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Introduction To PBL Upper Primary

How to teach following the PBL approach in Upper Primary

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Cecilia Cabrera
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29 views35 pages

Introduction To PBL Upper Primary

How to teach following the PBL approach in Upper Primary

Uploaded by

Cecilia Cabrera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as KEY, PDF, TXT or read online on Scribd
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Introduction to PBL

in Upper Primary

Cecilia Cabrera Martirena - ceciliacabrera.cpd@gmail.com


February 2024
Three undeniable developments
that impose a change in Education:

Moving from an industrial


to a knowledge-based
economy

The rise of new


technologies and digital
networks

Advances in the learning


sciences
How much do you
know about Project
Based Learning?
Make a list of 3
key characteristics
of PBL
Please, share your
list in the chat
box.
Definition:
“ Project-Based Learning is a constructivist
pedagogy intent on bringing about deep
learning by allowing learners to use an
Enquiry-Based Approach to engage in
issues and questions that are relevant to
their own lives and do have an application
in real life.”
(Wurdinger, Haar, Hugg, & Bezon, 2007, P.
160)
Shepherd’s
Pie
Main course, not dessert
PBL Key
components.
The MAIN QUESTION OR PROBLEM: Check it !
SUSTAINED ENQUIRY: The project involves an active, in-depth process of enquiry
over time.
AUTHENTICITY: The project has a real-world context, uses real-world
processes, tools, and quality standards, makes a real impact.
LEARNERS VOICE & CHOICE: The project allows students to make some
choices.
REFLECTION: The project provides opportunities for learners to reflect.
ASSESSMENT, FEEDBACK AND REVISION: Learners give and receive feedback
on their work, in order to revise their ideas, work and achievements so far or
define future steps.
PUBLIC PRODUCT: The learners present a final product that is offered to the
PBL involves:

Meaningf Content
ul Connections Collaborative
Interdisciplinary
Context Learning Tasks
work

HOT Divergent Theme related


s Thinking language
PBL and EFL

Projects in PBL provide a context for integrating skills and


applying concepts.

They should be treated as integral to all the other work


included in the curriculum

They make learning grammar and lexis, meaningful.

Grammar should be taught through a non-linear approach.


BENEFITS OF PBL IN
ELL
Increases long-term retention of
content,
The learners become
helps students perform as well as researchers, enquirers and
or better than traditional learners co-constructors of their
in high-stakes tests, own knowledge.

improves problem-solving and


collaboration skills, The teacher guides,
questions and provides
improves Student's attitudes
the stimulation through
towards learning
their responsiveness to
Strobel & van Barneveld, 2009; children's dialogue.
Walker & Leary, 2009.
THE SIX A's of Designing a Project
Developed by Adria Steinberg, cited in Lenz, 2015
Authenticity

Does the project emanate from a problem or question that


has meaning to the student?
Is it a problem or question that might actually be tackled by
an adult at work or in the community?
Do students create or produce something that has personal
and /or social value, beyond the school setting?
ACADEMIC RIGOUR

Does the project lead the students to acquire and apply


knowledge central to one or more discipline or content area?
Does it challenge students to use methods of inquiry central
to one or more discipline?
Do students develop higher order thinking skills and habits
of mind?
APPLIED LEARNING

Does the learning take place in the context of a semi-


structured problem, grounded in life and work in the world
beyond?
Does the project lead students to acquire and use high
performance competencies?
Does the work require students to develop organisational
and self-management skills?
ADULT RELATIONSHIP

Do students meet and observe adults with relevant


expertise and experience?
Do students have an opportunity to work closely with at
least one adult?
Do adults collaborate on the design and assessment of
student work?
ACTIVE EXPLORATION

Do students spend significant amounts of time doing field-


based work?
Does the project require students to engage in real
investigation, using a variety of methods, media and
sources?
Are students expected to communicate what they are
learning through presentation and /or performance?
ASSESSMENT PRACTICES

Do students reflect regularly on their learning using clear


project criteria that they have helped to set?
Do adults from outside the classroom help students develop
a sense of real world standards for this type of work?
Will there be opportunities for regular assessment of student
work through a range of methods, including exhibitions and
portfolios?
Driving Question

Provocative
Open-ended
Goes to the heart of a discipline or topic
Challenging
Can arise from real-dilemmas that students find interesting
Consistent with curricular standards and frameworks
Design a Driving Question
A Project Wall

The project wall is the


visual space in the
classroom that helps
manage:
information,
project questions,
calendars,
standards,
assessments
A project wall is the visual “hub” in your classroom that you can use to manage key
information about a project as it unfolds.
Project walls are bulletin boards or wall spaces (physical or digital) that should serve
as dynamic teaching tools that guide learning and project management throughout
the project.

Why is it Useful?
Feedback time
TAG
Technique
GIVE
TELL ASK a
somethin a suggestion
g thoughtfu
you really l
liked question
How much time should I
devote to PBL in my class?

Cecilia’s Daisy
Technique
Vocabula
ry

Structur
PBL es

Pro
ject Writing Subski
Skills lls

Reading Subski
Skills lls
Oracy
… Skills
Subski
lls
TIPS FOR SUCCESS
Start with a standard.

Start with a well designed Driving Question/ Essential


Question.
Start Small

Design the scaffolding

for your class and for you.

Find your Comfort zone, as a starting point.


Document Processes
Let go of some control
Allow creativity to emerge
Include all learners
Make the most of technology
Define your
benchmarks
Define and share the assessment
criteria
Let students move
CECILIA CABRERA MARTIRENA
www.ceciliacabrera.cpd@gmail.com
teachingdeeply.wordpress.com
linkedin.com/in/ceciliacabreramartirena

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