Project Based Learning

http://www.youtube.com/watch?v=LMCZvGesRz8&
Pam Mitchell, Principal
Mockingbird Elementary
Coppell ISD
Coppell, Texas 75019
[email protected]
http://www.coppellisd.com/mockingbird
While laying a foundation for a lifetime
of service and genuine compassion for
others, Mockingbird Elementary
empowers learners with authentic,
purposeful learning experiences to make
their dreams and aspirations a reality.
“…a systematic teaching method that engages
students in learning important knowledge and
21st century skills through an extended,
student-influenced inquiry process structured
around complex, authentic questions and
carefully designed products and learning
tasks.” - PBL in the Elementary Grades, by Sara
Hallermann and John Larmer

Create interest and start inquiry
process
Fourth Grade - Schedule for PBL GENREPALOOZA Launch
1. In cafeteria, students will listen to 9 people talk (1-2 minutes) about the genre they represent. Speakers will
give a brief description of their genre and a few book titles that should be familiar to 4th graders.
2. Lauren will present the driving question to the grade level and then students will decide which genre is their
favorite.
3. Students will split into their genre groups and complete a Knows/Need to Knows chart about their genre
(these will be posted in the hallway)
4. Learners will come back to their homeroom class and complete the Needs to Know side of the chart they
started yesterday on Genres
5. Students will be presented with the project idea. Then they will start on a thinking map with their genre
group. If there is a genre with only one learner, we will put them with another group from another class.
6.Teacher will meet with groups to discuss specific chart, tic-tac-toe board, and go over contract.
7.Other students will be going in groups to the library to check out a book for their genre.
8. Once genre thinking map is done and students have met with the teacher, they may begin working
independently on their board.
Fourth Grade - GUESTS ARE COMING!
Driving Question: How can we help Turkey Tina plan a tasty Thanksgiving
feast within a given budget?
LAUNCH
‘Guests are Coming!’ Script
Turkey Tina: I’d really like to know more about the different traditions these 4th graders have
for Thanksgiving! Also, do you think you guys could help me out with how to go about
planning for such an occasion—you know like maybe tell me which store has the best price
on yams? I really want to have the yummiest feast I can for all of my guests, without
spending too much. Do you think you all would be able to help me with that?
[learners respond]
Okay, well, I was thinking of spending $15.00 per guest. I don’t even know what to serve—
now that all of you guys have shared what YOU eat, it makes me want to change my menu.
How about you all come up with a menu with what you think would be the best feast, with a
budget of $15.00/person. You will need to research by looking at advertisements to see
which stores have the best prices. I think that will help me to decide…and knowing that I
have help will really take some of my stress away.
Mrs. Ashby: 4th grade can we help Turkey Tina? Great, no problem for this group of kiddos—
they are math whizzes, and it sounds like they already have great ideas for a fabulous
Thanksgiving feast. We’ll get to work on this right away.

Learners share what they know and need
to know at the beginning
of the project

The purpose of the project is stated to guide the
PBL planning for educators; serves as the
conceptual understanding which the educator
hopes the learners will be able to answer at the
end of the project

Setting the expectations for learner
interactions
Fourth Grade Texas Program –
Jobs for each class:
Actors (8)
Divya
Manjul
Arihant
Gabe
Oliver
Nisha
Maura
Shakthi
Backdrop (5)
Jacob
Elizabeth
Hannah
Ryan
Brooke
Props/Artifacts (6)
Trent
Ashna
Rusheek
Adisri
Sneha
Mayisha
Blogger (2)
Rohit
Rohan
Photographer (1)
David
Program (1)
Rylee
Collaboration
________/25
Talks with group members ________/5
Listens to other people ________/5
Gets along with group members ________/5
Takes turns ________/5
Uses correct volume for task ________/5
Communication
________/25
Talks loud enough when presenting ________/5
Makes eye contact when talking to audience ________/5
Faces the audience when presenting ________/5
Shows knowledge of topic studied ________/5
Shares speaking time with group equally ________/5
Character
________/25
Shows motivation ________/5
Completes tasks on time ________/5
Follows directions and is on task ________/5
Works neatly on assignments ________/5
Takes responsibility for actions ________/5
Critical Thinking
Shows deeper thinking through research ________/5
Reflects on outcomes ________/5
Shows multiple thinking strategies ________/5
Shows creativity when thinking ________/5
Able to respond to audience questions ________/5
________/25

Scoring guide designed to provide feedback

Mini workshops to teach concepts and
skills as needed

Individuals who provide feedback to improve
the project
CRITICAL FRIENDS
Critical Friends - peer review
Critical means important, key, essential, or urgent, such as in critical care.
Critical Friends could take up to 30 minutes depending on the age of the learners.
Critical Friends for Educators
Before a project launch
Used as a forum to consider entry event ideas
Used to consider project concept
Used to check rubric quality
Critical Friends for Learners
Before a presentation
Helpful Coaching Tools
• Clarify goals for the Critical Friends session
• Pause now and then to allow your friend time to think
• Paraphrase from time to time; summarize your friend’s thoughts by saying, “so, ……”
• Probe gently to support your “Critical Friend” in gaining clarity in his/her thinking by asking: “Say a
little more about….”
• Pay close attention to your “Critical Friend” and really listen to what they are saying!
• Be careful about your intonation, syntax, and use of presuppositions
• Don’t forget about your Critical Friends’ states of mind –Efficacy, Flexibility, Craftsmanship,
Consciousness, and Interdependence
PBL CRITICAL FRIENDS PROTOCOL
Critical Friends should consider the following as they review the project:
• Does the project answer the guiding question?
• Would someone from outside of the classroom understand the content and
purpose of the project?
Presenters explain their project as Critical Friends listen.
1. Critical Friends may ask 2-3 short clarifying questions. Presenters will respond.
2. Critical Friends use the PBL rubric to quickly assess the project as presenters wait.
3. Critical Friends share strengths with, “I like…” comments as presenters listen
without responding.
4. Critical Friends share concerns or suggestions about improvement with, “I
wonder…” as presenters listen without responding.
5. Presenters reflect on useful feedback as Critical Friends listen.
6. Critical Friends conclude by sharing ideas about the project with 1 or 2, “I like/I
wonder, next steps…” comments.
Presenters may or may not choose to use the constructive feedback to make
changes to the project.

Presentation with results of PBL

Designed to assess learner’s growth
“OWL” will they Survive?
CRITERIA
IPS
AS
Approaching the Standard
Insufficient Progress on Standard
MS
Mastered the Standard
The students will:
The students will:
The students will:

Create a visual representation of a barn
owl which includes at least 5 features
that help the animal survive.

Create a visual representation of a barn
owl which includes at least 5 features
that help the animal survive.

Create a visual representation of a
barn owl which includes at least 5
features that help the animal survive.

Each feature is labeled with:

Each feature is labeled with:

Each feature is labeled with:
*1 or less completely different reasons why
it helps the animal survive.
Content
Rubric
*2 or less completely different reasons why
it helps the animal survive.
*3 completely different reasons why it
helps the animal survive.

Diagram of Barn Owl is not labeled
correctly using scientific format.

Diagram of Barn Owl is labeled
correctly using scientific format.

Diagram of Barn Owl is labeled
correctly using scientific format.

Diagram is not labeled using
correct grammar features.

Diagram is labeled using correct
grammar features.

Diagram is labeled using correct
grammar features.

Product is not visually appealing
and easily understood.

Product is visually appealing and
easily understood.

Product is visually appealing and
easily understood.
0-------------------35--------------------69
90-------------------95-----------------100
70----------------80-------------------89
Driving
Question
Introduce
Rubric(s)
Knows and
Need to
Know
Critical
Friends
Entry
Document
Scaffolding
Activities
and
Benchmarks
Social
Contracts and
Collaboration
Final
Product
Assessment
Entry
Document
Introduce
Rubric(s)
Knows and
Need to
Know
Scaffolding
Activities
and
Benchmarks
Driving
Question
Critical
Friends
Social
Contracts and
Collaboration
Final
Product
Assessment
Kindergarten Fairytale Launch -
http://www.youtube.com/watch?v=4BBKVvox_z4&feature=youtu.be
First Grade Island Launch - http://t.co/NxroGdHwx0
Second Grade Mealworm PBL - http://www.coppellisd.com/Page/6015
Third Grade Zoo Mania -
https://sites.google.com/a/g.coppellisd.com/3b-mkb/pbl-project-based-learning/zoo-mania
Fourth Grade Texas Program Blog -
https://sites.google.com/a/g.coppellisd.com/braafladt/pbl-blog
Fifth Grade Transforming Mars YAKK - https://sites.google.com/a/g.coppellisd.com/mr-noel-s-website/
PROJECT OVERVIEW
Name of Project:
Subject/Course: Social Studies
TEKS and Standards
to be addressed:
Duration: 3 weeks
Rules, People, and Places at School
Social
Studies
Teacher(s):Badillo, Carlton, Moore, Savage, Taylor
Grade Level: Kindergarten
K4.B Locate and describe places at school
K7.A Identify jobs at school
K8.A Explain the purpose of rules
K8.B Identify rules for school
K9.A Identify authority figures at school
K9.B Explain how authority figures make and enforce rules
21st Century Skills:
Driving Question(s):
Project Idea:
Final Product(s):
Communication
Collaboration
Critical Thinking
Character
Creativity
How can we, as Kindergarteners, be good citizens and stay safe in our classroom and at school?
Develop class rules as a group. Learn the names of school staff and locate places at Mockingbird.
Class book, My School, with simple text and photographs of people and places.
Class poster with rules and pictures of learners modeling rules. Lear ners sign name.
Entry Event:
Teacher skit on playground modeling the wrong way to play.
Scaffolding
Activities:
Classroom discussions: new vocabulary (citizen, authority figure, consequence)
Brainstorm/create class rules
Class tour of school, how to use camera
Interview school staff, decide/practice questions to ask, how to use flip video camera
Technology
PROJECT OVERVIEW
Name of Project:
Duration:
Subject/Course:
TEKS and Standards to be
addressed:
Teacher(s):
Grade Level:
Science
Social Studies
Math
ELA
21st Century Skills:
Driving Question(s):
Project Idea:
Final Product(s):
Entry Event:
Scaffolding Activities:
Resources:
Communication
Collaboration Critical Thinking
Character
Creativity
Technology
OPTIONAL PLANNING ITEMS
Technology
Collaboration
Differentiation for
Sped, ESL, GT, etc.
Supply Requests
Daily Five
Other:
Project Title: __________________________
Student Name(s):_______________________________________
IP
Insufficient Progress
CRITERIA
AS
Approaching the Standard
MS
Mastered the Standard
Content
Collaboration
Communication
0 - - - - - - -- - - - 3 - - - - -- - - - - 6
Student Rarely:

Talks to group members

Listens to group members

Gets along with group
members.
7 - - - - - - - - - - 7.5- - - - - - - - - - 8
Student Frequently:

Talks with group members

Listens to other people

Gets along with group members

Takes turns

Asks questions when needed
7 - - - - - - - - - - 7.5- - - - - - - - - - 8
Student Frequently:
0 - - - - - - -- - - - 3 - - - - -- - - - - 6
Student Rarely:

Talks loud enough


Makes eye contact when
speaking to others

Stands up straight and tall

Uses correct volume for task 

Talks loud enough when
presenting
9- - - - - - - - -9.5- - - - - - - - -10
In addition to frequently meeting the
expectations…

Group member helps others
complete tasks

Uses all group members’ ideas
in project
9- - - - - - - - -9.5- - - - - - - - -10
In addition to frequently meeting the
expectations…

Does not use distracting hand
motions

Answers questions when asked
Makes eye contact when talking to
intended audience
Stands up straight and tall

Behavior &
Responsibility
Uses correct volume for task
0 - - - - - - -- - - - 3 - - - - - -- - - - 6
7 - - - - - - - - - - 7.5- - - - - - - - - - 8
Student Rarely:
Student Frequently:

Motivated to learn

Is motivated to learn

Takes responsibility for

Takes responsibility for actions
actions

Completes tasks on time

Completes tasks on time.

Follows directions and is on task

Follows directions or stay on

Works neatly on assignments
task.

9- - - - - - - - -9.5- - - - - - - - -10
In addition to frequently meeting the
expectations…


Participates in classroom
discussions and/or activities
Applies organization skills
Works neatly on
assignments
0 - - - - - - -- - - - 3 - - - - - -- - - - 6
7 - - - - - - - - - - 7.5- - - - - - - - - - 8
9- - - - - - - - -9.5- - - - - - - - -10
P R O J E C T
Project:
MONDAY
C A L E N D A R
Start Date:
TUESDAY
W EDNESDAY
Student Need to Knows
Student Need to Knows
Student Need to Knows
End Date:
THURSDAY
FRIDAY
Weather Watchers
Driving Question:
How can we as “Weather Watchers,” record and compare weather from two cities and
present our findings for Fox 4 News?
Duration:
2 weeks
TEKS:
Social Studies – 8A
Math – 2C
Entry Event:
A letter from Channel 4’s Dan Henry asking the learners to create a kid-friendly weather
forecast for the station.
Project Overview:
Using the iPads, the learners will observe, measure and record daily weather changes
locally and in another city of choice. They will compare these changes in two types of
graphs. Then, they will present their findings in a weather forecast geared towards
children to help improve Channel 4’s ratings with a younger audience. The top forecast
from each class will be sent to Channel 4.
Zoo Mania
Driving Question:
How can we as learners create a proposal to introduce a new animal to the Dallas Zoo?
Duration:
6 weeks
TEKS:
Science – 3.2F; 3.4C; 3.9A, B, C; 3.10A, B, C
Social Studies – 3.5A, B, C, D; 3.18A, B, C; 3.19
Math – 3.13A, B
ELA – 3.2A, B; 3.13A; 3.17A-E; 3.22A-C; 3.24A-G; 3.25A, B; 3.26A-E; 3.27A; 3.28A; 3.29A; 3.30,
3.31; reading/comprehension skills: B, D, E, F
Entry Event:
The learners received a letter from the Dallas Zoo asking them to present a proposal to bring
a new animal to the zoo.
Project Overview:
Each group drew an ecosystem out of a hat. The groups had to choose an animal from their
ecosystem and present a proposal convincing the Dallas Zoo to bring this animal to the zoo.
The proposal had to include a description of the animal, its habitat and its food chain. It also
had to describe what might change in the natural habitat to force the animal to move and
how the animal would have to adapt. The proposal also included a map of the zoo showing
where the animal’s exhibit would be located. All of this was presented along with visuals to
the class.
Project Based Learning -Common Language and School Norms
Does the Project . . .?
FOCUS ON SIGNIFICANT CONTENT AND AUTHENTIC ISSUES
Students learn important subject matter content and address problems and issues from the world outside the classroom –
Inspired from the TEKS - Developing an interdisciplinary curriculum map; user-friendly project planning form.
ORGANIZE ACTIVITIES AROUND A DRIVING QUESTION OR CHALLENGE
Students find the complex, open-ended question or challenge to be a meaningful focus for their work - Common definition;
expectations for communicating DQ
ESTABLISH A NEED TO KNOW AND DO
Students are brought into the project by an entry event that captures interest and begins the inquiry process; Know/Need to
Know list is referred to throughout the project and used for formative assessment. - Teachers have knowledge of variety of
strategies to facilitate record and share K-NTK. Will the school include curiousities? Will they be required to post in the room?
How will we ensure the K-NTK list is dynamic and not static?
ALLOW FOR STUDENT COLLABORATION
The students utilize a social contract to establish group norms and
expectations for one another while working together
during the project. - Developing common language and strategies for teaching and assessing collaboration. Social contract
templates per grade? per project?
INVOLVE SCAFFOLDING LEARNING EXPERIENCES FOR THE STUDENTS
Student’s Need to Knows are addressed through differentiated scaffolding activities designed by the teacher. - How does a
Balanced Literacy program fit into PBL? Daily 5? Common language and expectations.
DEVELOP 21ST CENTURY SKILLS
Project involves students using collaboration, communication, and personal responsibility skills. -MKB has already adopted
their 21st Century Skills/Learning Outcomes and developed a common definition. Time will be needed to calibrate tool and how
this will be shared with parents and learners. Additionally, strategies will need to be shared regarding how to benchmark the
projects and assess formatively and summatively throughout the project.
ENCOURAGE STUDENT VOICE AND CHOICE
Students, with guidance from the teacher, make decisions that affect the course of the project
INCORPORATE FEEDBACK AND REVISION
Students use feedback to improve their work and create high quality products
ASSESSMENT USING RUBRIC(S)
Students use rubric(s) to create a final product that demonstrates mastery of content and 21st century skills objectives, and
teachers use rubric(s) to grade student performance during the project. - What rubric forms will MKB use to assess
students? Common rubrics for campus or grade levels? How can rubrics be both teacher and student-friendly?
CONCLUDE WITH A PUBLIC PRESENTATION
Students exhibit products or present solutions and explain their work to others and respond to content- and process-focused
questions. What are the variety of presentations that can be used? How will MCKB make sure they are not redundant in
design and continue to allow learners to design their own products, etc.?
?
Mockingbird PBL Training
August 15, 2012
8:30-9:00 Welcome and Breakfast
9:00-9:30 Principal and AP Address-”The Why”
9:30-10:00 Launch PBL-Marketing to parents the “why” of PBL.

Entry Event

Know/Need to Know

Social Contract

Next Steps
10:00-11:30 Project Work Time
11:30-11:40 Group Check In

K/NTK Review

Rubric Review

Workshop Request
11:40-1:15 Lunch
1:15-2:30 Continue developing final product

Optional Workshop
2:30-3:30 Critical Friends
3:30-3:40 Ticket Out- Reflection on PBL experience as a learner/The Why
Mockingbird
Thursday, August 17th
8:30-9:15 Review 1st 9 weeks Texas Essential Knowledge and Skills (TEKS) chart
& Identify 1st 9 Weeks Project
9:15-10:15 Jigsaw Breakouts

Authentic Entry Events and Final Products

Social Contracts and Collaboration

Interdisciplinary Project Design and K/NTK

Assessment and Rubric Design
10:15-11:15 Jigsaw Review and Team Teach
11:15-11:45 Workshop-Scaffolding (Whole Group)

Review PBL Unit Design Form
11:45-1:00 Lunch
1:00-3:00 Project Development
3:00-3:45 Critical Friends
3:45-4:00 Ticket Out-Reflection, Next Steps and The Why
Possible Implementation Timeline
Year One
• Study PBLs
• Buck Institute Book and Website
• Make site visit(s), if possible
• Make contact with PBL school in your area or state, if possible
• Write minimum of one PBL per grade level or team
• Team with Critical Friends
Year Two
• Continue to study PBL
• Implement at least one PBL
• Write two PBLs
Year Three
• Implement at least two PBLs
• Continue writing PBLs
Year Three
• Have at least one PBL going at all times in every grade level and/or on every team
More About Mockingbird
Mockingbird Elementary opened its
PROJECT BASED LEARNING
MAVERICK STYLE
doors in 1991 and currently has an
enrollment of 598 learners. There
are over 20 languages spoken on our
campus. We embrace our cultural
diversity as we discover new paths
through understanding others.
Mockingbird has been a TEA
exemplary campus since 2007.
Other honors include being
recognized as a Texas State School
of Character, a CEP National School
Second graders examining insects for
Going Buggy
Mockingbird
Elementary
of Character, a two-time NAESP
Honor Student Council Excellence
Award winner, having three CISD
Teachers of the Year, and the 20122013 Texas National Distinguished
Principal.
With a focus on PBL, lessons are
Fourth grade students collaborating
during the electromagnet PBL
designed to afford learners an
opportunity to make choices based
on interests, collaboratively solve
real-world problems, and make
meaning of their learning through
Kindergarten animal presentation
authentic projects.
214-496-8200
www.coppellisd.com
Pam Mitchell, Principal
300 Mockingbird Lane
Coppell, Texas 75019
Mockingbird Guiding Purpose: While laying a foundation for a
lifetime of service and genuine compassion for others,
Mockingbird Elementary empowers learners with authentic,
purposeful learning experiences to make their dreams and
aspirations a reality.
PBL Exemplars
Kindergarten
*Whooo’s Making Good Choices? Citizenship
*Once Upon a Time: Fairy Tales
*Here a Chick, There a Chick: Life Cycles
First Grade
*Maverick Travel: Community
*Shoes, Shoes, Shoes: Wants and Needs
*Junior Geologist: Landforms
Fifth graders researching animals for adaptation
Third graders celebrating cultures
*Going Buggy: Life Cycles
Why PBL?
*Facilitates differentiation
for shipping at Buckner
*Stars and Stripes: Patriotism
*A Day at the Museum: Balance and Motion
Third Grade
*Honors learner voice and choice
*Zoo Mania: Habitats
*Fosters active learning
*NASA - Game On: Solar System
*Requires critical thinking skills
*Celebrate Diversity: Cultural Awareness
*Makes TEKS meaningful
First graders preparing shoes
Second Grade
Fourth Grade
*Connects to real world experiences
*Mock the Vote: Democracy
*Improves interpersonal skills
*”Owl” Will They Survive? Inherited Traits
*Builds leadership capacity
*Junkyard Challenge: Force and Motion
*Makes research relevant
Fifth Grade:
*Chemical Company Cleanup: Physical Properties
*Transforming Mars: Adaptations
*Free at Last: Civil Rights
Buck Institute, www.bie.org/PBL
Mind Missions Learning Systems
PBL in the Elementary Grades – Buck Institute by Sara
Hallermann and John Larmer
 Problems as Possibilities: Problem-Based Learning for
K-16 Education by Linda Torp and Sara Sage
 Project-Based Learning With Young Children by
Deborah Diffily and Charlotte Sassman
 Thinking Maps, http://thinkingmaps.com/
 Thinking Maps, A Language for Leadership by Larry
Alper, David Hyerle and Chris Yeager
 Thinking Maps, A Language for Learning by David
Hyerle and Chris Yeager


