What is Project Based Learning?
  • Project Based Learning (PBL) is the curriculum
  • Interdisciplinary
  • Projects and projects drive the learning
  • It engages students in active learning
  • It is NOT an activity
  • Not something you add on to the end of a unit
  • Not easy for teachers to create
  • Not easy for teachers to do

Stairway to Student Success
  • State Standards
  • Traditional Class Instruction
  • Class Activity
  • In Class Projects
  • Single Course Authentic Project
  • Single Course Theme-Based Project
  • Multi-Course Theme-Based Project
  • Theme-Based Interdisciplinary Project Based Learning

Steps to Designing a Multidisciplinary Integrated Curriculum Unit

1. Connect with industry and postsecondary partners
  • identify authentic connections
  • provide specialized instructoin and mentoring
  • evaluate student work
2. Curriculum Mapping
  • examine scope and sequence of academic and CTE classes---find the connections
3. Craft the Essential Question (example: Who Should Decide Who Should Get Medical Care?)
  • Frame the unit
  • Drive the instruction
  • Make sure their is high interest to the student (the hook)

4. Break Down (scaffold) the essential question into smaller parts, often related to specific individual content area

5. Allocated responsibilities to team members

6. Review and revise the instructional sequence
7. Set the learning scenario...make it relevant
8. Establish student assessment--include the standards
  • formative assessment is a self-reflective process that intends to promote student attainment towards a goal--Formative assessments are administered for the purpose of measuring progress toward a goal. ...
  • summative-A culminating assessment, which gives information on students' mastery of content, knowledge, or skills.

Grade the grapes---rate the grapes (you are not told how) from 1 to 10...if no criteria for the grading of the grapes....everyone gives the grapes a different grade. Good activity to show how subjective grading can be without a rubric.

9. Write Lesson Plans
    • Include SCANs Skills
    • Academic Standards and Content
    • CTE Standards and Content
10. Evaluate the Unit

ESSENTIAL Question.jpg
Connect ED---http://www.connectedcalifornia.org/curriculum/integrated_units
Designing Multidisciplinary Integrated Curriculum Units
Characteristics of an Effective Integrated Curriculum
Integrated Biomedical and Health Science Curriculum

Buck Institute http://www.bie.org/tools/
Useful Downloads http://www.bie.org/tools/useful

PBL Training Notes


Study Guides

PBL Explained

How To Get Hired By Google

PBL refers to students designing, planning, and carrying out an extended project that produces a publicly exhibited output such as a product, publication, or presentation.

PBL Characteristics
  • inquiry based
  • real life connections
  • students centered learning
  • standards based content

Affective Domain
  • Characterize, Organize, Value, Respond, Receive
  • How do you get students to internalize about what they are learning Habits of Mind

Benefits of PBL
  • Supportive instructional framework for CCSS Supports career ready skills and knowledge
  • Engages students and teachers
  • Allows for broader linked connections
  • Facilitates CTE and Academic integration

CTE Online-integrated CTE and Academic Content

Entry Event
  • Spark interest in project---video or project
  • Build relevance
  • Introduce topic so it comes alive

Driving Questions:
  • How can we plan effective projects for our students?

Major Product
A sample project plan with artifacts

What will be included?
  • There will be a process to learn and practice
  • There will be required tasks with deliverables
  • There will be scaffolding and resources to help
  • There will be evaluation criteria
  • There will be feedback and reflection

  • Defined STEM-PBL
  • Renzill Learning
  • Service Learning
  • World Savvy
  • iEARN Learning Circles

Mission Project- Grade A Projects.com


8 Essentials for Project-Based Learning

Driving Questions


Sources of Inspiration

  • Your community
  • Your Students
  • Current Events
  • Your Content Standards
  • Online Project Libraries
  • Your Colleague
  • NPR
  • Current Events
Real-World Practice/Problem
  • Work backward from a topic

Habits of Mind


(After Arthur L. Costa and Bena Kallick, Habits of Mind: A Developmental Series, Copyright © 2000)

The Habits of Mind are an identified set of 16 problem solving, life related skills, necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity and craftsmanship. The understanding and application of these 16 Habits of Mind serve to provide the individual with skills to work through real life situations that equip that person to respond using awareness (cues), thought, and intentional strategy in order to gain a positive outcome.

1. Persisting: Sticking to task at hand; Follow through to completion; Can and do remain focused.

2. Managing Impulsivity: Take time to consider options; Think before speaking or acting; Remain calm when stressed or challenged; Thoughtful and considerate of others; Proceed carefully.

3. Listening with Understanding and Empathy: Pay attention to and do not dismiss anotherperson's thoughts, feeling and ideas; Seek to put myself in the other person's shoes; Tell others when I can relate to what they are expressing; Hold thoughts at a distance in order to respect another person's point of view and feelings.

4. Thinking Flexibly: Able to change perspective; Consider the input of others; Generate alternatives; Weigh options.

5. Thinking about Thinking (Metacognition): Being aware of own thoughts, feelings, intentions
and actions; Knowing what I do and say affects others; Willing to consider the impact of choices on myself and others.

6. Striving for Accuracy: Check for errors; Measure at least twice; Nurture a desire for exactness, fidelity & craftsmanship.

7. Questioning and Posing Problems: Ask myself, “How do I know?”; develop a questioning attitude; Consider what information is needed, choose strategies to get that information; Consider the obstacles needed to resolve.

8. Applying Past Knowledge to New Situations: Use what is learned; Consider prior knowledge and experience; Apply knowledge beyond the situation in which it was learned.

9. Thinking and Communicating with Clarity and Precision: Strive to be clear when speaking and writing; Strive be accurate to when speaking and writing; Avoid generalizations, distortions, minimizations and deletions when speaking, and writing.

10. Gathering Data through All Senses: Stop to observe what I see; Listen to what I hear; Take note of what I smell; Taste what I am eating; Feel what I am touching.

11. Creating, Imagining, Innovating: Think about how something might be done differently from the “norm”; Propose new ideas; Strive for originality; Consider novel suggestions others might make.

12. Responding with Wonderment and Awe: Intrigued by the world's beauty, nature's power and vastness for the universe; Have regard for what is awe-inspiring and can touch my heart; Open to the little and big surprises in life I see others and myself.

13. Taking Responsible Risks: Willing to try something new and different; Consider doing things that are safe and sane even though new to me; Face fear of making mistakes or of coming up short and don’t let this stop me.

14. Finding Humor: Willing to laugh appropriately; Look for the whimsical, absurd, ironic and unexpected in life; Laugh at myself when I can.

15. Thinking Interdependently: Willing to work with others and welcome their input and perspective; Abide by decisions the work group makes even if I disagree somewhat; Willing to learn from others in reciprocal situations.

16. Remaining Open to Continuous Learning: Open to new experiences to learn from; Proud and humble enough to admit when don't know; Welcome new information on all

How to Get A Job At Google


PBL Study Guides

Project Based Learning Explained

PBL-CACTE Handouts