Northeastern Nevada STEM Project

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Bender, W.N. (2012).Project-based learning: Differentiating instruction for the 21st century. Thousand Oaks, Cal: Corwin.  ISBN 978-1-4129-9790-4

Chapter One: What is PBL, Why PBL

Chapter Two: What does this look like in the classroom

Chapter Three: Designing your PBL
Notes: Designing Project-Based Learning Projects

Planning Essentials
1. Anchor to project – key for buy-in – provide a compelling reason for the project
2. Driving question – guides work
Voice and Choice by students when deciding how to tackle the project
Many activities arise naturally within the project- go with it when time allows
3. Mini Lesson – should be on request basis, rare, short, (Teachers should be facilitating and coaching more than direct instruction.)
4. Collaboration and Team work – teachers must facilitate this work, teach students how to be most effective in this structure.
5. Reflection – before, during, after, a constant and critical part of PBL (journal during PBL project)
Very nice Sentence starters for journal on page 55.
6. Feedback and Revision – offer formative and summative evaluation info and advise during team meetings
7. Public Presentation of Project Results – ideas see box 3.3 page 58

Preplanning questions (Box 3.4 page. 59)
1. What standards can be covered?
2. What technology resources are available?
3. How long will prep of instructional resources take?
4. What other resources are available for the planned project?
5. What is the PBL unit time frame?

Instructional Steps or Phases (Box 3.5 page 65)
1. Introduction and team planning
2. Initial research phase (gathering info)
3. Creation, development, initial evaluation of presentation, and prototype artifacts
4. Second research phase
5. Final presentation development
6. Publication of products or artifacts

Chapter 4 Notes: Instructional Technology in Project-Based Learning Classrooms

Today’s Digital World
Author provides sufficient justification for technology integration in today’s classrooms. Excerpt quotes follow:
“To put the matter bluntly, being ‘wired’ is today’s fundamental life condition” p. 79.
“While it may pain many veteran educators, we must consider within that scenario how such a technologically sophisticated student would view some of their more experienced teachers!” p.79.
“…schools simply must adapt to implementing instructional practices such as PBL that use these modern technologies as much as possible,…” p. 80.
“In today’s media-rich, high-technology world, effective teachers simply must embrace a wide array of technological innovations in order to reach students at all” p. 80.
Referring to the NETS by ISTE (See link) “students must master these technological skills in order to successfully compete in the global economic market of the 21st century” p. 80.

Instructional Technology for PBL
Options represent list of desired tech to support PBL.
1. Internet-capable devices (laptops, iPads, iPods, netbooks, notebooks ….)
a. PBL classroom should have 6 to 8 devices (good idea COWs)
2. Presentation Software such as Power Point
3. Interactive whiteboards for presentations
4. Digital cameras and video cameras
5. Simulations and Games for PBL
a. ARG’s in the classroom see p. 88-94

Tech-based Instructional Options for PBL instruction
1. Webquests see pages 95-104
2. Classroom Blogs see pages 105-106
3. Wikis for PBL projects see page 107-113
4. Khan Academy page 113-114
5. Social Networks pages 114-116

Tech for Publication
1. Youtube p. 117
2. Teachertube p. 117-118

Chapter 5 Notes: Instructional Strategies in Project-Based Learning
Student-Directed Inquiry Skills in PBL
1. Brainstorming skills See box 5.1 page 131-133
2. Time Line Planning
a. See example template page 134
3. Other Metacognitive Planning Tools
a. Responsibilities Schedule Box 5.4 p. 136
b. KWL charts
c. KWN chart box 5.5 page 137
d. Concept maps see example template page 138
4. Student Creativity
a. Podcast development see p. 140 – 142
b. Other creative assignment ideas on page 142-143

Teacher-Directed Strategies in PBL
1. Grouping students
a. Individual work p. 144
b. Partner work p. 144
i. Think-Pair-Share template Box 5.8 p. 145-146
c. Cooperative Learning
Jigsaw sample Box 5.9 p. 150 – 151
2. Scaffolded Instruction
a. A bridging mechanism helping student from point a to point b
3. Classroom Control
a. Flexibility
b. Excellent preplanning
c. Clear end goals in mind
Chapter 6 Notes: Assessment Options for PBL