1	Project~Based Learning With The Net By: Helen Teague Project Links @ http://www.oops.bizland.com/projects.html
2	Education has Changed
3	Common Features of PBL Learning involves a task to complete. Outcomes Problems are based on real-world situations. Information needed to solve problem is not initially given. Students identify, find, and use appropriate resources. Students work in teacher-selected groups. Learning is active, integrated, cumulative, and connected. (Project-Based Service Learning) Teacher serves as coach, facilitator
4	PBL: The Process Students receive a task. They organize ideas around previous knowledge. Students pose questions, defining what they know and don’t know. Students use “Text & Tech” resources to gain information Students reconvene, explore newly learned information, refine questions. Students create product to demonstrate what they have learned.
5	PBL Components Introduction, Content, Learning Objectives, Expected Outcome, Guiding Questions, Resources, Assessment, Time Frame Source: (Bridges, 1992)
6	Characteristics of PBL CServes as a template C Plausible C Interdisciplinary C Covers objectives C Task~oriented C Complex enough to incorporate prior knowledge Source: (Albanese & Mitchell, 1993).
7	Examples CContains a Question to Solve Cfno.org/nov97/toolkit.html C http://www.udel.edu/pbl/problems/ Involves Research http://www.questioning.org/rcycle.html CStudent Interest Chttp://www.mcli.dist.maricopa.edu/pbl/ubuystudent/index.html C Edutopia Example C http://www.edutopia.org/php/article.php?id=Art_631
8	Examples PBL @ Eduscapes: http://eduscapes.com/tap/topic43.htm PBL vs. PBL: http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm Edutopia’s Example: http://www.edutopia.org/php/search.php?query=pbl Nonprofit Pamphlets: http://www.kn.sbc.com/wired/prophets
9	Examples The Idea Book: http://pblmm.k12.ca.us/PBLGuide/ideabook.pdf The Project Approach, PreK-6: http://www.project-approach.com/ Kan-Gis Community: http://kangis.org/mapping/sdm/search.cfm?criteria= Recommendation: When creating a student project, initial student involvement is the key to the student taking ownership of the project. Give students several days to think about the technology component before the content is introduced.
10	Give Students Jobs/Roles Think Tank Department Thinks of new products to be made from recycled trash Makes a list of all materials needed to make each product Suggests a selling price to people in the advertising department Gives the production department a list of required materials.
11	Give Students Jobs/Roles Production Line Department Makes a sample of each product to be sold Decides the easiest way to make each product Lists the steps needed to make each product Responsible for making a good product Quality Control Must finish production of products on time
12	Give Students Jobs/Roles Advertising Department Decides on a Sales Slogan Decides on an advertising plan Decides the price of the item to be sold Evaluates what sold well
13	Give Students Jobs/Roles Sales and Accounting Department Design and set up the sales booth Sell the products, take down the sales booth, Tally the items sold and graph sales results, Report sales results and findings.
14	Other Roles to Consider Reader Writer Materials Monitor Facilitator “Wildcard”—Assumes the role of any missing member/
15	Sample Project: Introduction You and your classmates have decided to enter a “Design For the Future” contest. The contest rules say you must construct a new home for at least 5 people . As part of the architectural team, you must design the blueprint for the house of the future. You have a budget of $80,000.
16	Learning Objectives/ Content/ Outcome/Time Frame In their study of Perimeter, Writing, and Technology, students will research and locate home blueprints, figure perimeter, and demonstrate what they have learned by creating a blueprint schematic with caption. {1 week}
17	Guiding Questions What are some of the most important rooms in a home? What is the best way to arrange these rooms? How would you figure the perimeter of each room? How many rooms does our new home need? Are there any models available to help us?
18	Resources House Plans: http://www.houseplanguys.com/ Math Solutions: http://www.mathsolutions.com/ AJ Kids: http://www.ajkids.com Our Math Textbook
19	Assessment You will receive a rubric grade on how well you work with your group, the accuracy of your blueprint, the correct computation of the area of each room in your house, and the quality of your home caption.
20	Assessment: Questions to Ask Look at the product created and the Process Did the student do the required planning? Storyboards/timelines/run throughs Was the student able to use the hardware and software applications effectively? Did the student provide the required content? Did the student add a personal touch to the project~~show evidence of creativity? Did the student edit the project before presenting the finished product?
21	Assessment Which way to assess is best? WIP and Production Grades Landmark Project: http://landmark-project.com/classweb/tools/rubric_builder.php3 PBL Checklists:http://pblchecklist.4teachers.org/ Rubric Links: http://school.discovery.com/schrockguide/assess.html Teach-nology: http://www.teach-nology.com
22	Is this PBL activity worth it? 1. Feasibility Test: "relative advantage" fusion research are resources appropriate, is there enough time and energy? Is there a compelling educational purpose for the activity? 2. Appropriateness Test: can my students with their learning needs, complete this project? 3. Relative Advantage Test: will it enable us to do something not possible before or will it enable us to do something in a better way? It is about how we encourage teachers to prepare for instruction.
23	Sample Project II Can we predict the weather? Students measure the temperature in their backyard tonight. Students check today's weather forecast on The Weather Channel Web site for the closest major city.
24	Sample Project II 2. Tomorrow, students compare their actual measurements with the temperature given on the Web site. Compare this temperature with the forecast. How well did the weatherman predict the temperature?
25	Sample Project II Students download a map of the U.S. from the NOAA Satellite and Information Services, showing Record High Temperatures, Record Low Temperatures, and Monthly Temperature Extremes, by State. Compare today's maximum or minimum temperature with the ones shown on the maps for the record high and low temperatures.
26	Sample Project II Guiding Questions What is the difference between today's temperature and the extreme temperatures shown on these maps? Would students agree that today's temperature is relatively high, low, or average for this season, when compared with these extremes?
27	Sample Project II Learning Objectives/ Content/ Outcome/Time Frame In their study of, ________ students will______________, and demonstrate what they have learned by creating a ___________ {1 week}
28	Sample Problem II Assessment You will receive a rubric grade on how well______________, the accuracy of your ____________, the correct computation of ______________, and the quality of your ________________.
29	Creating Your Own Project Begin with a KWL chart. Subject:________________
30	“Once teachers relinquish the lecturer's role, they are forced to develop and enhance their repertoire of teaching responses: listening to students; answering questions; helping students frame good questions; formulate problems, and make effective decisions; directing students to appropriate resource materials/faculty; and being fellow learners.” http://edweb.sdsu.edu/clrit/learningtree/PBL/PBLFacilitatingExample.html
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