A Brief Introduction to Project

Based Learning
August 24th, 2017
Presented By: Samantha Flecker
We solve problems, big and small.
Team Contract
● A team contract is used to set
the expectations for the project

● Adjust your team contract to

meet the needs of your project
and grade level
Entry Events
An entry event is designed as a
scenario builder that outlines the
problem or issue. Such events
generate enthusiasm in students.

*There may be more than one entry

event depending on the unit.
Entry Events
● For our unit, we invited a community member to
speak to our students about his experience as a
patient at a children’s hospital.

● After this experience, our students developed a

plan of action.

● Entry events take on many forms and can

include ideas such as field trips, guest
speakers, read-alouds, webquests, and much,
much, more!
 Driving Question
There are three types of driving questions. A question can fall in multiple categories.

Philosophical/Debatable Role-Oriented Product-Oriented

Example: Example: Example:

What are the How do we as How do we create a
characteristics of a great mathematicians use our presentation to convince
President? problem solving the school to change the
strategies to develop a lunch menu?
plan for homelessness?
Quick Tips for Developing a Driving Question

● Avoid “what is” questions such as “What is a fraction?”

● Utilize student interests

● Questions should provoke inquiry with many possible

approaches

● Think about major grade level topics in science or social

studies as possible starting points

● Use TUBRIC
Our Driving Question

“How do we as mathematicians create

care packages to support children at
Texas Children’s Hospital?”
Our Project Summary
Students will work individually, in partners, and in teams to create/collect items
that will be donated to Texas Children’s Hospital. All items will be delivered on
Valentine’s Day at the end of our unit. Students will be developing a plan for and
creating fleece blankets, designing and creating Valentine’s Day boxes full of
Valentines, and organizing a school-wide donation drive.
Individually Created Products
● We were able to involve the entire school
Valentine’s Day Cards community by inviting all classes to create
Valentine’s Day cards for contribution

● Great early finisher activity for students to

keep engaged with the project

● Great station activity

● Easily integrated with other subjects

● Students practiced handwriting, spelling,

punctuation, and empathy

● Appeals to students with artistic interest

Products Created with Partners
● Students wrote advertisements to be
Donation Drive Advertisements submitted to the school’s PTA-run
electronic newsletter, the “Tiger Beat.”
ELAR teachers coordinated and supported
students in this effort.

● Students worked together to create poster

advertisements that were posted above
donation drive bins in the school lobby.

● Students created a short script to present

in pairs on the school’s morning
announcements.

● Students visited classrooms in pairs to

remind students school-wide about the
Group Created Products
● Students worked in teams of four
Fleece Blankets
● Students researched procedure for
creating ‘no-sew’ fleece blankets

● Students wrote a step-by-step plan to be

approved by teachers before work could
begin

● Students received a piece of fleece (varied

sizes by groups) and were required to trim
edges, measure sides, and include
measurements in a diagram in step-by-
step plans

● Students calculated perimeter and area of

Group Created Products
● Within small groups, students
Fleece Blankets implemented their design plans

● Parent volunteers came in during blanket

work times to help monitor students and
assist with quality control

● Students practiced measurement in the

creation of the blankets as well as
additional teacher created tasks

● Collaboration, time management, and

attention to detail were vital for students
to be successful
Group Created Products
● We were able to invite third grade
Fleece Blankets students to participate in the process

● We saw students become very invested in

the process of creating blankets, knowing
they would be delivered to children

● Students were connected to the process

and ensuring they met the requirements
set by Texas Children’s Hospital

● Parent volunteers collected the blankets

to take home and wash/package for
delivery to the hospital
Group Created Products
● Community members donated shoeboxes
Valentine’s Day Boxes
● Students used various supplies to
decorate the boxes that would be filled
with Valentines

● The boxes were great for discussing the

concept of volume

● Attention to detail was important again, as

the hospital has strict requirements about
what materials can be used for
homemade items

● Parents donated art supplies to ensure

students had a variety of items to work
Group Created Products
● Students brainstormed items that could
School-wide Donation Drive be collected for donation to the hospital
(while also making sure they met
requirements set by the hospital)

● Each grade level was responsible for one

item

● Teachers were instrumental in providing

extra communication to families
promoting the donation drive

● We were incredibly appreciative of our

school administration for their support of
our endeavours, don’t forget to keep your
administration involved and maintain their
Group Created Products
● We invited a few families to help deliver
School-wide Donation Drive items to the hospital

● Before delivery, with help from several

students, we counted all of the items
collected

● We wrote a thank you note to the

community and teachers sharing the
impact created by our project

● Students reflected on the experience

afterward

● The project left a strong impression upon

our students, staff, and community
The Final Numbers
86 pajamas
182 pairs of socks
129 toothbrushes
428 coloring books
2,332 crayons
386 markers
488 colored pencils
571 fl oz hand sanitizer
444 books
40 handmade fleece blankets
Assessment
Throughout our unit, we utilized teacher-created
tasks that were related to the project. For example,
we asked students to measure side lengths of their
fleece blankets and calculate the area and perimeter
of their blankets. We were able to assess their
mathematical understanding and this led to great
discussions.
Assessment
● Teacher observation

● Student conferences

● Traditional paper-pencil assessment as appropriate

● Performance tasks

● 21st Century Skills Rubric

○ Collaboration

○ Creativity

○ Critical Thinking
Management
● Plan ahead, and plan in detail. Just as you would
plan any lessons, think about what questions or
issues may arise ahead of time.

● Establish clear expectations and empower students

with a team contract.

● Ensure that materials and resources are organized

and students know where to find them.

● If departmentalized, plan as a team and incorporate

Project vs Project Based Learning
Project Project Based Learning

● Can be done alone ● Requires collaboration and teacher guidance

● About the product ● About the process

● Teacher directed ● Student directed

● All projects have the same goal ● Students make choices that determine the
outcome
● Products are submitted to the teacher
● Products are presented to an authentic audience
● Lack real-world evidence
● Based in real-world experiences or problems
● Occur after the “real” learning
● Real learning occurs through the project
https://educationcloset.com/2016/04/14/using-projects-project-based-learning/
“A Project Could Be...
● An exploration of a philosophical question, such as
“What is a healthy community?”

● An investigation of a historical event or natural

phenomenon

● A problem solving situation, either real or in a

fictitious scenario

● An in-depth examination of a controversial issue

● A challenge to design a physical or computer-

based artifact, develop a plan, or produce an event

● A challenge to create a piece of writing, multimedia,

or work of art for a particular audience or purpose”
Starting Points for Planning

●Driving Question
●Subjects to Integrate
●Possible Entry Event(s)
●Possible Product(s)
●Possible Audience(s)
Let’s Brainstorm!

Use the provided planning sheet and work together with your
team to write down as many project ideas as possible.
Remember these possible starting points:
-Think of major grade level topics and standards addressed.
-Think of your community, are there any opportunities for growth that your
students could be involved in?
-Think of current events surrounding your community.
-Think of units you already teach, can they be modified?
Reflections
● This particular project was powerful, not just for our
students, but for the entire school community. Our
administration and our colleagues were supportive
and excited to be a part of the project! Your school
community is one of your best resources.

● Sometimes, it can be easy to get swept away in the

excitement of a “big idea.” Without the incredible
support we received, this project would not have
been possible. Be careful to be realistic in your
expectations and set appropriate timelines.

● Every time you take on a PBL unit, take time to

reflect and take notes on what you would do
differently and what went well. It is important to
take reflection seriously, as it will only improve your
future units.
Resources
● Buck Institute for Education

● Travis PBL Community: Team Drive for sharing

project ideas, project resources, etc.

● Me! Please reach out at any time for support!

“The important thing is to not stop
questioning. Curiosity has its own
reason for existing.”

~Albert Einstein