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hi everyone and welcome to this video on
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project based learning
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before we get started i have to confess
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as a student myself i
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absolutely hated doing group work or any
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kind of group work or project-based work
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because
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i found it really really frustrating to
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work with other people
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because what happens when we astute as
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teachers ask
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students to do group work for a project
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well if your experience was anything
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like mine
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i always ended up doing all the work for
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everybody in the team
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and honestly this is probably because
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i'm
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a little bit of a perfectionist and i
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like to have control i like to be the
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boss and i just ended up taking over
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everything
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so often what happens is that the
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students kind of take on roles naturally
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so there's like the boss or one person
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who does all the stuff
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um there are kids that are kind of
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slackers or probably honestly more
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pacifist who just looks at this person
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and says ah okay
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and you take it over and then what
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happens is
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you get one grade for the whole group
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and it's just not fair
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one person's done all the work and the
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others haven't really done much and they
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all get the same grade
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i found it super frustrating as a
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student and so i decided never to do it
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as a teacher
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and that worked out well for a couple of
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years until i sort of started really
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wanting to get back into it but again
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was kind of scared to
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get into that horrible dynamic of one
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person doing the work and the other
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one's not
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and then i had a really interesting
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experience
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i was invited through a friend to tour a
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factory where they
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make trucks peter built trucks so i went
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to this
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huge factory floor and got to see
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all the different places where they
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assemble the truck parts and
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we went to the marketing department and
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saw how they
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you know marketed the new trucks we went
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to the engineering department where they
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had the designs for new trucks
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we went to the factory floor where some
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people assembled the
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wheels on the truck some people did the
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cab some did the paint work
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on and on and on and it just seemed to
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me
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wow we should learn something from these
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real life projects when kids leave
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school we don't expect them to sort of
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go out and make the whole truck by
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themselves
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they work on a team so why can't we do
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this in the classroom
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right in reality each
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organization is divided up into
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different roles so even in a school we
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have
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principle and vice principle and
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different
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teachers and staff that support
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so the reality outside of the classroom
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is that we all work together in one
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organization
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but everybody has their own individual
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responsibilities
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everyone is accountable for their own
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work right so if the guy
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making the wheels on the truck isn't
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doing a good job and the wheels start to
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fall off we all suffer but the guy
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making the wheels
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is the one that gets fired the success
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of the group depends on the success of
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the individuals
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so how can we how can we replicate this
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in the classroom
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so i think the key here was that there
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is group collaboration
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towards an end goal but individual
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evaluation so if we can include those
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two features then we won
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in project-based learning so group
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collaboration
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individual evaluation all right so
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getting back to project-based learning
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what is it all about well
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project-based learning starts with a
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question usually anchored in a
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real-world
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world problem the students get to make
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active investigations and apply their
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knowledge
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apply their information and represent
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their knowledge and they get to
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collaborate
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and use technology okay
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so what does that look like in a
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classroom
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well following the the program
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deformation dedication to quebec the
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pfeq or the
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the ministry program for education in
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esl we have the production process so we
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have
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three stages pre-production
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production and post-production in
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project based learning it looks like
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this
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pre-production the teams get together
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and brainstorm ideas
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they're assigned roles so who's putting
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the wheels on the truck who's designing
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the truck
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and who's driving the truck then the
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individuals
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go out and research different aspects of
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their project
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and bring back the results
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then they get back into production so
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the first thing that they do is each
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individual has a writing task okay so
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one person is writing about the wheels
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of the truck one person
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is writing about the engine of the truck
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and one person's writing about the
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design of the truck
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and then each person has a production
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task one person will be responsible for
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producing a drawing of the overall truck
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one person will be responsible for
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painting the truck and one person will
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be responsible for sticking those wheels
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on
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in post production they share the
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results of the in
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of their individual work together they
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stick it all together and share it with
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the class
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and all the way through and this is key
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they're being evaluated individually so
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in each one of these
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tasks they're evaluated individually
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the writing task production task and the
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overall task
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so as a teacher how do we set up an
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effective project with your students
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i've broken it down into a different set
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of steps so the first thing that you
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have to do
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as a teacher is say okay what's my topic
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or theme
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for example i'm going to use this all
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the way through an example might be
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endangered animals let's say you've been
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reading a lot about endangered animals
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and you want the kids to go out and find
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more information about their own
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new endangered animal you're going to
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consider the final product
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and i've written in here choice because
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often as we get into project-based
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learning you can let the students
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come up with their own choices but just
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to get started we'll give them an end
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product that we want them to do
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so for example they're going to present
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the results of their research
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about endangered animals as a poster
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determine the teams so this is important
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as a teacher you need to figure out who
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goes in the teams together
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will you let them have the choice or are
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you going to put them in teams
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my preferred number of students in a
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team is three
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i think two or three is is great more
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than that they tend to go off track but
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that's just my own preference
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the next thing you're going to have to
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figure out is your timeline and
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objectives so for example how many
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classes is it going to take one class
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two class three classes four classes
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okay i've got four classes
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and then you're going to have to create
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guidelines and instructions for students
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to follow
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so you know the topic you know the end
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product you know how many kids are
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working together you know how many
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classes
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what's going to happen in each class
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you're going to have a handout or
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something for them to do each class and
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a deliverable
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and finally you're going to need to
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determine how this project is evaluated
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so let's look at each of these steps in
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turn with my example
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so in this project i've planned for a
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grade five class again
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and the topic is endangered animal
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the first things i'm going to do is
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determine my objective what is it that i
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want the students to do
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using the program deformation
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the pfeq i'm i borrowed it directly from
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there so this is a
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competency to reinvest understanding
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about endangered animals
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by choosing a new endangered animal to
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research
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and promote i'm going to determine the
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final product
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i said it could be a poster maybe
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web page or commercial magazine ad i've
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chosen a poster
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i'm going to determine the teams i've
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chosen groups of three but you can also
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do things like isometrics so like a
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combination of teacher choice and
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student choice you can ask students who
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they'd like to work with
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hand in those names on some cards and
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use those cards to build the teams
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so once you've determined what your
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objective is and the end product you're
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going to now have to look at how many
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classes
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and what the students will do during the
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class and what you allow them to do
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outside the class
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you need to include organized class time
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with specific objectives for the group
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to meet and work on and this is the key
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you can't simply say to the kids okay go
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ahead and research
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endangered animals and produce a poster
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you have four classes to do it because
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what will happen
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is three of the four classes they'll
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just mess around and in the fourth class
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they'll panic and not meet the deadline
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so each class you have to set out
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specific things that they're doing so
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for example
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in class 1 their job
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is to brainstorm they have to decide the
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topic
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determine the roles and start
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researching
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that's we're going to do and they have
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to do something and give something in by
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the end of the class
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in class 2 that class is dedicated for
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writing the text so everybody should be
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writing their texts
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individually once they're done they can
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meet back up with their team
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and exchange and share their texts and
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read them to each other
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class three is they're going to put
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together their poster
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so they take their texts they bring
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their poster board together
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they can um review what they've written
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and write up a nice clean copy stick on
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their images
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all that stuff and class 4 is our post
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production so this is when we do our
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sharing with the class i like to do it
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in kind of a science fair style where we
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have posters around the room and
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different people come up and have a look
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at the posters and you kind of share
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i also need to determine evaluation now
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the great thing about project-based
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learning is that you can
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evaluate all three competencies if you
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want we'll take a look at how that
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how that plays out what are the
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evaluation criteria
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what kind of evaluation tools are you
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going to use
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okay so let's have a look at this i'm
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going to show you a long term plan
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this is what i'm going to write out when
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i'm planning my project-based learning
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so
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as you can see here i've got four
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classes
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plus some room for homework in here
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so class one typically is going to be
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the introduction i'm going to introduce
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the project we're going to explore it
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together
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i'll put the kids into teams and get
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them to brainstorm and pick
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really interesting ideas to explore
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further
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i'm going to evaluate their c1 because
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if they're working in teams this is a
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great opportunity for me to
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evaluate how they interact orally with
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each other in english
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class two now we're digging into it so
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we're going to do the research
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i'm going to give them comprehension
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questions to guide them about their
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topic
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i want them to summarize their
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information so if it's about endangered
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animals
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we're going to see that one person will
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research their habitat for example
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one person will research their natural
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enemies
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and another person might research the
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kind of food that they eat
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okay they're going to start thinking
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about their presentation format
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and they're going to start writing the
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rough draft of their text
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what can i evaluate well i'm going to
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evaluate c2 evidence of understanding
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because they should be able to start
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answering questions about
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their um animals topic the
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aspect of the animal that they're
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researching at this point i'm going to
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remind them they probably need to start
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doing homework
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so they can do more research
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individually
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and before class number three they need
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to bring a roughed draft of their text
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okay so that they come into class three
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and they can share it with their buddies
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okay so yeah evaluation so in class
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number three they come in with their
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rough draft of their text so one kid has
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the text on the habitat and one kid has
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the text on the food
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and one kid has a text on the natural
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predators they read them out loud they
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share ideas they critique each other's
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texts you know get feedback notice some
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mistakes they ask
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questions make sure it looks really good
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so i can evaluate their c1 and i can
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also
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check in on their c2
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kind of a reinvestment task finally i'm
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going to say
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you know complete your text outside of
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class
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and in the final class we're going to do
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our presentation as i've mentioned
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before this is i like to do it in kind
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of like a forum like a science fair
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um so that half the class is presenting
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and the other class is circulating
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and there's kind of like opportunities
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for q a to go on so you're asking
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different people questions about the
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animal that they chose rather than
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standing in front of a whole class
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and i can evaluate c1 if there's some q
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a so if the kids are going around the
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class
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asking each other questions they're
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interacting orally i can evaluate that
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and when they hand in their poster i'm
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going to see each person's individual
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written work on the poster
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i can evaluate each person's individual
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content
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and formulation so it's entirely
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possible that the kid that wrote
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the text on food gets a b and the kid
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that wrote the text on habitat of the
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animal gets an
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a and the kids the kid that wrote the
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text on the natural predators gets a c
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because they've each written their stuff
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individually even though they've
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collaborated together to make this
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poster
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so i talked about evaluation it's
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important to know what criteria i'm
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looking for
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this is from the program right so grade
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five
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esl c1 evaluation these are the things
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that we are asked to look for
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i wouldn't give that to the kids i would
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say to the kids
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as you're working are you always
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speaking english
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are you on topic are you using the
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phrases in vocabulary practiced
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are you encouraging your friends to keep
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speaking whoops come back
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so you can see that these are this is
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the criteria but this is the
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phrasing for the kids in their language
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for c2 remember that this whole project
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is about reinvestment
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right reinvestment of information and
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ideas into a new product
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i would ask the kids to find at least
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three sources resources
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right selection of ideas from a new
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source
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i would check their notes about the
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animal because we practiced summarizing
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did they use words and expressions from
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their research
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without copying the whole thing did they
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use their own words and ideas to explain
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the topic
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so that's what i'm looking for
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for c3 because they're writing a text
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right
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are they using grammar punctuation
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spelling words again these are what we
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have from the ministry
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and this is what i would tell the kids
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that i'm looking for
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write a short text about your animal you
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have to include at least three type
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three facts right text form and
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requirement
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you need to use the present tense
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correctly
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the kimono dragon is dangerous the
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kimono dragon
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eats meat okay
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present tense uses capital letters
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correctly because that's what we've been
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working on
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and we've spelled important words
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correctly so things like the name of the
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animal it's habitat
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those are the important words
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and the format is interesting and
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appealing so that is
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the um the poster we can give some
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points for that too
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so overall i would give the kids a sheet
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something that looked like this
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this is my overall evaluation so
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when am i evaluating c1 whenever there's
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para group work and these are the things
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i'm looking for
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i'm going to give them a mark out of 10.
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um evaluating c2 when you're researching
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your animal did you do all these things
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and that i look at in class 3. writing a
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text short text about your animal this
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is our final product that's what i'm
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looking for
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you present it to the class and you hand
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it in
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and that's worth 20 points okay
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so that's how i would set up a project
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um you need to
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guide the students until they get the
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hang of things as i say
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you cannot throw them into a class and
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just say produce a poster it doesn't
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work
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you need to really structure everything
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so that means you need to help them out
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especially when they're starting
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give them predefined roles and
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responsibilities so one person is the
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writer one person's the leader
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one person's in charge the materials for
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example
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every class you need to have handouts
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that they can fill in
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to keep them on task and to keep them
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organized
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you need to help them form their groups
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based on their abilities
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and the skills that they have so
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although they'll want to work with their
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buddies make sure that that is going to
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be a healthy dynamic for everyone
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because we all know that um as a team we
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can create problems none of us could
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cause as individuals all right
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so as i said a key to success for this
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is having really strong materials in
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place so
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guidelines and handouts that will
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support them through
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the project-based learning so the number
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one thing you need to have for the kids
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is clear simple point form instructions
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okay i cannot overs i cannot overstate
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this do not write in paragraphs
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simple point form instructions or you're
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going to lose them
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broke and you need to break them down
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step by step
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clear parameters each class
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what do you want them to do okay
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if it's a writing then you need to tell
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them how much they need to write what
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kind of ideas are they including what
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kind of format what kind of grammar
00:18:31
be really specific each class
00:18:35
when do you want them to do it so what
00:18:37
has to be done
00:18:38
by the end of class and what are they
00:18:41
evaluated on
00:18:43
so for example something like um the
00:18:45
first class when i'm introducing the
00:18:47
project
00:18:48
i would give these kind of instructions
00:18:50
to the students
00:18:52
so the first instruction would be look
00:18:53
on the board see so on your team i've
00:18:55
already created the teams
00:18:57
sit with your team fill in the kwl
00:19:00
chart i'll show you the kwl chart in the
00:19:02
next slide
00:19:04
they have to answer what animal are they
00:19:07
researching
00:19:08
what do you already know about this
00:19:10
animal what do you want to know about
00:19:12
this animal
00:19:13
okay they'd have to write their ideas on
00:19:16
the paper
00:19:17
then i want them to circle the top three
00:19:20
ideas so this is
00:19:21
about the leopard let's say the leopard
00:19:23
what can we do to help it what it eats
00:19:24
what it looks like so this is their
00:19:26
brainstorming
00:19:28
circle their top three ideas so they've
00:19:30
brainstormed a bunch of ideas they have
00:19:32
to circle them
00:19:34
and you're going to fill in a chart
00:19:36
who's going to write about what ideas so
00:19:37
something
00:19:38
like this and it's going to write about
00:19:40
the habitat jean francois is going to
00:19:41
write a detailed description
00:19:44
loic's going to talk about why it's
00:19:45
endangered so that's what they would
00:19:47
have to fill in by the end of class
00:19:50
you're going to need to model what you
00:19:51
want them to do so do an example with
00:19:54
the whole class together
00:19:55
using the handouts and while they're
00:19:58
working in teams you can evaluate c1
00:20:02
yeah so this is an example of a kwl
00:20:04
chart so as they get started it's a
00:20:06
great way to get them started so what do
00:20:08
you or so your topic is
00:20:09
leopards what they think they know about
00:20:12
leopards
00:20:12
what they want to know about leopards
00:20:14
and you can get them to fill this in
00:20:15
afterwards
00:20:16
what they actually learned i did this
00:20:18
with my my son in grade one he and his
00:20:20
group did
00:20:21
komodo dragons what they know about
00:20:23
komodo dragons
00:20:24
well they thought that komodo dragons
00:20:26
breathed fire
00:20:28
and flew they got komodo dragons mixed
00:20:31
up with mythical dragons
00:20:33
what i want to know we did things like
00:20:34
habitat and how they how they fight and
00:20:37
that kind of stuff
00:20:38
and what we learned we learned that
00:20:39
they're actually their spit is poisonous
00:20:42
so um that was kind of cool too
00:20:45
there are other graphic organizers out
00:20:47
there this is one of my personal
00:20:48
favorites anytime we do a writing
00:20:50
project we talk about you know the
00:20:51
audience the purpose
00:20:53
ideas it's great i encourage you to
00:20:56
research
00:20:57
there are already some really fantastic
00:20:58
graphic organizers there you can use and
00:21:00
adapt
00:21:02
okay so we learned a lot here so when
00:21:04
you're planning a project
00:21:06
there are some steps for you to follow
00:21:08
so the first one is to think about the
00:21:10
project overview
00:21:11
so consider the parameters what's the
00:21:14
time the format
00:21:17
so you need to create a handout with a
00:21:19
project introduction
00:21:22
include the evaluation really important
00:21:25
step
00:21:26
two is you need to break down the
00:21:28
project into steps for the students
00:21:30
so how many classes is this going to be
00:21:33
what do you do in
00:21:34
each class okay what is it that they
00:21:37
have to get done and make sure they do
00:21:39
it and keep them on task because they
00:21:40
will go off quickly
00:21:42
you need to support students in each
00:21:44
step so each class
00:21:46
handouts for each class things they have
00:21:48
to fill in things they have to get done
00:21:52
okay handouts to support them when
00:21:53
they're writing and handouts to support
00:21:55
them when they're producing
00:21:57
and handouts for self-reflection and
00:21:59
evaluation
00:22:00
okay so if you have all of this stuff in
00:22:02
place your chances of success are a lot
00:22:05
higher
00:22:06
and of course make sure that you have
00:22:08
thought about your evaluation
00:22:12
and if project project-based learning is
00:22:14
pretty complex
00:22:15
and it does take a lot of work to get
00:22:17
set up i'm not going to lie
00:22:18
but once you get started on it you're
00:22:20
going to find that it's really actually
00:22:22
in a
00:22:22
really valuable enriching experience for
00:22:24
the kids they get really engaged they
00:22:26
enjoy it they have ownership over it
00:22:29
they can work with their friends and the
00:22:30
pressure is off because they're
00:22:32
evaluated individually so everyone
00:22:35
needs to step up and contribute
00:22:38
your overall role here eventually will
00:22:40
be to move
00:22:41
from being the sage on the stage in
00:22:43
front of the class into the guide on the
00:22:45
side so they'll get
00:22:46
they'll take over their learning and be
00:22:47
more responsible for it
00:22:50
again recap
00:22:54
break your project down into steps help
00:22:57
them structure their ideas
00:22:59
you provide the framework and timeline
00:23:02
and you help them reflect on their
00:23:04
learning and you help them think about
00:23:05
their process and results
