achievement and mastery do you expect? What activities are expected of your students? How will you measure communication and collaboration? How will you measure use of technology to enhance learning?
 * Activity **

Complete the Assessment Section of your Project Planning Google Doc


 * VI. Implementing your own Project-Based Learning Unit **

Information, Communication, Technology (ICT) Planning an ICT-Assisted PBL Lesson

A Seven-Step Implementation Process
1. Develop Project Content. 2. Develop Project Goals 3. Develop Teams and Groups - Define Roles and Responsibilities 4. Create and Share Timeline 5. Provide Resources and Materials 6. Build and Share Assessment Tool 7. Reflect, Share and Publish

Open your PBL Planning Google Doc and complete the timeline. Review and edit your entire Project-based Learning Unit.
 * Activity **

Assessing Student Work with Project-Based Learning

Share PBL units Plan for follow-up and support visits. Workshop evaluation

__Additional Resources__ [|The Nine Steps of Project-based Learning] (Full-text from Gale)