PROJECT-BASED_LEARNING_-_Al_M._School.pptx

The Marking Rubric
Assessment
Criteria/ Weight
Good (3) Very Good (4) Excellent (5) Marks
1. Time (1) <10 minutes < 8 minutes <5 minutes 5
2. Safety (3)
Parks car off road Parks car off road
Applies hazard lights
Parks car off road
Sets out emergency
cones
15
3. Use of tools (2)
Uses jack
correctly
Uses jack correctly
Uses wheel brace
correctly
• Uses jack correctly
• Uses wheel brace
correctly
• Loosens wheel nuts in
correct sequence
10
LO 1: Change the wheel on a car in the carpark

Marking
Assessment
Criteria/ Weight
Good (3) Very Good (4) Excellent (5) Marks
1. Time (1) <10 minutes < 8 minutes <5 minutes 3 / 5
2. Safety (3)
Parks car off road Parks car off road
Applies hazard
lights
Parks car off road
Sets out emergency
cones
12 / 15
3. Use of tools (2)
Uses jack
correctly
Uses jack correctly
Uses wheel brace
correctly
• Uses jack correctly
• Uses wheel brace
correctly
• Loosens wheel nuts
in correct sequence
10 / 10

Criteria Weight Achieve (3) Achieved with merit (4) Achieved with Excellence (5)
Application of previous
knowledge
5
Applies limited amount
of prior knowledge to
current problem. Does
not consistently use this
information effectively.
Applies prior knowledge to
current problem.
Uses this information
effectively
Effectively applies previous knowledge to
current problem. Integrates with new
information to assist problem solving process.
The problem solving
process 5
Identifies problem-
solving techniques that
are effective
Identifies problem-solving
techniques that are most
helpful.
Provides some justification for
why the techniques are
effective
Critically reflects on problem-solving techniques,
strategies, and results.
Provides full justification for why the techniques
are effective.
Offers clear insights regarding development of
new knowledge
Collaborative learning
5
Group assesses the
contributions of
members’ skills,
knowledge, and
attitudes to the success
of the team.
Group assesses the
contributions of members’
skills, knowledge, and
attitudes to the success of the
team.
Group develops an overall
strategy for success or
overview of problem solving.
Group develops strategies for success, and
demonstrates understanding of how problem
solving process relates to other activities.
Group creates a positive environment for
reflection on the learning process.
Overall evaluation
5
Describes the problem-
solving process.
Describes the problem-solving
process.
Evaluates how well it was
applied to a problem.
Clearly and concisely articulates the problem-
solving process and describes how well it was
applied to the current problem.
Recommends changes to the process followed.
LO 2: Reflect on problem solving processes to develop and present solutions.

Capture your students’
attention with real world
problems, & enhance their
motivation to learning.
Bahrain 2020 A.Sattar Mustafa Amri, Ph.D

Duncker's candle problem, is a cognitive
performance test, measuring the influence of
functional fixedness on a participant's
problem solving capabilities. (1945)

Attach the candle
to the wall and
ensure that the
wax does not
drop on the table.

A cognitive bias that makes it
difficult to use familiar objects in
abnormal ways.
Functional fixedness limits creative problem solving because it causes people
to ignore possible solutions to problems.

 The majority of people suffer from
functional fixedness.
 In the Candle case, most couldn't view the
box of thumbtacks as a holder for the candle.
 As they were focused on the box's original
function of holding thumbtacks.

In a 2000 study, Tim German & Margaret
Defeyter found the 6- and 7-year-olds show signs of
functional fixedness, but 5-year-olds appear
immune to it:

 Timed experiment
 Two groups
 G1 rewarded, G2 unrewarded
 G2 did better than G1 with the original
problem
 G1 did better with the modified problem
OP
MP

 Motivation is entirely built on Extrinsic motivators (Carrot & Stick)
 Fine with 20th C routine, rule-based mechanistic tasks (can be
outsourced today)
 Reward/punishment dulls thinking & blocks creativity
 So, this does not work with 21st C tasks
 More & more experiments proved the same
 A new motivation approach needed.

The desire to do things
because they matter,
we like it, they are
interesting or part of
sth. interesting

The urge to direct own work.
The desire to improve.
The yearning to work towards sth. larger.

 Atlassian, the Australian software company
 24 hours work on anything
 FedEx day, intense autonomy produces a whole
array of software fixes
 Developed into 20% of time – engineers have
autonomy over time, task, team, technique
 Google adopted this; new product came in this
autonomy time – Gmail, Orkut, Google News

 Our self-direction is a natural inclination.
 Children play and explore all on their own.
 Self-determination theory (Deci & Richard Ryan), a theory of motivation
that takes into account people’s psychological needs.
 Helping students make progress by giving meaningful
feedback, choice over how to do things, and encouragement
— resulted in higher satisfaction and better performance.
 Schools can support autonomy by giving students real control
over various aspects of their work.

 We all want to get better at doing things.
 This is why learning a language or an instrument can be so frustrating at first.
 A sense of progress, not just in our work, but our capabilities, contributes to our inner drive.
 If the must-tasks are too difficult, people will become worried and feel out of their league.
 If the must-tasks are too easy, they’ll will get bored.
 The must-tasks should be just right.
 we should work on Goldilocks tasks (Pink) which are neither too difficult nor too easy.
 The trick is not to give tasks fitting a person’s exact capabilities, but to give them space and
support to reach a little higher to foster improvement, continual mastery, and growth.

Dr. MaryEllen Vogt
Teachers’ Behaviour

Teachers:
 Talk less & encouraged more interactions among
students
 Allow for more creative and generative approaches
to learning
 Offer opportunities for independent work
 Have warmer personal relationships with students,
and
 Spend little time on behavior management issues.
Dr. MaryEllen Vogt

Teachers:
 Prepare more structured lessons,
 Allow fewer opportunities for student creativity,
 Cover less content
 Reward students for “trying hard” rather than for “good
thinking”
 Spend a significant amount of time on behavior
management issues
 Have less congenial relationships with students due to
their heavy emphasis on discipline
Dr. MaryEllen Vogt

 Purpose unlocks the highest level of the motivation game.
 Connecting to a cause larger than yourself drives the deepest motivation.
 Purpose is what gets you out of bed in the morning and into work without groaning
and grumbling — something that you just can’t fake.
 People who have purpose are motivated to pursue the most difficult problems.
 What teachers can do is to help students:
 Connect to something larger than themselves.
 Get them out of mere measurement by numbers and figures,
 Connect work to people and values.
e.g.: Providing patient photos, for example, to radiologists, who have little direct contact with patients, improved
their performance.

Swiss Psychologist Jean Piaget

36
it is a model that organizes learning around projects. Thomas, 2010
It is an interdisciplinary, student-centered activity with a
clearly defined project outcome. Han et al., 2015
PBL involves students’ autonomy, constructive
investigations, goal-setting, collaboration,
communication and reflection within real-world
practices. Kokatsaki et al., 2016.

37
 An instructional approach built upon challenge-based, real-life
learning activities for sts to solve.
 These activities reflect the work people do in the real world
outside the classroom.
 PBL is done by groups of students working together toward a
common goal / or by individual students.
 PBL teaches students not just content, but also important skills in
ways students have to be able to function like adults in society.
 PBL allows students to reflect upon work and make decisions
accordingly.

38
Most importantly
STUDENT
ENGAGAEMENT
COMMUNICATION
SKILLS
COLLABORATION
SKILLS
21ST CENTURY
SKILLS

40
STUDENTS
“AT RISK”
LANGUAGES &
ARTS SCIENCES &
HUMAN
SCIENCES
Grades
K - 12

41
BEGIN WITH A
DRIVING QUESTION:
 Aligned to a learning
goal
 Level of complexity
appropriate to the type
of students
INQUIRY
PROCESS:
 Apply learnt knowledge
 Ask & answer critical
thinking questions
 Locate resources
FIND
SOLUTION:
 Creation
 Models
 Presentations
PRESENT STUDENT
FINDINGS:
 Give a word to the
student to make it
public

42
MODELING THE
TITANIC:
 6TH GRADE SOCIAL
STUDIES
SCALING FACTORS
HOUSE MODEL:
 12TH GRADE MATH
PLAYGROUND
MODEL:
 SPECIAL
EDUCATION
ALGEBRA
PROJECT –
PROPORTIONS &
UNITS

43
 Communication and presentation skills
 Organization and time management skills
 Research and inquiry skills
 Self-assessment and reflection skills
 Group participation and leadership skills
 Critical thinking skills

45
1. Does the project emanate from a problem or question
that has meaning to the student?
2. Is it a problem or question that might actually be
tackled by an adult at work or in the community?
3. Do students create or produce something that has
personal and/or social value, beyond the school
setting?

46
1. Does the project lead students to acquire and apply
knowledge central to one or more discipline or content
area?
2. Does it challenge students to use methods or inquiry
central to one or more discipline? (For example: thinking like a scientist)
3. Do students develop higher order thinking skills and habits
of mind? (For example: searching for evidence, taking different perspectives, etc.)

47
1. Does the learning take place in the context of a semi-
structured problem, grounded in life and work in the world
beyond school?
2. Does the project lead students to acquire and use
competencies expected in high performance work
organizations?
3. Does the work require students to develop organizational
and self-management skills?

48
1. Do students spend significant amounts of time doing
field-based work?
2. Does the project require students to engage in real-
life investigation, using a variety of methods, media,
and sources?
3. Are students expected to communicate what they are
learning through presentation and/or performance?

49
1. Do students meet and observe adults with
relevant expertise and experience?
2. Do students have an opportunity to work
closely with at least one adult?
3. Do adults collaborate on the design and
assessment of student work?

50
1. Do students reflect regularly on their learning using clear
project criteria that they have helped to set?
2. Do adults from outside the classroom help students develop
a sense of real-world standards for this type of work?
3. Will there be opportunities for regular assessment of student
work through a range of methods, including exhibitions and
portfolios?

53
 Performance is assessed on an individual basis
 It takes into account:
 the quality of the product
the depth of content understanding
the contributions made to the ongoing process
of project realization.
 The final product results in high quality, authentic
products and presentations.

54
Collecting Evidence:
 Product
 Process
 Progress
What evidence will I accept of student progress and what
will be the criteria for success?

55
1. What will I do to help students understand
content, develop processes, and habits of
mind?
2. How will I pay instructional attention to
helping students gain key knowledge and
skills?
3. How will I give useful ongoing feedback to
students?

56
1. What will serve as evidence of learning in
student work? (Processes & Products)
2. Which assessment tools should be used?
3. Is there an integrated evaluation, which ties
processes and products/demonstrations
together?

57
1. Allow sts to choose topics / problem to make it
personally meaningful.
2. Be clear about the parameters of the project, and the
grading rubric for sts and parents to be clear about the
expectations.
3. Check in with sts frequently, informally and with
announced benchmarks to scaffold learning.

58
AUTHENTICITY
MOTIVATION
COLLABORATION
METACOGNITION
CREATIVITY

59
AUTHENTICITY
 Real-life experience.
 Opportunities to apply learning to areas affecting the community.
 Engagement with the world makes up good citizenship.
 College and career-ready.
 Can do more than just memorize subject-area information.

60
 Voice and choice; engages and motivate sts for deeper, richer
sticky learning.
 Opportunity to share work & develop strong communication
skills.
MOTIVATION

61
 Significant feedback about progress along the way, instead of
waiting for result in the end.
 Redesign goals and make benchmarks to track learning.
 Clear, detailed rubrics to measure work progress.
 Sharpen thinking and build confidence.
METACOGNITION

62
 Perfect opportunity to work together towards a common goal.
 Better retention and career-readiness.
 Soft skills
COLLABORATION

63
 PBL is essentially problem solving.
 Require creativity and critical thinking.
 Overcoming conflicts instead of avoiding them.
 Academic and career-ready skills.
 Learning skills for future endeavor.
CREATIVITY

1879-1955
I never teach my pupils, I
only provide the
conditions in which
they can learn.
65
The only source of
knowledge is
EXPERIENCE.

67
 Provide opportunities for in-depth
investigations of worthy topics
 Allow learners to become more
autonomous as they construct
personally-meaningful artifacts that are
representations of their learning
 Motivate students by engaging them in
their own learning

Reflective thinking
68
PBL allows students to reflect
upon their own ideas and
opinions, and make decisions
that affect project outcomes
and the learning process in
general.

Knowledge Construction
69
Projects build learning experiences
similar to the kind of learning one
does throughout life, rather than only
on "school" subjects. By using the
real tools, rather than oversimplified
textbook, students become familiar
with the kinds of knowledge that exist.

Experiential Learning
70
In a well-designed project, students work
in a hands-on mode. They gather
information and data, explore, create,
experiment, physically manipulate things..
They have access to people and
information from the real world, and
develop a closer relationship to the real-
world context of problems and projects.

Groupwork
71
Cooperative learning encourages active
engagement, and it also builds critical
skills needed in today's workplace.
Students work directly with people from
other places and cultures, and
collaborate not only with peers, but
with mentors and experts in a large
number of fields.

BIG IMAGE
72
A.Sattar Mustafa Amri, PhD 00973-39 41 41 82
a.sattar73@gmail.com

PROJECT-BASED_LEARNING_-_Al_M._School.pptx

More Related Content

Similar to PROJECT-BASED_LEARNING_-_Al_M._School.pptx (20)

Recently uploaded (20)

PROJECT-BASED_LEARNING_-_Al_M._School.pptx