Becky Quackenbush EdS Amanda Patton MSCCCSLP PBL Overview Integrating projectbased learning in the special education classroom can transform learning into a more active studentdriven experience using technology tools for inquiry collaboration and connection to the world beyond the c ID: 759153
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Slide1
Project Based Learning in the Special Education Classroom
Becky Quackenbush, Ed.S.
Amanda Patton, M.S.CCC-SLP
Slide2PBL Overview
Integrating project-based learning in the special education classroom can transform learning into a more active, student-driven experience, using technology tools for inquiry, collaboration, and connection to the world beyond the classroom.
Teachers start with the end goal in mind and avoid canned projects to ensure relevance to their students.
This session will begin with an overview of PBL. More importantly, we will discuss and provide examples of PBL in the special education classroom and how to integrate the general education curriculum projects into the special education classroom to support student outcomes and goals.
Slide3What is PBL?
Project Based Learning
is a teaching method in which students gain skills and knowledge by working for a period of time to
investigate
and
respond
to an
authentic, engaging
and
complex question, problem, or challenge
. (BIE.org) In
Gold Standard PBL
, Essential Project Design Elements include:
Key Knowledge, Understanding, and Success Skills
- The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, collaboration, and self-management.
Challenging Problem or Question
- The project is framed by a meaningful problem to solve or a question to answer,at differentiated levels.
Sustained Inquiry
- Students ask questions, find resources, and apply information.
Authenticity
- The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students’ personal concerns, interests, and issues in their lives.
Student Voice & Choice
- Students make some decisions about the project, including how they work and what they create.
Reflection
- Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.
Critique & Revision
- Students give, receive, and use feedback to improve their process and products.
Public Product
-
Students make their project work public by displaying and/or presenting it to people beyond the classroom.
Why Project Based Learning (PBL)? (n.d.). Retrieved August 15, 2016, from http://www.bie.org/
Slide4Project Based Learning
ProjectBasedLearning
PatienceBrainstormingLearning outcome
Start at bottom & work up
Slide5Why PBL?
Project Based Learning’s time has come.
The experience of thousands of teachers across all grade levels and subject areas,
backed by research
, confirms that PBL is an effective and enjoyable way to learn - and develop
deeper learning
competencies required for success in college, career, and life. Educators across the United States and around the world interested in this teaching method for a combination of timeless reasons and recent developments.
PBL…
makes school more engaging for students.
improves learning.
engaging and memorable
builds success skills for college, career, and life.
helps address standards.
provides opportunities for students to use technology.
makes teaching more enjoyable and rewarding.
connects students and schools with communities and the real world.
Why Project Based Learning (PBL)? (n.d.). Retrieved August 15, 2016, from http://www.bie.org/
Slide6Integration
What does PBL look like to you?
In this Edutopia video, we get a good overview of how PBL is different from the kind of instruction most of us are used to.
Project Based Learning - Edutopia
Projects vs Project Based Learning
We want our students to participate in PBL but how are we meeting student’s goals on their IEP?
Slide7Academic Goals
Reading
Writing
Mathematics
Slide8Language & Speech Goals
Appropriate use of pragmatic skills are essential elements when implementing PBL. When developing annual goals, project-based learning activities easily align.
Language/Speech Goals (intelligibility/conversational exchanges)
Following multi-step directions
Asking & Answering questions
Collaboration/Cooperation
Providing feedback
Presentation
Slide9PBL in the inclusive classroom
We know that the presence of differentiated instruction, interdisciplinary content, technology, collaboration, supports, and authentic assessment a
re
key markers of successful inclusion
in school communities. We see these elements in the foundations of Project Based Learning, and thus in PBL classrooms and schools.
Project Based Learning as a pedagogy is a great vehicle for meaningful inclusion because each of its
project design elements
and
teaching practices
are geared toward creating the kind of engaging and dynamic learning environment that are
also
known to best serve students with a wide range of disabilities.
Project Based Learning also helps provide and build peer relationships and real-life skills.
Slide10Integrating and Breaking Down the NGSS for PBL
Taking time to break down the steps in teaching each standard helps determine how to differentiate instruction and the life skill to target . We get in the habit of jumping right into the subject matter but what are the underlying or basic skills we need to learn before that?
NGSS: K-ESS2-1. Earth’s System
Use and share observations of local weather conditions to describe patterns over time
What is an observation? How can we be specific?
What tools do we need for an observation?
What is a pattern?
What is a pattern over time?
Slide113 Tips to getting started
Collaborate!
Set students up for success by planning with colleagues. Special education teachers bring expertise on their student’s specific needs including IEP goals and instructional strategies to help them learn and grow along with their peers.
General education teachers are the content experts, and are invaluable in prioritizing which aspects of the standards are most important to make accessible. Collaborating and planning together makes it fairly easy to anticipate needs and embed considerations for the diverse range of students at the beginning stages of
project design
and throughout the project.
Universal Design for Learning
is one of the best ways to create a successful inclusive classroom. Better yet, doing this helps students without disabilities as well!
Slide123 Tips to getting started, cont.
Differentiate Instruction!
There are a number of ways to
differentiate in PBL
,
Offer voice and choice in student products to increase engagement and build on students’ strengths, orthe various ways you can
manage project implementation
.
S
caffolding projects effectively
still leaves plenty of room for conventional differentiation strategies like frontloading vocabulary, providing visual supports, or offering texts with varied reading levels.
PBL is naturally differentiated!
By allowing students to take different paths and explore different interest in a project, this means that at any given time, students in the same class may be working on very different things.
Slide133 Tips to getting started, cont.
Embed IEP Goals into Projects!
There are obvious opportunities to embed students’ specific academic IEP goals throughout their differentiated project pathway that allow you to address those skills with consistency, in addition to providing students with a sense of their genuine purpose.
In a PBL classroom, the emphasis on key success skills provides daily opportunities to work on IEP goals such as augmentative communication, self-management, or social skills in an authentic and natural context!
For example, when students work in teams, they constantly have to practice communication, social skills, organization, self-management, self-determination, and self-advocacy. It's a special educator’s delight!
Slide14Project Design: Overview from BIE
Project Design: Overview and Student Learning Guide
http://www.bie.org/object/document/project_design_overview_and_student_learning_guide
Sample of completed form:
http://www.bie.org/object/document/sample_project_design_overview_and_student_learning_guide
Gold Standard Checklist:
http://www.bie.org/object/document/pbl_essential_elements_checklist
Why Project Based Learning (PBL)? (n.d.). Retrieved August 15, 2016, from http://www.bie.org/
Slide15Tech Tools
Speech Notes
:
A great dictation app that allows students to correct punctuation and capitalization
Speak It
-Google Extension: reads any material to you: can change the rate of speech and voice
sample
Instagrok
-web based interactive interface research, critical thinking and writing skills (helps with organization)
Slide16Project Based Learning Opportunities
Exploravision: www.exploravision.orgMed SchoolCar DesignGreenhouseBiomes
Slide17Farmer’s Market/Greenhouse
Responsibilities
planning/design research different types of Missouri plantsproduct designplanting and maintenanceadvertisementschedulingmoney management
Slide18Makers Space
Slide19Car Design
Slide20PBL Resources
Google Drive
Communication with teachers, students, and teams
The Creative Classroom
http://www.thecreativeeducator.com/project-based-learning
Exploravision
http://www.exploravision.org/
Buck Institute (PBL Overview and Resources)
http://www.bie.org/
Slide21References
Five Keys to Rigorous Project Based Learning (n.d.). Retrieved August 15, 2015, from http://www.edutopia.org/project-based-learning
What is PBL? (n.d.). Retrieved July 1, 2016, from http://www.bie.org/about/what_pbl
Why Project Based Learning (PBL)? (n.d.). Retrieved August 15, 2016, from http://www.bie.org/