Project Based Instruction
EDC 365E
Faculty:
Instructor
|
Gail
Dickinson Office: Painter 4.06 Home:
512-323-2750 Office
Hours: by appointment |
E-mail: dickinson@mail.utexas.edu Work: 512-232-2775 FAX:
512-232-1491 |
TAs
|
Stephanie
Nichols |
E-mail:
srnichol@alum.colby.edu |
|
Brian
Fortney |
E-mail:
bfortney@mail.utexas.edu |
Course Web Sites:
Info, handouts, schedule: http://www.uteach.utexas.edu/~gdickinson/pbi
Web discussions, schedule,
e-mail lists: http://www.nicenet.org
Class Key for Nicenet = 5Z37375P36
Room Number: Painter 4.08
Time: MWF -10:00 AM Ð
11:00 AM or 1:00 Ð 2:00 PM
Prerequisites: Knowing and
Learning, Classroom Interactions, Preliminary Portfolio
Additional Requirements:
Students must use a word processor, e-mail and have access to a web browser. If
these requirements cannot be fulfilled, please see instructor.
Course
Rationale
Project-based instruction
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 and mathematicians 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 instruction helps all students regardless of culture, race, or
gender engage in science and mathematics learning.
Course
Description
Course Overview: 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. The third component will be a field component
consisting of two parts: 1) observation of well-implemented project-based
instruction in local schools and 2) implementation of project-based instruction
with area high school students on a study trip to Port Aransas, in-school field
trips on Astronomy, or in individual placements in high school classrooms.
Perspective: 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 students as
well as the teachers. In this course we will develop an approach to designing,
implementing and evaluating problem- and project-based curricula that has
emerged from collaboration with teachers and researchers. Previous research has identified four
design principles that appear to be especially important: (1) Defining learning
appropriate goals that lead to deep understanding; (2) Providing scaffolds such
as beginning with problem-based learning activities before completing projects;
using "embedded teaching", "teaching tools" and sets of
"contrasting cases"; (3)
Including multiple opportunities for formative self assessment; (4) Developing
social structures that promote participation and revision. We will first
discuss these principles individually and then compare them to other design principles
suggested by other groups involved with project-based instruction.
Course
Objectives:
Theoretical Implications
Students will
1) Discuss the importance of project-based instruction
in terms of studentsÕ cognitive development, equity, and motivation.
2) Reflect on applications of educational theory as it
relates to classroom practice in the area of project-based instruction.
3) Distinguish between project-based and other
instructional approaches and decide which approach best fits instructional
goals based on benefits and limitations of each.
4) Evaluate the usefulness of technology 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) Describe examples of project-based instruction in
math or science and analyze those examples using models for PBI such as
Krajcik's and Morsound's.
Field Experiences
6) Use inquiry methods with high school students in a
project-based setting.
7) Compare and contrast observations of "real"
project-based classrooms with those presented in readings and with theoretical
models.
8) Demonstrate skill in setting up and managing wet lab
and field project-based environments including set up, safety, and assessment.
Practical Application
9) Use design principals to develop interdisciplinary,
two to three-week project-based units for high school classes.
10) Develop alternative assessments appropriate for
project-based instruction.
11) Discuss lab safety and liability issues related to
project based instruction and wet-lab or field environments (OSHA regulations,
how to read materials safety data sheets, safe disposal of chemicals, etc.).
Technological Competencies
12) Use relevant technology to develop projects (e.g.,
webliographer, concept mapping software, video editing software, etc.,)
13) Integrate relevant technology into curricular units
(e.g., Internet, simulations, data analysis packages, modeling software, etc.,)
Course
Expectations
a) Prepare
for and participate in class discussion (actual and virtual discussions) and
class work. (Objectives 1-5, 11)
b) On-line
discussions (individual activity): Students will participate in weekly on-line
discussions on course readings and field experiences. These will take place prior to class sessions and may form
the basis for class activities. (Objectives 1-5)
c) Take
part in at least 2 on site visits to a local school implementing project-based
instruction. After you visit the
school be prepared to write and post on-line a detailed description of what you
observed. These descriptions will
serve as the basis for part of the midterm. (Objectives 2, 5, and 7)
d)
Project Teaching
Experience: There are three
options for teaching experience in the course. Students will write 5E lesson plans, teach those lessons to
two groups of students and reflect on their lessons. Lessons will be videotaped (required) and reviewed with
students prior to writing the reflection.
Option
1: Port Aransas Coast Trip:
Students will lead high school students on a three-day excursion to the
Coast. You will be responsible for
teaching lessons, assessing student progress, and chaperoning students while we
are there. There will be a weekend
trip prior to the study trip to prepare lessons for the students.
Option
2: Astronomy/Algebra II: Students
will lead high school Algebra II students in a full-day field trip at a local
high school. You will be
responsible for pre-building telescopes, designing and teaching lessons, and
assessing student progress. Lessons will focus on the mathematics behind
telescope optics, astronomy topics, and physics topics associated with
astronomy and telescopes.
Option
3: Stony Point Research Class: Stony Point High School offers a research class
(similar to research methods).
Students develop independent research projects and present
findings. You will be responsible
for working with 5-6 students, contacting them via e-mail or web discussion
area at least once per week and a minimum of 8 face-to-face hours over the
course of the semester. The contact
hours (web/e-mail and face-to-face) should total 24 by the end of the semester.
Option
4: If you cannot participate in these opportunities, we will arrange for you to
work with local high school students on projects for a total of 24 contact
hours. The 24 contact hours
includes planning with the teacher and can be broken up over a period of weeks
or done in short succession.
(Objectives 6-8)
e) Course
project: (small group activity): Students will prepare a unit suitable for use
in a school setting. The unit will include an anchor video, benchmark lessons,
investigations, calendar, objectives, project rationale, theoretical basis for
project, concept map, assessment strategy, related resources, and technological
tools to assist in implementing the project. (Objectives 1, 4, and 9-11)
f) Class
Discussions: Class discussions
will tie together theory and field experiences. Students will use on-line discussions, readings, class
activities, and field experiences as the basis for discussing focus questions.
(Objectives 1-5, and 7)
Grading
Policy
Web discussions 10%
Field Experiences
LBJ
Site visits (5% each) 10%
Field
Teaching Experience (see rubric) 30%
Class Discussions
Focus
Question Responses and Participation 10%
Leading
discussion 10%
Final Project (see rubric) 30%
Note: While attendance is not
included as a separate grade, most of class time is spent working on group
activities. Therefore, unexcused
absences will result in a 10% deduction per day from the grade of the activity
we were working on (e.g., the study trip, class discussions or final
project). An excused absence is
defined as one which would normally be excused by the university (illness or
family emergency) and which the instructor is notified of within 24 hours of
the absence. Tardies will be
treated as prorated unexcused absences. Grade deductions for tardies are
outlined below:
5-15
minutes late = -2.5%
15-25
minutes late = -5%
25-35
minutes late = -7.5%
This is the last course
before apprentice teaching.
Students are expected to perform at the level of a beginning student
teacher upon exiting this course.
For this reason, a failing grade on the teaching experience will result
in a failing grade for the course regardless of other course grades.
Letter grades will be assigned
as follows:
A 90-100
B 80-89
C 70-79
F <70
Late
work:
Due dates are carefully
planned to spread the workload over the semester. In order to assure quality in both student work and fairness
in grading, late work will be penalized as follows: 30% deduction for the first
day and then 10% for each day thereafter.
Work that is more than one week late will receive no credit. Students may renegotiate deadlines. If a student wishes to do this, he/she
must e-mail the instructor BEFORE the due date. The e-mail should include the reason why an extension is
requested and pose a new due date.
Sending an a-mail like this does not automatically mean an extension
will be granted. The instructor
will send a written response. If
no response is received before the original due date, the student should assume
that the extension has not been granted.
Project assignments must meet standards before the next assignment is
turned in. Failure to meet
acceptable standards on project work will result in late deductions for
subsequent assignments.
Course
Materials
USB drive that meets the
following specifications:
512 MB
minimum , 1 G preferred (FryÕs computers has 1 G flash drives that cost less
than $70)
USB 2.0
compatible
Mac and PC
compatible
All Students:
Classroom
Assessment Techniques
Thomas A.
Angelo & K. Patricia Cross
ISBN:
1-55542-500-3
Publisher:
Jossey Bass
Pub. Date:
1993
|
Science
students |
Mathematics
students |
|
Designing Project-Based Science. Connecting Learners through
Guided Inquiry Joseph L.
Polman ISBN:
080773912X Publisher:
Teachers College Press,Teachers College, Columbia University Pub
Date: 2000 |
Experiencing school mathematics Jo Boaler ISBN:
0805840044 Publisher:
Lawrence Erlbaum Pub Date 2002 |
Field Work
There are two components of field work in the course: observations at LBJ and Project-based teaching experiences. You should dress modestly for both. The dress at LBJ should be like the attire you wore for Step I and II. Attire for the coast is casual but remember, we will video you so dress appropriately.
Please sign up for a time to observe at LBJ. Planet Earth and Sci Tech are 2 hour block classes. Planet Earth meets at 10:17-12:03 and 1:45-3:31. Sci Tech meets at 10:17-12:03. You may sign up any day that AISD is in session for Sci Tech. Planet Earth has a project schedule that you should check before you sign up (otherwise you may be observing a movie or test). You must observe two times during the semester and post an observation report to NiceNet within one week of the observation. The observation report is a detailed, neutral description of what took place. If students are working in groups a good strategy is to observe one group for a while (record their interactions) and then move to another group. Record what the teacher says/does and what the students are saying/doing. It is always best to e-mail Tim Fennell or Alicia Ruch Flynn a day or two ahead to make sure nothing has come up (like assemblies or changes in the school schedule). You do not have to e-mail Tim or Alicia if you cannot make it. Field Observations must be completed and posted by November 30.
There are several options for project-based teaching experiences.
Coast Trip: The coast trips are scheduled for September 30 - October 2 and October 20-23. Students who want to go need to sign up and indicate when their last class ends. Vans will be scheduled to leave so that students do not miss class on the departure date.
Astronomy: Astronomy students will prepare materials here on campus during times that are scheduled amongst the group. All astronomy project students will be assigned to teams that will pre-build and repair telescopes. Each team will be responsible for pre-building two telescopes and repairing 2 telescopes. Participating in the building/repairing process ensures that everyone knows how they work and distributes the work load fairly. The astronomy lessons will be taught as part of an all day field trip at a local high school. The lessons will be repeated with different students at the same high school one week later. Astronomy project students will teach at McNeil High School or another high school TBA. McNeil students built telescopes with our students last year so they will be using their telescopes to observe things this year. Mathematics topics associated with using telescopes include ratio and proportion, rates, and inverse relationships. The dates at McNeill are October 19 and 26. TBA high school students will be building telescopes and the mathematics topics will typically focus on conic sections and angle of reflection. The date for building telescopes are October 18 and 25.
Stony Point Research Class: Stony Point High School in Round Rock offers a class that is very similar to Research Methods. There are several subject-specific sections of this course (e.g., chemistry, physics, environmental science). Stony Point has invited UTeach students to work with the environmental science section of this course. UTeach students choosing this option will need to meet with the course instructor, Bruce Hall to plan what they will do. They will work with 5-6 high school students to guide their research over the course of a semester. Minimally, UTeach students will be required to touch base with the high school students at least once a week and have 8 face-to-face meetings over the course of the semester. The total contact hours should total 24 hours.
University regulations prohibit student drivers for field activities outside the Austin metropolitan area. Consequently, students are NOT permitted to drive to the coast for the study trips. Students attending the study trips must go with the class in university vehicles (i.e., vehicles rented by the university and driven by a UT employee). Students who drive their own vehicles to the coast will be barred from study trip activities and will not receive credit for those activities.
University regulations and state law prohibit consumption of alcohol and illegal activities (illegal drugs, etc.,) on University sponsored trips. This regulation applies to ALL students regardless of age (i.e. even if you are legal drinking age, you are prohibited from drinking alcohol on university sponsored trips). Students failing to comply with this university regulation will receive a grade of 0 (no credit) for the field experience and will be referred to the Dean of Students Office for disciplinary action.
Assignments are
to be completed on the day listed. For instance, on Friday, August 29, it will
be assumed you will have COMPLETED the reading of Putting Textbooks to the
Test.
Reading:
Putting Textbooks to the Test (check link on-line under course schedule)
Astronomy WebQuest and building schedule Due
Wed., September 21 Investigations vs Benchmarks
Putting
it together: Planning a unit calendar
Mon, September 26 Lab
Day Ð Anchor Videos
Final Project Due Date: Description of Final Assessment Due
Mon, October 3 Debrief
from coast trip
Consider the Coast Trip
and identify topics/themes for the upcoming trip with the high school
students. What driving question(s)
would you like to address? What
lessons fit with that topic? Etc.,
Astronomy Students Ð Work Day
practice using mirrors and lasers, work on telescopes, demonstrate how to
collimate and focus a telescope.
Mon, October
10 Lab Day
Final Project Due Date: Anchor
Video Due
Coast Lesson Plans Due
Astronomy Lesson Plans Due
Tues., October 18 Astronomy Building
Teach 1
Fri, October 21 Lab
Day for Astronomy students Ð download videos, repair telescopes.
Wed., October 26 Lab
Day
Astronomy using students repair telescopes and
prepare for teach 1
Each group is responsible for
making sure they have all supplies and materials for the teaching experience. I will not be responsible for making
sure your stuff makes it to the field site. Use this time to box up and label your materials and arrange
for transporting them.
Astronomy building students Ð download video
Coast students download video
Web Discussion 5 Due
Reading:
Classroom Assessment Techniques
pp. 181-212.
Web Discussion 6 Due
Fri., October 28 Assessment
Focus Questions posted by 5 PM (Polman Chapters 6,
8, &10; Stephens, Who Counts What as Math?)
Bring
your resource list to class and we will work on the grant budget.
Final Project Resources Due
Wed.,
November 2 Lab Day
Focus Question Answers Due
Science students: Polman Chapters 6, 8, &10
Math Students: Stephens, Who Counts What as Math?
Web Discussion 7 Due
Reading:
Classroom Assessment Techniques
pp. 231-254.
Web Discussion 8 Due
Bring
your groupÕs grant rationale to class. Group members will present the rationale
for feedback from other groups.
Reading:
Classroom Assessment Techniques
pp. 280-298.
Web Discussion 10 Due
Wed., November 30 Lab
Day
Final Project Due Date: Parent Letter Due
Focus Question Answers Due by 5 PM
Wed., December 7 Lab Day Ð Work on Final CDÕs
Guests
will be invited.
Academic
Integrity
Policy on
Scholastic Dishonesty: 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.
The University of Texas at Austin provides upon
request appropriate academic accommodations for qualified students with
disabilities. For more information, contact the Office of the Dean of Students
at 471-6259, 471-4641 TTY.
Coast Trip Rubric
|
|
Points possible |
Points Earned |
|
Lesson Plans (due Wed, October 1) |
6 |
|
|
Preparation Ð organizing materials before trip and returning them after |
6 |
|
|
Teaching Lessons on second trip (NOTE: Lesson presentations will be evaluated using a teacher appraisal form) |
10 |
|
|
Post Trip Reflection (Due no later than November 5) |
8 |
|
Astronomy Field
Rubric
|
|
Points possible |
Points Earned |
|
Lesson Plans (due Friday, March 11) |
6 |
|
|
Preparation Ð Group Schedules due February 4 3 Assessments due by March 4 prebuilding/repairing telescopes having adequate materials during field experience returning materials after field experience |
6 |
|
|
Teaching Lessons (NOTE: Lesson presentations will be evaluated using a teacher appraisal form) |
10 |
|
|
Post Teaching Reflection (Due no later than May 6) |
12 |
|
Astronomy
Assessments
1) Explain and demonstrate the concept of focal length. Use lasers to show the ray trace, and then form an image of an object in the room. Demonstrate with both a mirror and a lens.
2) Describe the various parts of a completed telescope and how they work. Determine whether the spider on a demonstration telescope is adequately aligned. Load an eyepiece, then find and bring to focus an object, either down the hall or outside.
3) Describe the pieces of an uncompleted telescope and how they will go together. Respond correctly to questions about placement and alignment of various parts. Align a spider in a nearly-completed demonstration telescope, bracing it with shim so that it stays in place and could be glued (don't actually glue).
4) Determine
the angular field of view of the telescope. Set up the telescope outside for safe solar viewing (put on
an aperture mask), align it with the sun (rough alignment, followed by seeing
the image of the sun on the aperture mask, then moving the telescope so the
image disappears behind the spider, and finally fine motions to bring the sun's
image onto the paper), and bring a large (at least 3") image of the sun into
sufficient focus that any large sunspots (check www.spaceweather.com) are
visible. Sketch an outline of the sun and field of view.
Astronomy
Utilizing Web Quest (Due 9/16)
Students should look up four astronomy-related lessons, 2 may be from previous
PBI astronomy students, but at least half must be from outside sources (some
starting points will be provided to them). They should provide an ~ 1/2 page summary of each, along
with commentary on what they liked or didn't like and how they might
potentially utilize it for the PBI field experience. This is designed to give some exposure to possible
lessons. They can choose to draw
their lesson from one of these, as long as it's appropriate, but they are
perfectly free to utilize another or come up with one of their own.
Astronomy Building
Web Quest (Due 9/16)
Students need to look over the four core lessons for Astronomy building: Reflection, GSP, Building A and Building B. Write a 1 page summary of how the lessons relate to each other. Find 4 resources for the lesson you will teach. Provide the URL and a brief (1 paragraph) description of each resource.
Project Rubric
|
|
Points |
Accepted (on time and meets
standards) |
Needs Revision (on-time but
needs some revision) (-15%) |
Needs conference/ Late (-30%) |
|
Concept map (9/23) constructed in Inspiration
and saved in html format in file named map.htm |
5 |
|
|
|
|
Final Assessment Description (9/26) |
|
|
|
|
|
Project calendar (9/30) html
format in file named calendar.htm. Indicate where lesson plans go in
calendar. |
10 |
|
|
|
|
Lesson Plans
(9/30) use
template from Step II. Save as
html in files titled lesson1.htm, lesson2.htm, etc Lesson plans must fit into the calendar to be accepted. |
10 |
|
|
|
|
Anchor Video (10/10) Quicktime
format. Compress as CDROM Med
and saved as movie.mov. Compress
a second copy as Web small and save as smmovie.mov. |
10 |
|
|
|
|
Resources (11/11) html
format in file named resource.htm Print
materials list Supplies (labware, hardware, software, etc.,) |
10 |
|
|
|
|
Grant (11/14) Use
TAPESTRY form. Hard copy and
html format in file named grant.htm |
10 |
|
|
|
|
Modifications for Special Needs (11/18) |
10 |
|
|
|
|
Assessments (11/23) Turn in revised calendar with assessments listed. Turn in rubric for final assessment. html format in file named assess.htm. |
10 |
|
|
|
|
Letter to Parents
(11/30) html
format in file named parents.htm |
5 |
|
|
|
|
Introductory Paper (12/2) html
format in file titled intro.htm Target Audience Project
Description (1 paragraph) Driving
Question Overall
goals of the project Project
Objectives Rationale
- include theoretical reasons for doing the project Background
- 1 -2 pages of background info (content specific) Standards
addressed TEKS National
Standards (NCTM or NSTA) National
Technology Standards Description of formative and summative assessments including description of final product. |
10 |
|
|
|
|
Final Presentation (final exam period) |
10 |
|
|
|
|
Total Points |
100 |
|
||
|
All group members participate equally. If not, grades will be weighted appropriately. Each assignment must be marked approved (checked off as Òmeets standardsÓ) before the next assignment can be turned in. |
||||
PBI Web Discussion Questions
Compare the
Austin Instructional Planning Guide with the adopted text and a model
text. How closely does the
curricula follow the guidelines offered in class? What are the strengths of the curricula? What are its weaknesses? How are curricular themes made apparent
to students?
There is no state
adopted text for CS, so CS majors may either join a math group or modify as
follows: Choose one of the curricula from the Course web site or (with
instructor approval) you can choose another curricula. Look under course links and then choose
PBI curricula. How closely does the curricula follow the guidelines offered in
class? What are the strengths of
the curricula? What are its
weaknesses? How are curricular
themes made apparent to students?
Web Discussion
Topic 2. (Part 1 Due by 5
PM Friday, September 9):
Provide a first draft of a driving question for your semester project. Evaluate how you think it meets the criteria for driving questions (Krajcik p. 67). These are in the power point presentation from day 1.
(Part 2 Due by 5 PM Sunday, September 11):
Examine two other groups' driving questions and give them
constructive feedback in terms of refining their questions. Post as responses
to their original message (do not just send them an e-mail response)
(Part 3 Due by 5 PM Monday, September 12):
Revise your driving question if necessary and develop a
rationale for your proposed driving question. Evaluate how you think it meets the criteria for driving
questions: feasibility, worth, contextualization, meaning, and sustainability. What aspects of your driving question
will motivate students to learn the material you want them to learn? What aspects would be appealing to
outside funders? What aspects
would appeal to parents/administrators?
What resources are available for your project? Identify at least 4 useful websites.
Web Discussion Topic 3 (Due by 5 PM on Wednesday, October 19),
Choose one of the CATÕs for assessing prior knowledge, recall and understanding (pp. 115-158), and describe how you would apply it to your project.
Web Discussion Topic 4 (Due by 5 PM on Wednesday, October 19)
Choose one of the CATÕs for assessing skill in analysis and critical thinking (pp. 159-180), and describe how you would apply it to your project.
Web Discussion Topic 5 (Due by 5 PM on Wednesday, October 26)
Choose one of the CATÕs for assessing skill in synthesis and creative thinking (pp. 181-212), and describe how you would apply it to your project.
Web Discussion Topic 6 (Due by 5 PM on Wednesday,
October 26)
Choose one of the CATÕs for assessing skill in problem solving (pp. 213-230), and describe how you would apply it to your project.
Web Discussion Topic 7 (Due by 5 PM on Wednesday,
November 2)
Choose one of the CATÕs for assessing skill in application and performance (pp. 231-253), and describe how you would apply it to your project.
Web Discussion Topic 8 (Due by 5 PM on Wednesday, November 2)
Choose one of the CATÕs for assessing studentsÕ awareness of their attitudes and values (pp. 257-279), and describe how you would apply it to your project.
Web Discussion Topic 9 (Due by 5 PM on Wednesday, November 9)
Choose one of the CATÕs for assessing studentsÕ self-awareness as learners (pp. 280-298), and describe how you would apply it to your project.
Web Discussion Topic 10 (Due by 5 PM on Wednesday, November 9),
Choose one of the CATÕs for assessing course-related learning and study skills, strategies and behaviors (pp. 299-315), and describe how you would apply it to your project.
Syllabus Scavenger Hunt
1.
Which field experience
is your first choice?
a.
Astronomy Building b. Astronomy Utilizing c. Coast Trip d. Stony Point
2.
For Astonomy students,
a.
what times are you
available to teach on the days of your field experience?
b.
Do you have your own
transportation?
3.
For Coast students, what
time are you able to leave on Friday and Thursday?
4.
What resources are
available for your field experience on the course website?
5.
Devise a schematic (can
be an outline, concept map, etc,) that explains your responsibilities in the
course.
6.
Where can you find
course related documents?
7.
What is the course
attendance policy?
8.
Do you have any
questions regarding the syllabus or course requirements?
9.
Post a message in the
conferencing area of the nicenet website in the Scavenger Hunt Thread.
10.
E-mail responses to
questions 1-8 to Gail Dickinson, Brian Fortney, and Stephanie Nichols.