Disha NEET Physics Guide for classes 11 and 12.pdf
Aera presentation 2014
1. Georgia Institute of Technology
Evaluating the Essential Elements of
Project-Based Learning: A Case Study of
First-Year Implementation in One Urban School
Jessica Gale, Ph.D.1
Christopher Cappelli, MPH 1
Jane Simpkins, B.S.2
Robert Ryshke, M.S.2
1Center for Education Integrating Science, Mathematics, and Computing (CEISMC)
Georgia Institute of Technology
2The Westminster Schools Center for Teaching
2014 American Educational Research Association Annual Conference, Philadelphia, PA
2. Georgia Institute of Technology
Project Based Learning (PBL)
“A systematic teaching method that engages
students in learning knowledge and skills
through an extended inquiry process structured
around complex, authentic questions and
carefully designed products and tasks”
(BIE, p4).
3. Georgia Institute of Technology
“Doing Projects” vs.
Project-Based
Learning
• Short-term
• “Dessert” projects –
often intended to supplement
traditional instruction
• Often done at home,
individually, repeated year after
year.
(Larmer & Mergendoller, 2010;
Mayer, 2012)
• Longer term – can last
weeks or even months
• “Main Course” – primary
vehicle for student
learning
• Often require teacher
guidance, collaboration
with other students.
4. Georgia Institute of Technology
PBL Implementation
• Challenges at 3 levels (Krajcik et. al, 1994)
– Teacher level: beliefs, previous experiences, PCK,
commitment to innovation.
– Classroom level: resources, class size, schedule.
– School/Community level: curricular/testing policy,
community involvement.
• Ongoing support crucial for successful PBL
implementation (Ertmer & Simons, 2006;
Fullen, 1992; Tobin & Dawson, 1992)
5. Georgia Institute of Technology
Purpose
The purpose of this study is to examine the first-
year implementation of project-based learning
(PBL) in one urban charter school. The study
documents the extent to which the school’s
initial implementation exemplifies the eight
essential elements of PBL (Buck Institute, 2012).
6. Georgia Institute of Technology
8 Essential
Elements of
Project-Based
Learning
21st
Century
Skills
Significant
Content
In-Depth
Inquiry
Driving
Question
Need to
Know
Voice &
Choice
Revision
and
Reflection
Public
Audience
7. Georgia Institute of Technology
Case Study: PBL Charter School
• Public Charter in urban school district in SE U.S.
• Approximately 900 K-8 students
– Predominantly low-income (60% Free/Reduced Lunch);
89% African American, 10% White, 4% Multi-racial, 3 %
Hispanic
• High achieving relative to district
– EX: In 2012- 13, 98% of 3-8th graders met or exceed
expectations in math vs. 74% in district.
• Extended school day and year = 40 additional days
• Departmentalized in 4-8th grade
• Average class size – 22 students
8. Georgia Institute of Technology
Participants
• All K-8 teachers (n=36) and administrators (n=4)
• All attended Buck Institute PBL training during the
summer of 2012 and 1-day follow-up workshop
at mid-year.
• Teachers worked in grade level teams to develop
and implement interdisciplinary projects.
• Y1 Implementation Goal: 2 major projects per
grade level (1 each semester).
9. Georgia Institute of Technology
Methodology
• Teacher Survey
– Inquiry Based Instruction (IBI) survey adapted from
Inquiry Within, Llewellyn, 2007.
– Completed online before PBL Training (Spring 2012), mid-
year, and end of school year (Spring, 2013).
– 15 Items excerpted for current study (from 39).
• Assesses teacher beliefs related to 6 of 8 Essential Elements
– Each item rated on two 4-point scales:
• 1)Importance: How important is this? (Very …Not Important)
• 2)Implementation: How much do you do this? (Often….Never)
10. Sample IBI Survey Items
Essential Element IBI Survey Item
Focus On Significant Content Preparing lessons in which subject areas are
integrated.
21st Century Skills Providing opportunities for students to solve authentic
real-world problems.
In-Depth Inquiry Providing resources and manipulatives to students to
stimulate their curiosity.
Establishing a Need to Know Creating units that begin with a highly motivating
problem, question, or demonstration.
Voice and Choice Providing opportunities for students to design their
own investigations.
Revision and Reflection Encouraging students to reflect on their work.
11. Georgia Institute of Technology
Focus Groups and Interviews
• Conducted with each grade
level (K-8) at end of first
year implementing PBL.
• 4-6 teachers per group, 35
teachers total.
• Additional interviews with 3
enrichment teachers and
administrator PBL
Coordinator).
• 8 Essential Elements
Checklist used as guide for
45-minute discussion.
12. Survey Results
• Overall increase in (already high) importance and
implementation ratings from pre-post (**p<.01, *p<.05)
3.56
3.73 3.89
1
2
3
4
Importance
2.75 2.8
3.05
1
2
3
4
Implementation
Pre
Mid
Post
Very
Important
Not
Important
Always
Often
Sometimes
Never
**
*
15. Georgia Institute of Technology
8 Essential
Elements of
Project-Based
Learning
21st
Century
Skills
Significant
Content
In-Depth
Inquiry
Driving
Question
Need to
Know
Voice &
Choice
Revision
and
Reflection
Public
Audience
16. Georgia Institute of Technology
Strong Elements
In-Depth
Inquiry
Need to
Know
Driving
Question
21st
Century
Skills
Revision
and
Reflection
Voice &
Choice
Public
Audience
Variable Elements
Most Challenging
Elements
Significant
Content
17. Georgia Institute of Technology
Strong Elements
In-Depth
Inquiry
Need to
Know
Driving
Question
21st
Century
Skills
Revision
and
Reflection
Voice &
Choice
Public
Audience
Variable Elements
Most Challenging
Elements
Significant
Content
18. Georgia Institute of Technology
What certainly sticks out in my mind is to develop 21st
Century Skills. When I talk with the students afterwards
about the particular project, one of the things… when I
ask them, “what do you feel like you learned?”…some
keep talking about the fact that they learned the
standards and the characters, but most of the students
responded by stating that they learned how to work
with others and problem-solve.
21st Century
Skills
19. Georgia Institute of Technology
21st Century
Skills
I’m seeing a lot of strides in positive directions with 21st
Century Skills. As the kids are coming to me, I’m not
having to spend as much time with group working skills
and group dynamics and even problem solving, which
tells me its happening elsewhere in the building.
Problem solving is part of what happens in here, but
they are hearing about it in other places too.
20. Georgia Institute of Technology
Significant
Content
• Teachers: students are mastering
content, often w/increased depth, retention.
• Administrators: concerns about alignment
with grade level standards.
• Major Challenges:
– Defining “significant” content
– Interdisciplinary project planning
22. Georgia Institute of Technology
Voice &
Choice
“What I did was make a 5-page book and they did
one page that reflected each region. Once they got
that page, they could choose what to write, but I
decided they were going to make a book, I decided it
was going to be a 5 - page book and what it would
look like... I wish it could have been more of them
deciding what they want to execute.”
- 2nd Grade Teacher
23. Georgia Institute of Technology
Discussion
• Some Limitations
– Self-report survey
– Survey alignment to 8 Essential Elements
– Limited generalizability
• Future Directions
– Student focus groups
– Customizing PBL model at school level
– PBL Implementation at 9-12th grade
– PBL and 21st Century Skills
24. Georgia Institute of Technology
Discussion
• Strong support for PBL with teachers reporting
further increases in beliefs about importance
and implementation during Y1.
• Some potential factors accounting for variation
across elements.
– Interdependence among elements
– Variation in the complexity of elements
– Variation in demands for changing practice
– Professional development
– Organizational support
25. Georgia Institute of Technology
Thank you!
Please feel free to contact:
Jessica Gale, Ph.D.
jessica.gale@ceismc.gatech.edu
Christopher Cappelli, MPH
chris.cappelli@ceismc.gatech.edu
Jane Simpkins, BS
janesimpkins@westminster.net
Robert Ryshke, MS
robertryshke@westminster.net
This work was supported by a Race to the Top Innovation Grant administered by the Georgia Governor’s Office of Student
Achievement.
Notes de l'éditeur
How do you evaluate whether a school is engaging in PBL? What does it really look like to evaluate inquiry and to know whether students are engaged in addressing complex, authentic questions through carefully designed products and tasks?