Inquiry Based Learning Published by Branden Wells
- 2. Getting Ready KWL (Know, Want to Know, Learn) What do you know about Project Based Learning (PBL)? What do you want to know about PBL? Are there any specific questions you have about Project Based Learning (PBL)?
- 3. Some background on PBL John Dewey initially promoted the idea of "learning by doing“ ‘‘Doing projects’’ is a long-standing tradition in American education. Hands on learning Educational research has advanced this idea of teaching and learning into a methodology known as "project-based learning“. PBL responds to the need for education to adapt to a changing world (21st century skills)
- 4. WARNING Projects and PBL are not always the same. PBL has specific guidelines.
- 5. 21st Century Skills In your opinions, what skills do you think are important to succeed in our world today?
- 6. 21st Century Skills personal and social responsibility planning, critical thinking, reasoning, and creativity strong communication skills, both for interpersonal and presentation needs cross-cultural understanding visualizing and decision making knowing how and when to use technology and choosing the most appropriate tool for the task
- 7. PBL Story A 10th grade group of students are preparing to send care packages to a local nursing home and senior community center. The students are answering the question, “How can we help our community?” Early in the project, youth discussed what they thought this question means and ways to answer it. They decided to create care packages because of recent news reports. Since then, they have interviewed elderly family members as to identify useful items, and they have done some internet searches to find what common supplies elderly individuals often need. They will deliver the care packages and give hand-written letters to those at the nursing home.
- 10. Education in the 21st Century The old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare students to survive in today's world. Solving highly complex problems requires that students have both fundamental skills (reading, writing, and math) and 21st century skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high tech tools).
- 11. What is project based learning? Project-based learning if founded in the beliefs that students learn best by experiencing and dealing with real-world issues that are meaningful to them . "One of the major advantages of project work is that it makes school more like real life. It's an in-depth investigation of a real-world topic worthy of children's attention and effort.“ -EDUCATION RESEARCHER SYLVIA CHARD
- 12. What does PBL involve? students focused on real-world meaningful issues and problem solving Skills that transfer outside of the classroom increased student control over his or her learning teachers serving as coaches and facilitators of inquiry and reflection students (usually, but not always) working in pairs or groups (Barron & Darling-Hammond, 2008; Thomas, 2000)
- 13. Problem Based vs. Project Based Both are inquiry based teaching methods Inquiry-based teaching methods engage students in creating, questioning, and revising knowledge, while developing their skills in critical thinking, collaboration, communication, reasoning, synthesis, and resilience (Barron & Darling-Hammond, 2008). Problem-based learning, focuses on solving a problem but doesn't necessarily include a student project. Project-based learning involves a task and some form of student presentation, and/or creating an actual product or artifact.
- 14. Learning Outcomes PBL vs. Traditional instruction PBL increases long-term retention of content, helps students perform as well as or better than traditional learners in high-stakes tests, improves problem-solving and collaboration skills, and improves students' attitudes towards learning ( Strobel & van Barneveld, 2009; Walker & Leary, 2009). Schools where PBL is practiced find a decline in absenteeism, an increase in cooperative learning skills, and improvement in student achievement. When technology is used to promote critical thinking and communication, these benefits are enhanced.
- 15. Project Based Learning PBL EXPERIENCE
- 16. Topic (English Education) Real-world problems In Korea, people spend more time and money on English education than any other country in the world. Still the overall proficiency and ability to use English in the real-world is relatively low.
- 17. Driving questions What can be done to produce more proficient English learners within the current situation?
- 18. Project design questions What can students do/ create/ design to address some of the issues in the current education system?
- 19. Project You and your groupmates have decided to open your own private English school for middle and high-school students because you are not satisfied with the current state of English education in Korea. You will meet with parents and potential learners to tell them about your school. Think about the following details: The aims of your school. They types of courses your school will offer. (4-5) The types of lessons your school conducts. A weekly schedule. Why people should enroll in your school. Monday Tuesday Wednesday Thursday Friday 5:00-5:50 pm Dance 6:00-6:50 pm Storytime
- 20. MFI LDL MFO/ FD Reading Grammar Words Speaking/Writing Listening Etc.
- 21. Reflection Positive and negative points of PBL? Challenges you face? Additional questions?
- 23. Key 1: Meaningful projects Many students find schoolwork meaningless because they don’t perceive a need to know what they’re being taught. Students must perceive the work as personally meaningful. (Relevant, Relatable, Interesting)
- 24. Key 2: Student voice and choice In terms of making a project feel meaningful to students, the more voice and choice, the better. As teachers and students become more familiar with PBL, teachers can increasingly release “control” and become more of a facilitator. From guide to Facilitator
- 25. Key 3: Time (Enough but not too much) It is important to give students enough time to generate and share their ideas with one another. However, without any time constraints learners may have a hard time getting things done. Monitor time closely and adjust the time as needed by learners.
- 26. Key 4: Sharing When students know that the work they are creating in a project will be shared they usually put more effort into things as their pride is at stake. Projects can be shared in may different ways, varying the ways in which projects are shared can add diversity to the process.
- 28. Original PBL Flow 1) Entry event ( Reading, Video, Story, Discussion, Pictures, etc.) 2) Teacher gives students a driving question (Kind of like a research question) 3) The students take time discussing the driving question and thinking about a project they can do 4) Each group chooses their own project 5) Students work on the project in groups 6) Students present their project 7) Students get feedback 8) Students present again
- 29. PBL Lesson Example Students watch a video, read, or see pictures about global warming. Teacher discusses the topic with students Teacher puts the driving question on the board “ What daily actions of humans are contributing most to global warming?” (Students discuss) Teacher then asks students to think about “ what can your group do to raise other students awareness of this trash issue?” Some groups choose a video, some choose a poster, one groups chooses brochure They create it They present/share it They get feedback and revise Present again
- 30. Revised PBL Entry event Discussion of the topic & problem that will be focused on Teacher gives the students a project to do Students work on the project in groups Students present the project
- 31. Teacher’s job What is a problem or issue related to the topic that is relevant and relatable to my students? What kind of project can students do to address the problem? How will they present it? How will it be assessed? Technology
- 32. Project task ideas (try to think of more) Design A new product A new way of doing something A better something (menu, phone, etc.) Make/ Create A plan A poster A storybook A brochure An advertisement A video A play/ drama Build A model A structure Write A letter A poem A short story A book A speech Rewrite something Prepare To present your ideas To debate To teach a lesson
- 33. General Topics from Textbooks What are some general topics of themes that you cover in your classes or that are in the textbooks you use?
- 34. Food Travel Health & Beauty Other? TIP: Think about issues in your school, community, current events, student’s lives and interests. What is a problem or issue related to the topic that is relevant and relatable to my students? What kind of project can students do to address the problem? How will they present it? How will it be assessed?
- 35. How will it be presented? As a presentation in front of the class A performance As a video Group to group Roundtable Panel Jigsaw Gallery walk Rotation fair (my favorite) TIP:(graphic organizer for audience)
- 36. Assessment in PBL Lessons
- 37. Performative Based on 21st century skills
- 38. When to assess… The process The product The presentation As a whole
- 39. Analytic Vs. Holistic Rubrics Analytic rubrics list the criteria for an assignment and describe these criteria in varying levels of quality. A holistic rubric describes the attributes of each grade or level. It gives an overall score rather than breaking things down and scoring each criteria. Most student work will likely fit into more than one category for different criteria. The scorer must choose the grade that best fits the student performance.
- 42. When to assess… During the process? What can be assessed? The product? What can be assessed? The presentation What can be assessed?
- 43. What can be assessed? In the process Collaboration Participation Use of L2 The product Language accuracy Organization Design Creativity Overall quality The presentation Comprehensibility Accuracy Organization/Flow
- 44. Blank Rubric Criteria 4 3 2 1 Student’s Score
- 45. Sample Projects
- 46. Critical Thinking UNIT: The Community 1. Choose a name for your city 2. Make a list of important places in the city and put them in alphabetical order 3. Make a map of your city and mark where the important places are
- 47. Critical Thinking UNIT: Jobs 1. I will give each group a job card 2. Individually make a job advertisement for that job 3. You should include a job description , salary (based on real world information )and the types of people you want to recruit. 4. Share your job advertisement individually in front of the class
- 48. Task With your group, choose 2 of the following projects and revise them to fit the guidelines of PBL. Focus on the following: Entry events Real-world connection Driving questions Project details How learners will share their projects Fashion Travel Festivals Technology Relationships Family Hobbies
- 49. Project DESIGNING PROJECTS FOR YOUR CLASSROOMS
- 50. Project With your group choose 1 chapter from a public school textbook of your choice. Create a project for each chapter following PBL guidelines. Think about: What is a problem or issue related to the topic that is relevant and relatable to my students? What kind of project can students do to address the problem? How will they present it? How will it be assessed? You will share your PBL lessons in a PBL fair and receive comments and feedback from your peers and professor
- 51. Project Fair PRESENTATIONS AND FEEDBACK
- 53. Revisions Reflecting on your project Redrafting your original design Refining your project Building Excellence in Student Work (Austin’s Butterfly)
- 54. Final Reflection PRACTICALITY OF IMPLEMENTATION
- 55. Reflection How can teachers implement PBL in English language classrooms in South Korea? How practical do you think PBL is in the Korean context (very practical, somewhat practical, not practical)? Why? What are some of the possible difficulties with using PBL in your classroom? How could these difficulties be resolved?
- 56. Useful Websites www.bie.org http://www.leadingpbl.org/w/page/24328306/PBL%20Gallery https://21centuryedtech.wordpress.com/2013/09/15/the-pbl-super-highw ay-over-45-links-to-great-project-based-learning/ http://www.elltoolbox.com/pbl.html http://www.mrsoshouse.com/pbl/pblin.html
- 57. Appendices
- 58. Project Types Solving a Real-World Problem (Investigating a problem and presenting solutions) Meeting a Design Challenge (Presenting a plan) Exploring an Abstract Question (Presenting deep thoughts) Conducting an Investigation (Investigating and reporting) Taking a Position on an Issue (Debating, discussing, speech)
- 59. Solving a real-world problem Students investigate a problem at their school, in their community, in the wider world, or one modeled after problems faced by people on the job or professionals in a particular discipline. How can the lunch menu at our school be improved? Design a better lunch meal plan at our school for the month of July. What can we as educators do to promote 21st century skills in our classrooms? Propose 4 ways to help promote 21st century skills in out classrooms.
- 60. Meeting a design challenge This is a broad category that could range from developing a proposal or plan, to actually creating or constructing something. How can we raise funds to help people in need? Design a plan to help raise funds How can we create a website that encourages others to read the books we like? Design a plan for a website than can help encourage others to read the books we like.
- 61. Exploring an Abstract question In this kind of project, students are not focused on a concrete problem or product, but rather on abstract ideas and concepts. What is a healthy diet? Students plan and conduct an awareness-raising campaign about nutrition in their community. Why do people move? Students read stories and compare national and local data, then produce videos that answer the driving question with examples from their community.
- 62. Conducting an investigation This kind of project involves students in answering a question that requires research, data collection, and analysis. How good is the drinking water in our town? Students conduct experiments, do field work, and interview experts to prepare a presentation to the community. Did birds evolve from dinosaurs? Students act as teams of scientists weighing the evidence in a panel discussion and written report.
- 63. Taking position on an issue Students in this type of project study a controversial or debatable issue, gather evidence, and make an argument. Should Korea accept more immigrants into the country? Students read various articles and watch various new reports about the issue to learn about immigration in the country. Students think about the pros and cons of increased immigration and present their views in the form of a moving debate. Are GMO foods harmful or beneficial? Students evaluate the evidence on both sides and present their positions in a panel format.
- 65. Creating a project 1) Entry event ( Reading, Video, Story, Discussion, Pictures, etc.) 2) Driving question 3) Discussing ways to address driving questions 4) Choosing project 5) Working on projects n groups 6) Feedback and revision 7) Present/ share
- 66. Connecting Creating a project around a topic or entry event that is relevant, relatable and interesting for students. Entry events can include: Readings, Videos, Audio, Discussion, Dialogue etc. In order to generate interest and make a connection to learners, the teacher can create a story, situation, or event. (TIP: it doesn’t have to be real! But it needs to fish their attention ^^)
- 67. Example Students watch a video, read, or see pictures about littering and trash. Teacher discusses with students trash issues in Korea Teacher poses the following question “ what can our class do to raise other students awareness of this trash issue?” Discuss different projects with students. (i.e. They make a brochure, video, etc.) They create it Get feedback They present/share it Revise Present again
- 68. Driving questions A driving question is a question that sparks students’ curiosity and motivates them to engage in activities to find the answer. It should make students say something like “hmm.. I don’t know the answer to that. Let’s find out!” Driving questions outline the issue/problem that will be focused on.
- 69. Driving questions To be effective, a driving question should be: (1) engaging for students Relevant, relatable, interesting Easy for students to understand (2) open-ended It has several possible “right answers.” The answer will be original; it is not “Google-able” by students. The answer is complex and requires in-depth research and investigation. (3) aligned with learning goals. Students will need to research and learn to answer the question and develop and use certain skills in the process.
- 70. Good and Bad Driving Questions What are some problems with English education in Korea? How can English education be made better in Korea? What is global warming? In what ways are humans contributing to global warming? What are some good points about technology in school? In what ways can smartphones help students learn English? How do the habits of healthy people differ from the habits of unhealthy people? What habits do healthy people have? Checklist: 1. Engaging for students 2. Open-ended 3. Aligned with learning goals
- 71. Driving Questions Question Targeted problem In what ways… Is the problem happening? Is the problem getting worse? the problem be made better? do A & B differ? How… Why… What is contributing to… the problem? What is being done to resolve/ address…
- 72. Project Design Questions Question Who Action For what purpose? Targeted problem What I students citizens teachers our class our school do make create design produce build to fix to contribute to to raise awareness of to help to help improve targeted problem? How can
- 73. Project task ideas (try to think of more) Design A new product A new way of doing something A better something (menu, phone, etc.) Make/ Create A plan A poster A storybook A brochure An advertisement A video A play/ drama Build A model A structure Write A letter A poem A short story A book A speech Rewrite something Prepare To present your ideas To debate To teach a lesson
- 74. General Topics from Textbooks What are some general topics of themes that you cover in your classes or that are in the textbooks you use? The environment
- 75. Connection and Driving Questions For the following topics what connections to the real world can you make that would be relevant, relatable and interesting for your learners? (TIP: remember you can make a story or situation) The Environment Food Travel Health & Beauty What driving questions would you use to? What project design question/ questions would you use? Checklist: 1. Engaging for students 2. Open-ended 3. Aligned with learning goals TIP: Think about issues in your school, community, current events, student’s lives and interests.
- 76. Project task ideas (try to think of more) Design A new product A new way of doing something A better something (menu, phone, etc.) Make/ Create A plan A poster A storybook A brochure An advertisement A video A play/ drama Build A model A structure Write A letter A poem A short story A book A speech Rewrite something Prepare To present your ideas To debate To teach a lesson
- 77. How will it be presented? As a presentation in front of the class A performance As a video Group to group Roundtable Panel Jigsaw Rotation fair (my favorite) TIP:(graphic organizer for audience)