Pbl Rationale
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PMH PROJECT BASED LEARNING 2008
Project Based Learning Rationale
Project-Based learning "is a great way to immerse students in a fun, rich, and challenging learning environment. Based on real-life learning simulations." By Dan Page
Why would we use Project-Based Learning? The current focus of education encourages knowledge attainment but fails to provide students with the necessary skills to use knowledge effectively. Despite the fact that test scores are high, standardized assessments are often a poor indicator of future success. Currently, students are disengaged and unmotivated with the education process. They see education as a collection of facts that have no relevance or importance to the outside world. The problem is that in schools students are told what to learn not how to learn. Project-Based Learning is a rigorous, relevant, and engaging education model that promotes self-directed learning and “helps make learning relevant and useful to students by establishing connections to life outside the classroom, addressing real-world concerns, and developing real world skills.” (Project-Based Learning With Multimedia, para.4)
Parramatta Marist High School 2008
PMH PROJECT BASED LEARNING 2008
The effective implementation of Project-Based Learning redefines the classroom environment as teachers are no longer distributors of knowledge, but they are participates in the learning process with the students. The focus of Project-Based Learning involves planting a seed in students and watching it grow as they “retain what they learn rather than forget it as soon as they disgorge it for a test” (Curtis, 2001, para.18)
What would students gain from working in this environment? Students who participate in Project-Based Learning become lifelong learners. They gain increased motivation towards their own education because Project-Based Learning “provides opportunities for students to pursue their own interests and questions and make decisions about how they will find answers and solve problems.” (Project-Based Learning With Multimedia, para.2) The ability to collaborate and work as a team is a skill that is imperative in any environment. Project-Based Learning creates an environment where students “learn how to collaborate, and their social skills improve. They are more confident talking to groups of people, including adults” (Curtis, 2001). Consequently, students who participate in Project-Based Learning will develop collaborative skills that traditional instruction fails to provide. Education is not just about content coverage, but about the development of essential skills that will prepare our students for the post-school world. In June 1991, the Secretary’s Commission on Achieving Necessary Skills (SCANS) released a report that examined the nature of the global workplace. It concluded, “that more than half of our young people leave school without the knowledge or foundation required to find and hold a good job” (SCANS
Parramatta Marist High School 2008
PMH PROJECT BASED LEARNING 2008
Report, p.8). As a result, the Partnership of 21st Century Skills Organization was developed to provide schools with a suitable framework for the implementation and assessment of 21st Century skills. These skills include creativity, innovation, critical thinking, problem-solving, communication, collaboration, information literacy, media literacy and ICT literacy skills. Consequently, the focus of Project-Based Learning is on the development of skills that provide students with the foundation for lifelong learning.
Project Based Learning Stakeholders The major stakeholders in this project include: •
•
Students: Students will have to adapt to the new learning environment, which will require them to demonstrate effective organisation, communication and work ethic. However, the online learning environment will provide students with a number of benefits including "instantaneous access to information and an ability to cross geographic boundaries, more suited to the post-industrial notion of school education" (Finger, Russell.G, Jamieson-Proctor, Russell.N, 2007, p.89) Teachers: Teachers are an important aspect of the implementation of online learning environments. It is their willingness and success at using ICT which determines the overall success of the project. It is also essential that teachers "spend considerable time and effort matching the curriculum activities and resources
Parramatta Marist High School 2008
PMH PROJECT BASED LEARNING 2008
•
•
•
•
to student needs, interests and learning styles" (Finger et al, 2007, p.114) Parents: Parents need to be ensured that this teaching and learning style will not hinder the educational progress of their child. In order to provide more authentic assessment parent's may also be required to participate in the assessment process. School Executive: The school executive need to show direction and vision relating to the changing shift in educational practices. In order to ensure success they must provide teaching staff with appropriate professional development opportunities. Finger et al (2007) states that teachers will require reskilling especially in regards to assisting students in the synthesis and analysis of information for the web, knowledge of current ICT practices and the confidence in the use of multimedia materials (p.94). ICT Staff: The IT department of many schools are often understaffed and at times have to deal with trivial requests that burden their ability to address major ICT issues and problems. It is hoped that the ICT background of the staff implementing the online community will not further burden the integration of ICT within the school. External Entities: It is anticipated that project0based learning will create and maintain strong links with the wider school community. Individuals and organizations may be asked to assist in the assessment of projects, which provide students relevant and meaningful feedback from professionals
Project Based Learning Structure The structure of the project has been broken up into FIVE main stages which are similar Stages
Events
Parramatta Marist High School 2008
Investi gation
Project Roll Out
PMH PROJECT BASED LEARNING 2008 • • • •
Develo pment
Present the the Entry Document to the class. The class will construct a Need to Know List after reading the entry document. Group organisation will take place. Groups can be selected by a variety of methods, including: o Teacher selection. o Student selection. o Lotto.
•
Once student groups have been organised, each group must fill in their Group Contract which will be used to manage groups appropriately.
•
Groups are also required to map out the distribution of tasks via the Project Calendar.
•
Students start each lesson with an addition to their Online Journal. Questions posed often require students to analyse a moral decision. Groups will discuss the Need to Know List and focus their investigation on what they need to know. Throughout different stages of the investigation process students will have access to different Resources. It is anticipated that most students will be able to find the majority of resources themselves.
• •
•
Groups will be required to initiate at least TWO Group Meetings to share each members preliminary findings.
•
Students will be presented with the Rubric which communicates the exact nature in which they will be accessed. Students will continue with their Online Journal but will also be required to participate in online class Forums. Groups will be required to start to plan the End-Product. Students can request Workshops, given by the teacher concerning any areas that they are having difficulties with.
•
Evaluati on
Introduce the Driving Question to the class.
• • •
The class will address the Need to Know List and alter it according to the new knowledge they have gained from their investigation.
•
The teacher will visit each group with the Rubric to identify which outcomes have been met and which one's need further work before the project is presented. The class will participate in the Critical Friends Process in which each group will participate in trial presentation and class members are able to give meaningful feedback on what was successful and what was not successful.
•
•
Students will participate in a Peer Assessment regarding the teamwork of members of their group. These marks will go towards the teamwork assessment mark.
Parramatta Marist High School 2008
Presentation
PMH PROJECT BASED LEARNING 2008 •
Students will be required to present their projects to a authentic audience, this could include: o Parents o Members of the community o Other teachers o Professional of a related specific field.
•
Finally students will participate in their own evaluation to identify what they thought was successful about the project and what they did not think was successful.
Parramatta Marist High School 2008
Project Based Learning Rationale
Project-Based learning "is a great way to immerse students in a fun, rich, and challenging learning environment. Based on real-life learning simulations." By Dan Page
Why would we use Project-Based Learning? The current focus of education encourages knowledge attainment but fails to provide students with the necessary skills to use knowledge effectively. Despite the fact that test scores are high, standardized assessments are often a poor indicator of future success. Currently, students are disengaged and unmotivated with the education process. They see education as a collection of facts that have no relevance or importance to the outside world. The problem is that in schools students are told what to learn not how to learn. Project-Based Learning is a rigorous, relevant, and engaging education model that promotes self-directed learning and “helps make learning relevant and useful to students by establishing connections to life outside the classroom, addressing real-world concerns, and developing real world skills.” (Project-Based Learning With Multimedia, para.4)
Parramatta Marist High School 2008
PMH PROJECT BASED LEARNING 2008
The effective implementation of Project-Based Learning redefines the classroom environment as teachers are no longer distributors of knowledge, but they are participates in the learning process with the students. The focus of Project-Based Learning involves planting a seed in students and watching it grow as they “retain what they learn rather than forget it as soon as they disgorge it for a test” (Curtis, 2001, para.18)
What would students gain from working in this environment? Students who participate in Project-Based Learning become lifelong learners. They gain increased motivation towards their own education because Project-Based Learning “provides opportunities for students to pursue their own interests and questions and make decisions about how they will find answers and solve problems.” (Project-Based Learning With Multimedia, para.2) The ability to collaborate and work as a team is a skill that is imperative in any environment. Project-Based Learning creates an environment where students “learn how to collaborate, and their social skills improve. They are more confident talking to groups of people, including adults” (Curtis, 2001). Consequently, students who participate in Project-Based Learning will develop collaborative skills that traditional instruction fails to provide. Education is not just about content coverage, but about the development of essential skills that will prepare our students for the post-school world. In June 1991, the Secretary’s Commission on Achieving Necessary Skills (SCANS) released a report that examined the nature of the global workplace. It concluded, “that more than half of our young people leave school without the knowledge or foundation required to find and hold a good job” (SCANS
Parramatta Marist High School 2008
PMH PROJECT BASED LEARNING 2008
Report, p.8). As a result, the Partnership of 21st Century Skills Organization was developed to provide schools with a suitable framework for the implementation and assessment of 21st Century skills. These skills include creativity, innovation, critical thinking, problem-solving, communication, collaboration, information literacy, media literacy and ICT literacy skills. Consequently, the focus of Project-Based Learning is on the development of skills that provide students with the foundation for lifelong learning.
Project Based Learning Stakeholders The major stakeholders in this project include: •
•
Students: Students will have to adapt to the new learning environment, which will require them to demonstrate effective organisation, communication and work ethic. However, the online learning environment will provide students with a number of benefits including "instantaneous access to information and an ability to cross geographic boundaries, more suited to the post-industrial notion of school education" (Finger, Russell.G, Jamieson-Proctor, Russell.N, 2007, p.89) Teachers: Teachers are an important aspect of the implementation of online learning environments. It is their willingness and success at using ICT which determines the overall success of the project. It is also essential that teachers "spend considerable time and effort matching the curriculum activities and resources
Parramatta Marist High School 2008
PMH PROJECT BASED LEARNING 2008
•
•
•
•
to student needs, interests and learning styles" (Finger et al, 2007, p.114) Parents: Parents need to be ensured that this teaching and learning style will not hinder the educational progress of their child. In order to provide more authentic assessment parent's may also be required to participate in the assessment process. School Executive: The school executive need to show direction and vision relating to the changing shift in educational practices. In order to ensure success they must provide teaching staff with appropriate professional development opportunities. Finger et al (2007) states that teachers will require reskilling especially in regards to assisting students in the synthesis and analysis of information for the web, knowledge of current ICT practices and the confidence in the use of multimedia materials (p.94). ICT Staff: The IT department of many schools are often understaffed and at times have to deal with trivial requests that burden their ability to address major ICT issues and problems. It is hoped that the ICT background of the staff implementing the online community will not further burden the integration of ICT within the school. External Entities: It is anticipated that project0based learning will create and maintain strong links with the wider school community. Individuals and organizations may be asked to assist in the assessment of projects, which provide students relevant and meaningful feedback from professionals
Project Based Learning Structure The structure of the project has been broken up into FIVE main stages which are similar Stages
Events
Parramatta Marist High School 2008
Investi gation
Project Roll Out
PMH PROJECT BASED LEARNING 2008 • • • •
Develo pment
Present the the Entry Document to the class. The class will construct a Need to Know List after reading the entry document. Group organisation will take place. Groups can be selected by a variety of methods, including: o Teacher selection. o Student selection. o Lotto.
•
Once student groups have been organised, each group must fill in their Group Contract which will be used to manage groups appropriately.
•
Groups are also required to map out the distribution of tasks via the Project Calendar.
•
Students start each lesson with an addition to their Online Journal. Questions posed often require students to analyse a moral decision. Groups will discuss the Need to Know List and focus their investigation on what they need to know. Throughout different stages of the investigation process students will have access to different Resources. It is anticipated that most students will be able to find the majority of resources themselves.
• •
•
Groups will be required to initiate at least TWO Group Meetings to share each members preliminary findings.
•
Students will be presented with the Rubric which communicates the exact nature in which they will be accessed. Students will continue with their Online Journal but will also be required to participate in online class Forums. Groups will be required to start to plan the End-Product. Students can request Workshops, given by the teacher concerning any areas that they are having difficulties with.
•
Evaluati on
Introduce the Driving Question to the class.
• • •
The class will address the Need to Know List and alter it according to the new knowledge they have gained from their investigation.
•
The teacher will visit each group with the Rubric to identify which outcomes have been met and which one's need further work before the project is presented. The class will participate in the Critical Friends Process in which each group will participate in trial presentation and class members are able to give meaningful feedback on what was successful and what was not successful.
•
•
Students will participate in a Peer Assessment regarding the teamwork of members of their group. These marks will go towards the teamwork assessment mark.
Parramatta Marist High School 2008
Presentation
PMH PROJECT BASED LEARNING 2008 •
Students will be required to present their projects to a authentic audience, this could include: o Parents o Members of the community o Other teachers o Professional of a related specific field.
•
Finally students will participate in their own evaluation to identify what they thought was successful about the project and what they did not think was successful.
Parramatta Marist High School 2008
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