emergencies only), 680-7159 (cell- DURING TEACH DATES ONLY. VOICE MAIL... TTh 10:00-10:30, 1:00-2:00 or call/email me and set up a... EDC 365E: Project Based Instruction, Fall 2012 (Unique #09060)
Jill Marshall & Tony Petrosino Handouts 7th Annual UTeach Conference Austin, TX / May 21–23, 2013 EDC 365E: Project Based Instruction, Fall 2012 (Unique #09060) Instructor: Jill Marshall, marshall@mail.utexas.edu, SZB 462E, 232-9685 (office) 476-1576 (home, emergencies only), 680-7159 (cell- DURING TEACH DATES ONLY. VOICE MAIL ONLY). Office Hours: TTh 10:00-10:30, 1:00-2:00 or call/email me and set up a time. Field Coordinators: Tara Craig, tara.craig@utexas.edu, 512 663-4497, office hours TTh 12:30-1:30 SZB 462H; Jason Ermer, jermer@austin.utexas.edu, PAI 4.04, 512-471-9841 (office) 512-762-4722 (mobile). Office hours: Friday 10:00 – 11:00 or by appointment TAs: Michele Mann (Science), michele.mann02711@gmail.com, 512 914-6693, office hours TTH 10:0011:00 in SZB 462H; Chris Golubski (Math), golubski@utexas.edu, 817 422-5240, office hours office hours Wed. 2:00-3:00 in SZB 518D Course web site: Blackboard (courses.utexas.edu). Required readings will be posted here or accessible through the UT library or Internet. Being able to access research results is a course objective. Textbooks: • Required: Larmer, J., Ross, D., Mergendoller, J. R., & Buck Institute for Education. (2009). PBL starter kit: To-the-point advice, tools and tips for your first project. Novato, CA: Buck Institute for Education. • Recommended: Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques. (2nd Ed.). San Francisco: Jossey-Bass. SAFETY TRAINING: All students planning to teach in science classrooms (or math classrooms where chemicals might be used) must complete two safety courses (OH 101, Hazard Communication, and OH 201, Laboratory Safety) before teaching a lesson plan involving chemicals of any kind. To register for the courses go to: http://www.utexas.edu/safety/ehs/train/courses.html#oh101 ACCOMMODATIONS: The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. Division of Diversity and Community Engagement, Services for Students with Disabilities. For more information, call 471-6259 or 471-4641 TTY. Your instructors consider providing accommodations to be more than a legal responsibility; meeting students’ needs is the heart of good teaching. We are willing to find alternative ways for you to meet any of the course requirements. If you have any special needs, let us know. PREREQUISITES: Knowing and Learning and Classroom Interactions are prerequisites for this course. This course builds on experiences from those prior courses. In particular, you should be familiar with major viewpoints on what it means to know science or mathematics and how people learn mathematics and science, how to facilitate collaborative learning, design questions and orchestrate and analyze classroom discourse. If you have not completed the prerequisites, you should talk with one of the instructors and get prerequisite reading assignments. COURSE GOALS • To support the UTeach student’s development by building a deep understanding of PBL, including differentiating between strong and weak theoretical approaches to PBL, and between PBL and other inquiry-based approaches. • To enhance UTeach students’ ability to design or adapt activities, lesson plans and a complete project based upon theoretical frameworks of PBL Handout-1 1 Jill Marshall & Tony Petrosino • • Handouts 7th Annual UTeach Conference Austin, TX / May 21–23, 2013 To build UTeach students’ capacity to analyze their own and others’ lesson planning and enactment. To increase UTeach students’ ability to measure student learning through the appropriate use of formative and summative assessment, to and respond instructionally to the assessment information. COURSE OBJECTIVES – Students will: 1. Discuss and critique the merits of PBL in terms of student’s cognitive development, contentspecific participatory practices, equity, and motivation. 2. Reflect on applications of education theory (e.g., constructivist and situated perspectives) and findings from the Learning Sciences research base (e.g., the importance of context and metacognition) in relation to classroom practice in the area of PBL. 3. Compare, contrast, and evaluate project-based and other instructional approaches (including other approaches also based on inquiry such as problem- or case-based instruction), both in general and for particular instructional goals. 4. Become familiar with and evaluate the usefulness of various technological tools in achieving learning objectives and select appropriate resources for student use based on the relationship of salient features of the technology to learning objectives. 5. Use inquiry methods with high school students in a problem-based setting. 6. Be familiar with essentials of PBL as well as commonly perceived strengths and critiques of this form of instruction; describe examples of PBL in STEM (Science, Technology, Engineering, and Mathematics); and analyze those examples in terms of frameworks for PBL. 7. Use PBL design principles and theoretical frameworks to develop an interdisciplinary, multi-week PBL unit for secondary STEM courses, which explicitly links to district, state and/or national content and inquiry standards. 8. Create and evaluate “alternative” assessments appropriate for PBL. 9. Discuss lab safety and liability issues related to PBL and wet-lab or field environments. 10. Use relevant technology to develop projects, and integrate technology into curricular units 11. Become sensitive to and learn to proactively handle equity and diversity issues in classroom teaching, ensuring that all students have an opportunity to learn through instruction that promotes equitable and diverse participation, and become aware of students’ funds of knowledge as a resource. 12. Locate, access, read and analyze research results and theoretical literature on PBL and employ these in analyses of their own teaching or observed lessons. 13. Create a significant portion of their preliminary portfolios and demonstrate beginning competency as measured by applicable teacher certification standards, including the Code of Ethics and Standard Practices for Texas Educators. (uteach.utexas.edu/Students/Resources/Portfolio) CLASS REQUIREMENTS Code of Ethics. During this semester you will be acting as the instructor of a high school class (or classes). As such you will be required to follow the Code of Ethics and Standard Practices for Texas Educators, http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&p g=1&p_tac=&ti=19&pt=7&ch=247&rl=2 (Honestly, just Google it.) Violation of any portion of this code may result in penalties, including possible grade reduction and loss of course credit. Class meetings. The class will typically meet twice per week. Class participation, including Blackboard postings, is required and will determine a portion of your grade for the course. Students who are unable to attend class should review Blackboard and contact the TA or the instructor to find out what they missed and negotiate the possibility of making up the work. Makeup work should be submitted within 1 week of the missed class unless otherwise negotiated. Handout-1 2 Jill Marshall & Tony Petrosino Handouts 7th Annual UTeach Conference Austin, TX / May 21–23, 2013 Work outside of class. Students are expected to devote 9 hours per week outside of class to: 1) complete homework assignments (2) analyze classroom enactments of PBI (including your own teaching), 2) read and analyze books and articles, and 3) prepare to conduct project-based teaching in local schools, including observing in the classrooms where you will teach and (4) implement project based instruction with local high school students. Field Experience. A major portion of this course is the field experience. You will interview and observe classroom teachers and teach for two days at Manor New Tech HS and facilitate a field learning experience for your students on the Saturday between your two teach days. • The teacher interview will be THURSDAY 9/13 at 6:00 in SZB 316. At that time you will negotiate how you will meet your observation assignment requirements. • You will implement your Field Project with Manor New Tech HS students on October 26, Saturday October 27 (on the UT campus), and Monday October 29. We will make every effort to schedule you to teach at times that do not conflict with your other courses or obligations, but it may not be possible to do this in all cases. Since this is official university business, it will count as an excused absence, but you will be required to make up any work that you miss. I will supply your instructors or supervisors with a letter explaining the excused absence. Please notify the course staff of any conflicts as soon as possible so that we can try to work out an arrangement. GRADE DETERMINATION In-class, online, and other participation: 25% Reading assessment assignment: 5% Field teaching project (FP): 25% (lesson plan development, implementation) FP analysis 10% Observation and Analysis of PBI in schools: 15% Development of Unit Project (UP) (including anchor video): 15% Presentation of Unit Project (UP) during final exam period: 5% Plus and Minus grades will be assigned. I do not accept late work unless you have contacted me or the TA and negotiated a change in the due date. TENTATIVE SCHEDULE Revisions may be required - please check Blackboard regularly for updates and changes! Date Topic Thu 8/30 • Introductions • Syllabus Tue 9/4 Thu 9/6 • Learning theory, equity, and PBL • Design projects: Facilitating cooperative work • Design challenge Activities Due Today • Identify goals and concerns about PBL • Design project anchor event • Field placement choice forms • Purchase textbook; read p.4-8 • Discussion/assessment of Moll: The students vs the standards • Design challenge benchmark lesson and group contract • Read Moll et al. (1992) • Complete Blackboard post by 9:00AM. • Design challenge: Workshops • Blackboard post: Workshop results Handout-1 3 Jill Marshall & Tony Petrosino Date Topic Tue 9/11 • Design challenge • Overview of field teaching Handouts Activities 7th Annual UTeach Conference Austin, TX / May 21–23, 2013 • Design challenge: Peer Review • Reading assessment • Draft learning goals for Field Project • Design Challenge: Revisions • Unpacking standards for Field Project • Bring observation assignment and calendar Due Today • Blackboard post: Draft design reports • Read Krajcik McNeil & Reiser (2008) • Design reports for external review- 6PM • PBLSK 35-39, 120-135 • Observation plan- post to BB before 5PM Fri. Post learning goals to BB • Read Pellegrino & Brophy OR Bransford et al. • PBLSK 50-53, 80-82 • Kumar (2010); Post FP anchor experience to BB • PBLSK 56-58, 63-65 • BB post with resource list and facility commitments • Read Krajcik & Blumenfeld (2006) • Read Barron et al. (1998); BB post • OBSERVATION 1 • Read Prince & Felder (2006) • PBLSK 46-49, 54-56,5962, 72 • Post to BB • Post FP assessments w rubrics • Problem based readings Thu 9/13 • Achieving learning goals with PBI Thu 9/13 6PM • MENTOR TEACHER MEETING Tue 9/18 • Anchored instruction • Modeling reading strategies for assigned readings. • Designing FP anchor experience Thu 9/20 • Identifying problem based resources • Tour of campus facilities for field teach Tue 9/25 • Features of Project Based Instruction • Reading assessment • Field project outline Thu 9/27 • Design principles for PBI • Reading assessment • Field project assessments • Designing rubrics Tue 10/2 • Different types of inductive teaching methods • Alternative assessment • Reading assessment • Work on assessments and rubrics for FP Thu 10/4 • Benchmark lessons: Problem based Tue 10/9 • Benchmark lessons; POGIL Thu 10/11 • Implementation of PBI in schools • Reading assessment Tue 10/16 • FP lesson plans • Work day Thu 10/18 • PRACTICE TEACH • PRACTICE TEACH Tue 10/23 Thu 10/25 Fri 10/26 Saturday 10/27 9:00AM4:00PM Mon 10/29 • PRACTICE TEACH • PRACTICE TEACH • TEACH DAY • PRACTICE TEACH • PRACTICE TEACH • TEACH DAY • OBSERVATION 2 • POGIL readings • Draft lesson plans due w copies to mentor teacher • Read Rivet & Krajcik (2004) OR Petrosino, Lehrer & Schauble (2003); BB post • • Final lesson plans due w copies to mentor teacher • Come prepared to teach • Come prepared to teach • Come prepared to teach • • TEACH DAY • TEACH DAY • • TEACH DAY • TEACH DAY • • Artifacts from teach for analysis • PBLSK 101-103 Tue 10/30 DEBRIEF • Experience a problem based lesson • Experience a POGIL lesson • Handout-1 4 Jill Marshall & Tony Petrosino Handouts Date Topic Activities Thu 11/1 • Criticisms of PBI • Reading assessment Tue 11/6 • Lessons learned about PBI • Reading assessment • Peer review of teach analyses Thu 11/8 • Teach analysis • Portfolio 7th Annual UTeach Conference Austin, TX / May 21–23, 2013 Due Today • OBSERVATION 3 • Read Kirschner, Sweller & Clark (2006); BB post • Read Krajcik et al. (1998) • Post to BB • Peer feedback on teach analysis • Portfolio progress check • Teach analysis due Friday 5PM • Draft teach analysis Tue 11/13 • PBI and high stakes testing • Reading assessment • • Read Geier et al. (2008) Thu 11/15 • Learning differences and accommodations in PBI • Planning learning accommodations for UP • BB post on learning accommodations UP Big ideas, learning performances, group work scaffolds accommodations 5PM • Post portfolio requests for feedback/responses to BB • Tue 11/20 • Portfolio/UP work day Tue 11/27 • Learning accommodations • Accommodations share Wed 11/28 • Preliminary Portfolio Due • Not a class day Thu 11/29 • PBI and UTeach • Reading assessment • UP planning Tue 12/4 • PBI KWL • PBI grant competition • Course debrief Thu 12/6 • Unit Project • Work Day Wed 12/12 7-10 PM Final Exam • We will meet in SZB 316 • Preliminary portfolio due 5PM electronically • Read Marshall, Petrosino & Martin (2010) • CIS submitted electronically • Draft of full UP documentation • Presentation of PBI units • Final UP documentation ACADEMIC HONESTY: Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from The University. Since such dishonesty harms the individual, all students, and the integrity of The University, policies on scholastic dishonesty will be strictly enforced. All work on papers should be done individually. Any material that you include that is not in your own words must be cited clearly as to its source; exact quotes must be in quotation marks. Likewise, you should give credit for ideas that originate from another source. Using another person’s words or ideas (including words and ideas from the Internet!) without due credit is plagiarism and is a violation of University rules. Behavior Concerns Advice Line (BCAL) If you are worried about someone who is acting differently, you may use the Behavior Concerns Advice Line to discuss by phone your concerns about another individual’s behavior. This service is provided through a partnership among the Office of the Dean of Students, the Counseling and Mental Health Center (CMHC), the Employee Assistance Program (EAP), and The University of Texas Police Department (UTPD). Call 512-232-5050 or visit http://www.utexas.edu/safety/bcal. Please sign up for emergency text alerts at http://www.utexas.edu/emergency/. Emergency Evacuation Policy Handout-1 5 Jill Marshall & Tony Petrosino Handouts 7th Annual UTeach Conference Austin, TX / May 21–23, 2013 Occupants of buildings on the UT Austin campus are required to evacuate and assemble outside when a fire alarm is activated or an announcement is made. Take valuables with you if you can gather them quickly. Please be aware of the following policies regarding evacuation: • • • • • Familiarize yourself with all exit doors of the classroom and the building. The nearest exit is to left on leaving the classroom, down the exit stairs and out of the building. If you require assistance to evacuate, inform me in writing during the first week of class. In the event of an evacuation, follow my instructions or those of class instructors. Do not re-enter a building unless the Austin Fire Department, the UT Austin Police Department, or the Fire Prevention Services office gives you instructions to do so. Please familiarize yourself with procedures in case of an active shooter: http://www.utexas.edu/police/videos/ Reading List Barron, B., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A. J., Zech, L., Bransford, J.D. (1998). Doing with Understanding: Lessons from Research on Problem-and Project-Based Learning. The Journal of the Learning Sciences, 7(3/4), 271-311. Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., & Kinzer, C. K. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. J. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology. (pp. 115-141). Hillsdale, NJ, England: Lawrence Erlbaum Associates. Brown, P.J.P (2010). Process-oriented guided-inquiry learning in an introductory anatomy and diverse student population, Advan in Physiol Edu, 34:150-155. Erickson, D.K. (1999). A problem-based approach to mathematics instruction. The Mathematics Teacher, 92(6), 516-521. Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & ClayChambers, J. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching 45(8), 922-939. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41(2), 75-86. Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-Based Learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the Learning Sciences (pp. 317-333). New York: Cambridge Press. Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Solloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences 7(3/4), 313-350. Krajcik, J. S., McNeill, K., & Reiser, B. (2008). Learning-Goals-Driven Design Model: Developing Curriculum Materials that Align with National Standards and Incorporate Project-Based Pedagogy. Science Education, 92(1), 1-32. Kumar, D. D. (2010). Approaches to interactive video anchors in problem-based science learning. Journal of Science Education and Technology 19, pp. 13-19. Marshall, J.A., Petrosino, A.J. & Martin, H.T. (2010). Pre-service teachers’ conceptions and enactments of Project Based Instruction. Journal of Science Ed. and Technology, 19(4), 370-186 Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory into Practice, 31(2), 132-141. Pellegrino, J. W., & Brophy, S. (2008). From cognitive theory to instructional practice: Technology and the evolution of anchored instruction. In D. Ifenthaler, P. Pirnay-Dummer, & J. M. Spector (Eds.), Understanding models for learning and instruction. New York: Springer. Handout-1 6 Jill Marshall & Tony Petrosino Handouts 7th Annual UTeach Conference Austin, TX / May 21–23, 2013 Petrosino, A., Lehrer, R., & Schauble, L. (2003). Structuring error and experimental variation as distribution in the fourth grade. Mathematical Thinking and Learning 5(2&3), 131-156. Prince, M. & Felder, R.M. (2006). Inductive teaching and learning methods: Definitions, comparisons and research bases. Journal of Engineering Education, 95(2), 123-38. Rivet, A. E., & Krajcik, J. S. (2004). Achieving standards in urban systemic reform: An example of a sixth grade project-based science curriculum. J. Research in Science Teaching 41(7), 669-69 Handout-1 7 EDC 365E/UTS 360: Project-Based Instruction, Fall 2011 SZB 316 T/Th 11-12:30 (unique: 09170) or 2:00-3:30 (unique: 09175) Instructor: Dr. Anthony Petrosino Office hours: SZB 462A Tu/Th 12:45-1:45 pm or by appointment. Email: ajpetrosino@mail.utexas.edu Phone: office (512) 232-9681, cell (512) 577-1961 (texting preferred). Master Teacher: Ms. Prudence Cain Office hours: PAI 4.04 M by appointment. Email: pcain@austin.utexas.edu TA: Sara Hawkins Email: sara.hawkins@utexas.edu Office hours: SZB 462H, Tuesday 3:30-4:30pm or by appointment. Phone: (512) 484-1235 (text only, please) TA: Tara Craig Email: tara.craig@utexas.edu Office Hours: SZB 462H, by appointment Course Wiki: http://uteachpbi.wikispaces.com/ Course Blog: http://uteachpbi.blogspot.com/ Course websites: http://courses.utexas.edu (Blackboard) http://www.uteach.utexas.edu/PBI http://www.edb.utexas.edu/anchorvideo/howto.php (How to make an anchor video) Dr. Petrosino’s Curriculum Blog: http://hobokencurriculumproject.blogspot.com/ Dr. Petrosino’s Cengage PBI site: http://college.cengage.com:80/education/resources/res_project/students/c2007/index.html Table of Contents I. Rationale.................................................................................................................................. 2 II. Course Goals and Learning Objectives.................................................................................. 3 Goals ....................................................................................................................................... 3 Learning Objectives ................................................................................................................ 3 III. Format and Procedures ......................................................................................................... 4 IV. Course Requirements............................................................................................................ 5 Class attendance and participation policy............................................................................... 5 Course Materials ..................................................................................................................... 6 Course web site ....................................................................................................................... 6 Prerequisites............................................................................................................................ 6 V. Course Assessment and Grading Policy. ............................................................................... 6 VI. Academic Honesty................................................................................................................ 8 EDC 365E Project Based Instruction, Petrosino Spring 2011 1 University of Texas Honor Code ............................................................................................ 8 VII. Other Notices and Policies .................................................................................................. 8 Technological Support for Students in PBI: ........................................................................... 8 Safety Training........................................................................................................................ 8 Use of E-mail for Official Correspondence to Students ......................................................... 9 Documented Disability Statement .......................................................................................... 9 Behavior Concerns Advice Line (BCAL)............................................................................... 9 Q drop Policy .......................................................................................................................... 9 Emergency Evacuation Policy ................................................................................................ 9 VIII. Tentative Schedule........................................................................................................... 11 IX. Reading List........................................................................................................................ 13 I. Rationale Project-based instruction is very well suited to align with inquiry-oriented teaching and learning as recommended in current education policy documents such as the National Science Education Standards1 and the Principles and Standards for School Mathematics2. Project-based science engages learners in exploring authentic, important, and meaningful questions of real concern to students. Through a dynamic process of investigation and collaboration and using the same processes and technologies that real scientists use, students work in teams to formulate questions, make predictions, design investigations, collect and analyze data, make products and share ideas. Students learn fundamental science and mathematical concepts and principles that they apply to their daily lives. Project-based science helps all students regardless of culture, race, or gender engage in STEM learning. Project-based STEM represents an exciting way to teach STEM. In project-based STEM classrooms, students investigate and collaborate with others to find solutions to real-world questions. Using technology, students investigate, develop artifacts, collaborate, and make products to show what they have learned. This method of teaching STEM motivates [the] young learner to learn and explore, and it meets the national goals for and standards of STEM education. Because project-based STEM parallels what scientists do, it represents the essence of inquiry and the nature of STEM.3 (Krajcik & Czerniak, 2007, p. 25) A project-based classroom allows students to investigate questions, propose hypotheses and explanations, discuss their ideas, challenge the ideas of others, and try out new ideas. Research has demonstrated that students in project-based learning classrooms get higher scores than students in traditional classrooms…4 (Krajcik & Blumenfeld, 2006, p. 318). But, there are challenges as well…. A major hurdle in implementing project-based curricula is that they require simultaneous changes in curriculum, instruction and assessment practices--changes that are often foreign to the 1 National Research Council (1996). National Science Education Standards. Washington, D.C.: National Academy Press. 2 National Council of Teachers of Mathematics. (1989). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics. 3 Krajcik, J. S., & Czerniak, C. M. (2007). Teaching science in elementary and middle school: A project-based approach. (3rd Ed.). New York: Lawrence Erlbaum. 4 Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-Based Learning. In In R. K. Sawyer (Ed.), The Cambridge handbook of the Learning Sciences (pp. 317-333). New York: Cambridge University Press. EDC 365E Project Based Instruction, Petrosino Spring 2011 2 students as well as the teachers5 (Barron et al., 1998) The course Project-Based Instruction (PBI) supports your continued development as a teacher, building on your previous UTeach courses. PBI provides opportunities for you to observe and teach in the secondary science or mathematics classroom, continuing your field experiences from Step 1, Step 2, Knowing and Learning, and Classroom Interactions. PBI also seeks to build on the theoretical knowledge base you acquired in the courses Knowing & Learning and Classroom Interactions. This course will also provide opportunities for you to generate artifacts for a professional portfolio to meet requirements for certification recognized by UTeach and SBEC6. This course aims to help close the research-practice gap by developing your capacity to identify and evaluate best teaching practices as presented in the research literature. Course Summary: This course will have three essential components. The first will be a theory driven perspective accounting for what we know of how people learn and how project-based instruction may be our best choice for bridging the gap between theory and practice. The second component will be a technological component that will assist the enrolled students in developing their own project-based unit. Third, observation and teaching of well implemented project-based instruction in local schools will be coordinated with cooperating teachers in the local area school systems. II. Course Goals and Learning Objectives Goals • To support the UTeach student’s development by building a deep understanding of projectbased instruction, including differentiating between strong (Big P) and weak (Little P) theoretical approaches. • To enhance UTeach students’ ability to design activities, lesson plans and a complete project based upon theoretical frameworks of PBI • To build UTeach students’ capacity to critically reflect on their own and others’ lesson plans and enactment. • To increase UTeach students’ ability to measure student learning through the appropriate use of formative and summative assessment, to and respond instructionally to the assessment information. • To incorporate and synthesize work from Knowing and Learning (EDC 365C), Classroom Interactions (EDC 365D), and STEP courses (EDC 365A and EDC 365B) into a meaningful capstone experience integrating theory and practice. Learning Objectives UTeach students in this course will: 5 Barron, B., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A. J., Zech, L., et al. (1998). Doing with Understanding: Lessons from Research on Problem-and Project-Based Learning. The Journal of the Learning Sciences, 7(3/4), 271-311. 6 https://uteach.utexas.edu/go/uteachweb/ Information/Current-Undergraduate-UTeach-Students/Portfolio EDC 365E Project Based Instruction, Petrosino Spring 2011 3 1. Relate project-based instruction to the underlying learning theories (e.g., constructivist and situated perspectives) and findings (e.g., the importance of context and metacognition) from the Learning Sciences research base. 2. Analyze project-based instruction in terms of student’s cognitive development, contentspecific participatory practices, motivation, and equity. 3. Be familiar with the history of PBI as well as commonly perceived strengths and critiques of this form of instruction; describe examples of PBI in STEM (Science, Technology, Engineering, and Mathematics); and analyze those examples in terms of several frameworks for PBI. 4. Read and analyze research results and theoretical literature on PBI and employ these in analyses of their own teaching or observed lessons. 5. Compare, contrast, and evaluate project-based and other instructional approaches (including other approaches also based on inquiry such as problem- or case-based instruction), both in general and for particular instructional goals. 6. Create and implement lesson plans for multi-day high school STEM projects on assigned and/or selected topics, following the design principles and theoretical frameworks introduced in class, and explicitly linking to district, state and/or national content and inquiry standards. 7. Review and critique lesson plans and their implementation, using digital video of multi-day lessons; and reflect on strengths and areas for improvement 8. Become familiar with various technological tools that can be useful in project-based curriculum development and implementation, and be able to critically conduct a cost/benefit analysis of their use 9. Discuss lab safety and liability issues related to STEM instruction in wet labs or field experiences. 10. Become sensitive to and learn to proactively handle equity and diversity issues in classroom teaching, ensuring that all students have an opportunity to learn, and become aware of students’ funds of knowledge as a resource. 11. Create and evaluate “alternative” assessments appropriate for project-based instruction.12. Evaluate the role of national educational accountability initiatives such as NCLB and Race to the Top and their impact on PBI. III. Format and Procedures Group work is an important part of this course. Educational research has shown the effectiveness of collaborative learning under certain conditions; however, this type of learning requires additional skills and efforts as compared to individualistic or competitive learning models. You will have to learn to learn cooperatively by participating thoughtfully and respectfully, be willing to learn from your peers and help them learn, and responsibly meeting your commitments to your group. Whole-group discussions are another component of this class. In order to participate in discussions of class readings, it is essential that you read and reflect upon assigned readings prior to class. In many instances, you will be asked to reply to a discussion question(s) online before class. We also reserve the right to count discussion participation as an assignment grade. Every student will need to participate in a thoughtful and productive manner in order for these whole-group discussions to be effective. Building on and reacting to other participants’ comments is encouraged, but should be done in a respectful tone even if you disagree. This will create a safe EDC 365E Project Based Instruction, Petrosino Spring 2011 4 atmosphere in which participants feel free to express their opinions and ideas. In order to participate fully, please do not let your laptops or other communications devices distract you or other participants. Group work and class discussions are difficult to make up if you miss class. Attendance is very important, so make every effort to be present and prepared for every class. This course also includes high school visits to interview and observe teachers, and to teach your lesson plans. It is important that you behave professionally (including how you dress) during these visits, as you are representing the College of Education, UTeach, and the University of Texas. This course uses resources provided by UTeach and you will likely CHECK OUT items for use outside of the classroom. You are responsible for all items in your care and must return them in a timely fashion. Failure to do so may in some circumstances result in financial bars. IV. Course Requirements Class attendance and participation policy The class will typically meet twice per week. Class participation is required and will determine a portion of your grade for the course. Class participation will include both participating in and leading classroom discussions. Online participation will also be required. Absences due to illness. Illness should be communicated as soon as possible, and if lasting more than one class period, a doctor’s note should be provided when the student returns to class. We will give you an opportunity to complete the missed work within a reasonable time after the absence. Religious Holy Days. By UT Austin policy, you must notify me of your pending absence at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, we will give you an opportunity to complete the missed work within a reasonable time after the absence. Absences for other motives. Students who are unable to attend class for motives other than sickness or religious holy days should review Blackboard and contact the TA or the instructor to find out what they missed, and negotiate the possibility of making up the work. Work outside of class. Students are expected to devote approximately 7 hours per week outside of class to: 1) watching, processing, and analyzing videos of classroom interactions (including your own teaching), 2) reading and analyzing books and articles, and preparing written analyses of your teaching and other issues, 3) preparing to conduct model teaching in local schools, including observing in the classrooms where you will teach, and 4) meeting with your group to work on the unit project. NOTE: Absence from the field experience may result in failure. If you expect to miss some or all of the field experience for ANY reason, please contact your professor and TA immediately. Course Materials EDC 365E Project Based Instruction, Petrosino Spring 2011 5 • Required: Course Readings Packet- Available from the Copy Center in the Business Building You should be prepared to discuss these readings in class. This means you should have access to both the reading and your notes on the reading while in class– two possible ways to do this are to print the reading and take notes on the printout, or to read it electronically and take notes in a separate document (on paper or using Word). • Optional: Krajcik, J. S., & Czerniak, C. M. (2007). Teaching science in elementary and middle school: A project-based approach. (3rd Ed.). New York: Lawrence Erlbaum Associates. (This book is not available at the Co-op, but is very useful and can be ordered online.) See Reading List below. Course web site In this class we use Blackboard—a Web-based course management system with password-protected access at http://courses.utexas.edu —to distribute course materials, to communicate and collaborate online, to post grades, to submit assignments, and to give you online quizzes and surveys. You can find support in using Blackboard at the ITS Help Desk at 475-9400, Monday through Friday, 8 a.m. to 6 p.m. If you experience difficulties opening a document, it may be due to poor compatibility with Internet Explorer – try using Firefox, Safari or Chrome or contact the ITS Help Desk. The use of Blackboard’s email function for purposes other than class-related communication is against UT’s IT guidelines- please refrain from such non-class related communication. We will also be using wikispaces as a collaborative wiki environment. If you have any questions or difficulty with wikispaces, please see your TA. Prerequisites Knowing & Learning and Classroom Interactions are prerequisites for this course. This course builds on experiences from those courses. In particular, you should have conducted and analyzed a number of clinical interviews in science and mathematics and be familiar with major viewpoints on what it means to know science or mathematics and how people learn mathematics and science. You should also have planned, implemented, and analyzed one-day and multi-day lesson plans, including some that were inquiry-oriented. If you have not completed these courses, you should talk with one of the instructors. V. Course Assessment and Grading Policy. Assignments (including discussion posts) Legacy Cycle Development (including anchor video) Legacy Cycle Presentation Field Experience Lesson Development Field Experience Implementation Reflection on Field Experience Test 1 Test 2 20% 25% 10% 10% 10% 5% 10% 10% EDC 365E Project Based Instruction, Petrosino Spring 2011 6 Late assignments will be penalized or may not be accepted. Plus and Minus grades will be assigned. • Assignments Wiki Discussion Posts: At various times during the semester, you will be asked to engage in a discussion on wikispaces in the discussion forum. Your TA will post a prompt, and you will post a thoughtful, articulate, thorough response. You will also need to respond to your classmates and engage in active participation. Class Blog Contribution: Each student will complete one blog post for the UTeach PBI blog. These blog posts are intended to be a comprehensive record of class activities during each class period. You will sign up for a class period about which to complete a blog post, and within 5 days after that class, you will submit your blog post to your TA. Wiki Contribution: Each student will collaborate with 1 or 2 others to produce a summary of one reading from class. These summaries should be more extensive than an abstract, and provide the reader with a clear idea of what the authors did, why they did it, what was concluded, and why it is important to our understanding of PBI. You will sign up for a reading in class. Class Discussion Participation: Although not all discussions will be graded, periodically throughout the semester we will use meaningful discussion participation as a grade. Please prepare accordingly by doing the readings prior to class and having questions or comments in mind to provoke discussion. Other Assignments: On the course schedule, you will find due dates for other assignments. These products will be explained in class. • Field Experience A major portion of this course is the field experience. UTeach students will meet with and observe classroom teachers and “teach” approximately in high school classrooms. UTeach students will be required to complete an initial observation at their assigned school. They will then meet, plan and coordinate as a team the implementation of a modified Legacy Cycle with the mentor teacher and the other UTeach students teaching in that classroom. The expectation is that the UTeach students will plan and implement the launch (beginning), scaffolding lessons or workshops (which must include pre and post assessments), and the final presentations of high school student projects. See the schedule for dates and locations. We will make every effort to schedule you to teach at times that do not conflict with your other courses or obligations, but it may not be possible to do this in all cases. Since this is official university business, it will count as an excused absence, but you will be required to make up any work that you miss. We will supply your instructors or supervisors with a letter explaining the excused absence. Please notify the course staff of any conflicts as soon as possible so that we can try to work out an arrangement. • Legacy Cycle Development (Final Project) EDC 365E Project Based Instruction, Petrosino Spring 2011 7 Working in a small group, you will design a Legacy Cycle for a secondary science or mathematics class. Parameters and requirements for this project are described in a separate handout. This project is different from the project you implement in collaboration with your mentor teacher at MNTH. VI. Academic Honesty University of Texas Honor Code The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community. Students are expected to abide by the University of Texas Honor Code. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from The University. Since such dishonesty harms the individual, all students, and the integrity of The University, policies on scholastic dishonesty will be strictly enforced. All work on papers should be done individually. Any material that you include that is not in your own words must be cited clearly as to its source. Likewise, you should give credit for ideas that originate from another source. Using another person’s words or ideas (including words and ideas from the Internet!) without due credit is plagiarism and is a violation of University rules. VII. Other Notices and Policies Technological Support for Students in PBI: Learning Technology Center (LTC) http://www.utexas.edu/education/LTC/about/index.php The LTC provides a full range of computer facilities and services for College of Education (including UTeach) students, faculty and staff. During open lab hours, students may use a computer workstation and log in with their EID. Multimedia lab computer workstations may be reserved online; however, most computers will be available on a walk-in basis. The LTC Media Lab provides supplies, facilities, equipment and instruction for students to produce a variety of audio-visual and digital media. Basic AV production equipment and supplies are available for sale in the Media Lab with a Lab Card or personal check. Media instruction is a large part of the Media Lab’s service, providing students with the knowledge and skills to properly use AV and multimedia equipment to produce effective instructional materials. Safety Training All students planning to teach in science classrooms (or math classrooms where chemicals might be used) must complete two safety courses (OH 101, Hazard Communication, and OH 201, Laboratory Safety) before teaching a lesson plan involving chemicals of any kind. To register for the courses go to: http://www.utexas.edu/safety/ehs/train/courses.html#oh101. EDC 365E Project Based Instruction, Petrosino Spring 2011 8 Use of E-mail for Official Correspondence to Students All students should become familiar with the University's official e-mail student notification policy. It is the student's responsibility to keep the University informed as to changes in his or her e-mail address. Students are expected to check e-mail on a frequent and regular basis in order to stay current with University-related communications, recognizing that certain communications may be time-critical. It is recommended that e-mail be checked daily, but at a minimum, twice per week. The complete text of this policy and instructions for updating your e-mail address are available at http://www.utexas.edu/its/policies/emailnotify.html. Documented Disability Statement The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. Your instructors consider providing accommodations to be more than a legal responsibility; meeting students’ needs is the heart of good teaching. We are willing to find alternative ways for you to meet any of the course requirements. If you have any special needs, let us know. Any student with a documented disability who requires academic accommodations should contact Services for Students with Disabilities (SSD) at (512) 471-6259 (voice), 1-866-329-3986 (videophone), or website http://www.utexas.edu/diversity/ddce/ssd/for_cstudents.php. Behavior Concerns Advice Line (BCAL) If you are worried about someone who is acting differently, you may use the Behavior Concerns Advice Line to discuss by phone your concerns about another individual’s behavior. This service is provided through a partnership among the Office of the Dean of Students, the Counseling and Mental Health Center (CMHC), the Employee Assistance Program (EAP), and The University of Texas Police Department (UTPD). Call 512-232-5050 or visit http://www.utexas.edu/safety/bcal. Q drop Policy The State of Texas has enacted a law that limits the number of course drops for academic reasons to six (6). As stated in Senate Bill 1231: “Beginning with the fall 2007 academic term, an institution of higher education may not permit an undergraduate student a total of more than six dropped courses, including any course a transfer student has dropped at another institution of higher education, unless the student shows good cause for dropping more than that number.” Emergency Evacuation Policy Occupants of buildings on the UT Austin campus are required to evacuate and assemble outside when a fire alarm is activated or an announcement is made. Please be aware of the following policies regarding evacuation: Familiarize yourself with all exit doors of the classroom and the building. Remember that the nearest exit door may not be the one you used when you entered the building. If you require assistance to evacuate, inform me in writing during the first week of class. In the event of an evacuation, follow my instructions or those of class instructors. Do not re-enter a building unless you’re given instructions by the Austin Fire Department, the UT Austin Police Department, or the Fire Prevention Services office. EDC 365E Project Based Instruction, Petrosino Spring 2011 9 Tentative Schedule: Week Date Th, 8/25 Week 1 Topics Covered • • Class Activities Syllabus and Logistics • Course Philosophy • • T, 8/30 • • • Week 2 Th, 9/1 • • T, 9/6 • • • Week 3 Th, 9/8 • Introductions Facts, Concepts and Transfer Inert Knowledge • • Importance of Contextualization Anchoring Instruction • • Importance of Contextualization Anchoring Instruction Legacy Cycles Relating Anchored Instruction to PBI • • • • • • • Receive and go over syllabus Master teacher: discuss field experience Inspiration: TED talk by Sir Ken Robinson Icebreakers/Introductions Review facts, concepts, and transfer Eratosthenes Problem Debrief Eratosthenes Master teacher: Ethics and Field Observations Discuss Reading Introduction to Legacy Cycles Discuss Legacy Cycles Fundamentals of PBI Discussion: Compare and Contrast Barron and Krajcik Readings Due Assignment Due None Before leaving: complete availability form Complete Math and Science Diagnostic BEFORE class Pellegrino & Brophy DUE: Wiki Discussion 1 Klein & Harris View previous Legacy Cycles online prior to class Barron et al. Krajcik & Blumenfled Completed Legacy Cycle Activity from Tuesday Week 4 T, 9.13 • Th, 9/15 • • Practices that promote PBI in the classroom Setting Learning goals Aligning activities to goals and standards • • • • T, 9/20 • Field Experience • • Th, 9/22 • Expert Blind Spot • Week 5 • S, 9/24 T, 9/27 Th, 9/29 Week 6 Th, 9/29 T, 10/4 Week 7 Th, 10/6 Discuss Reading; Share field observations and other experiences. Discuss: Where do W and McT fit in with your idea of PBI? W and McT planning materials Eratosthenes alignment Class time to prepare for field experience. Discussion: How does EBS manifest in PBI? Petrosino (2004) DUE: Wiki Discussion 2 Wiggins & McTighe DUE: Wiki Discussion 3 None Nathan & Petrosino DUE: Field Observations; Field Topic Ideas Master teacher: Logistics for Saturday Trip MORNING: Field Planning trip with UTeach and Mentor Teachers – McKinney Falls State Park • Field Experience • Class time to prepare for None field experience. • Case studies in PBI • Discuss: “Urban” vs. “Rural” Rivet & Krajcik DUE: Rough Draft of • PBI in different school environments; Field Lesson environments Lessons from the Big Things project EVENING: Field Experience planning and pizza with mentor teachers, exact time/location TBA • Field Experience • Peer Feedback on Field None. DUE: Be prepared plans to give a quick overview of your objectives, activities, and products. • Case studies in PBI • Discussion: Contextualizing Petrosino Lehrer & • Connecting theory to and making meaning Schauble practice Week 8 F, 10/7 S, 10/8 T, 10/11 Th, 10/13 T, 10/18 Th, 10/20 Week 9 T, 10/25 Week 10 Th, 10/27 T, 11/1 Week 11 Th, 11/3 FIELD EXPERIENCE – Manor New Tech High School FIELD EXPERIENCE – McKinney Falls State Park FIELD EXPERIENCE -‐ Manor New Tech High School [PBI class will not meet this day] • Putting experience in • Field Experience reflections None context and sharing • Questions about Test 1 TEST 1 • Finding project ideas • Introduction to final project None • Aligning standards • Web resources for science and ideas and math • Back-‐of-‐the-‐envelope Problems • Legacy Cycle Final • Project work day: form Project pairs, form a list of possible topics and ideas; explore potential topics • Planning a project: • Discussion: Tensions Krajcik, McNeill & Reiser Standards and between standards and Learning Goals projects, what makes a good learning goal, how are goals different from standards? • Legacy Cycle Final • Final Project Work Day None Project • Critiques of PBI • • Discussion: Does Kirschner Kirschner, Sweller & have a point? What evidence Clark would you use to agree/disagree? Master Teacher: Portfolio DUE: Wiki Discussion 4 DUE: Field Experience reflections DUE: Pairs and topic possibilities DUE: Wiki Discussion 5 DUE: Wiggins and McTighe Planning documents for your topic T, 11/8 • Legacy Cycle Final Project • • Week 12 Th, 11/10 • Critiques of PBI • T, 11/15 • Legacy Cycle Final Project • • Final Project Work Day – Technology Using the Legacy Cycle Website, Making Anchor Videos Discussion: How effective is Hmelo et al.’s response? What would you add? Final Project Work Day-‐ Assessment and Evaluation, Making rubrics None Hmelo-‐Silver et al. DUE: Wiki Discussion 6 None DUE: Legacy Cycle Page should be created; Storyboard of Anchor Video DUE: Wiki Discussion 7 Week 13 Th, 11/17 T, 11/22 Week 14 Th, 11/24 T, 11/29 Week 15 FINAL Th, 12/1 T, 12/13 Discussion: They stand their ground… are you convinced? • How do you support PBI in the face of doubt? • Legacy Cycle Final • Final Project work Day – Project Topics covered as needed/requested • Discussion: What are the barriers to implementation? • No Class-‐ Thanksgiving Holiday • Legacy Cycle Final • Final Project Work Day-‐ Project Topics covered as needed/requested • Questions about Test 2 TEST 2 Legacy Cycle Presentations, SZB 316, 9am-‐12noon • Critiques of PBI • Sweller, Kirschner & Clark Marshall, Petrosino & Martin DUE: At least one assessment of some kind should be posted on Legacy Cycle None DUE: Complete Legacy Cycle Posted; Create presentation. IX. Additional Reading List Barron, B., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A. J., Zech, L., et al. (1998). Doing with Understanding: Lessons from Research on Problem-and Project-Based Learning. The Journal of the Learning Sciences, 7(3/4), 271-311. Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., & Kinzer, C. K. (1990). Anchored instruction: Why we need it and how technology can help. In D. Nix & R. J. Spiro (Eds.), Cognition, education, and multimedia: Exploring ideas in high technology. (pp. 115-141). Hillsdale, NJ, England: Lawrence Erlbaum Associates. **Johnson, D., Johnson, R., and Holubec, E. (1994). Chapter 3: Essential components of cooperative learning. In The New Circles of Learning: Cooperation in the Classroom and School (25-35). Alexandria, VA: ASCD Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquirybased teaching. Educational Psychologist 41(2), 75-86. Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-Based Learning. In In R. K. Sawyer (Ed.), The Cambridge handbook of the Learning Sciences (pp. 317-333). New York: Cambridge University Press. Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Solloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences 7(3/4), 313-350. Krajcik, J. S., McNeill, K., & Reiser, B. (2008). Learning-Goals-Driven Design Model: Developing Curriculum Materials that Align with National Standards and Incorporate Project-Based Pedagogy. Science Education, 92(1), 1-32. Marshall, Petrosino, and Martin (2010)- Preservice Teachers’ Conceptions and Enactments of ProjectBased Instruction Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory into Practice, 31(2), 132-141. Petrosino, A. J. (2004). Integrating Curriculum, Instruction, and Assessment in Project-Based Instruction: A Case Study of an Experienced Teacher. Journal of Science Education and Technology, 13(4), 447460. Petrosino, A., Lehrer, R., & Schauble, L. (2003). Structuring error and experimental variation as distribution in the fourth grade. Mathematical Thinking and Learning 5(2&3), 131-156. Rivet, A. E., & Krajcik, J. S. (2004). Achieving standards in urban systemic reform: An example of a sixth grade project-based science curriculum. Journal of Research in Science Teaching 41(7), 669692. **Scott, P.H., Mortimer, E.F. & Aguiar, O.G. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons. Science Education, 90(4), 605-631. Windschitl, M. (2004). Folk theories of ‘‘inquiry:’’ How preservice teachers reproduce the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching 41(5), 481– 512. ** Pre-requisite readings You may also read additional articles describing research on student thinking and/or teacher strategies in the particular subject areas that you design lessons for. Your instructors are available to help you search for these articles. EDC 365E Project Based Instruction, Petrosino Spring 2011 10
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