LET IT GO: Project Based Learning in the

Social Studies Classroom

Brian Anton
Forsyth High School

What is Project Based Learning (PBL)?

Project Based Learning is a teaching method in which students gain
knowledge and skills by working for an extended period of time to
investigate and respond to an engaging and complex question, problem,
or challenge. (Buck Institute for Education)
Project Based Learning is a dynamic classroom approach in which students
actively explore real-world problems and challenges and acquire a deeper
knowledge (Edutopia)

Doing Projects vs. Project Based Learning

Projects are about the product,
while project-based learning is about
the process.
Projects are generally teacherdirected, universal, and tangent to
the learning, while project-based
learning is student-centered,
personal, and the learning pathway
itself. Put simply, it is an approach to
learning rather than something to
complete.
(Terry Heick, TeachThought)

The Decision: Should I Go Project Based?

My Initial Thoughts & Questions:
Is it another fad? Will it be gone in three years?
Can my students succeed without me? I mean, Im the expert, right?
How do I ensure that my students get the content that they need?
How do I cover the curriculum if my students are in control?
What are the benefits?
What will happen to my workload?
What is my role going to be in the classroom?
It makes sense in STEAM related fields--How do I do it in my Social Studies
courses?
What does it offer my students compared to traditional methods?

The Decision: Why Did I Go Project Based?

Matches Personal Philosophy on Education

Growth Mindset: Personally and for Students

Student-Driven Classroom & Pedagogy--Previously used Flipped Model
Belief in Personalized Learning
Development of Soft-Skills
Research, Communication, Problem Solving, Critical Thinking, etc.

Research

http://www.ky3.com/news/local/the-state-of-the-job-market-inspringfield/21048998_38152620

Buck Institute
PBL makes school more engaging for students.
PBL improves learning.
PBL builds success skills for college, career, and life.
PBL makes teaching more enjoyable and rewarding.

Personal Challenges Experiences: Creating the Curriculum

5 Characteristics of Project Based Learning That
Works: TeachThought

Gold Standard PBL: Buck Institute for

Education

Personal Challenges Experiences: Creating the Curriculum

Developing Units & Essential Questions

Personal Challenges Experiences: Creating the Curriculum

Developing Units & Essential Questions

Personal Challenges Experiences: Creating the Curriculum

Developing Units & Essential Questions

Personal Challenges Experiences: Creating the Curriculum

Developing Units & Essential Questions

Personal Challenges Experiences: Creating the Curriculum

Semester Grading: Assessing Individual Learning in a Collaborative Classroom
Government Course (State Tested):
Unit Exams (including U.S and
Missouri Constitution Tests)--40%
End of Course Exam--10%
Individual Coursework--20%
Unit Projects--30%

Dual-Credit American History

Unit Exams--40%
Coursework--20%
Research Blog--20%
Research Paper--20%

Contemporary Issues Course (No Exams-Experimental)

Individual Coursework--40%
Unit Projects--40%
Class Participation/Discussion--20%

Personal Challenges Experiences: Determining the Product

Voice & Choice
What type of products do students get to create to present their work and research?

Authentic Audience
Who are students going to present their work and research to?

Assessment
How is student-learning going to be evaluated?

Personal Challenges Experiences: Determining the Product

Interview Panel: Community Leaders, Politicians, College Educators

Personal Challenges Experiences: Determining the Product

Webpages/Research Blogs: FHSIssuesInAmericanHistory.weebly.com

Tool: Weebly (Free Account for Education Purposes)

Personal Challenges Experiences: Determining the Product

Infographics: Explaining and Solving a National or Global Economic Issue

Tools: Piktochart & Easel.ly (Students found on their own)

Personal Challenges Experiences: Determining the Product

Political Alignment Activity

Tools: isidewith.com, Socrative

Personal Challenges Experiences: Group/Individual Accountability

Developing Grading Procedures to Encourage Group Learning & Teaching
Students Receive Individual Grades Based on Contributions to Group

Project Grade Breakdown

15% Individual Evaluation by Group Members

15% Individual Evaluation by Teacher
10% Peer Evaluations of Projects
10% Group Average on Unit Exam (If Unit Exam is Used)
50% Final Project Presentation/Evaluation (by Audience)

Personal Challenges Experiences: Group/Individual Accountability

Creating Collaborative Group Workspaces

Personal Challenges Experiences: Group/Individual Accountability

Peer Evaluations

Focus on Individual Contributions and Use

of Class Time
Includes Self-Reflection (included in grade)
Average of All Scores Equals 15% of Project
Grade
Tool: Google Forms

Personal Challenges Experiences: Daily Procedures & Activities

Focus on the Process, Not the End-Product
Daily tasks: 2-3 Introduced Each Class Period
Countdown Timer

First Daily Task Outlined on Board--Timer Starts During Passing Period

Basic Inquiry---Research---Research-Based Inquiry (Continuous KWL)

Portfolio Entries (Most Days)

Personal Challenges Experiences: Daily Procedures & Activities

Personal Challenges Experiences: My Favorite Activities

Expanding the Net of Research--Individual->Group->Class Collaboration

Personal Challenges Experiences: My Favorite Activities

Visual Definitions

Personal Challenges Experiences: My Favorite Activities

Making Connections

Personal Challenges Experiences: My Favorite Activities

Guided Inquiry

Personal Challenges Experiences: Encouraging Reflection/Revision

Portfolio Entries (Examples)--Formative Assessment:

What did my group accomplish?

What did I accomplish individually?
What do I/we need to research more completely?
Develop (###) research questions based on the research that you completed
today.
What did I LEARN today that I didnt know before I came to class?
How is your group working together? Are there any slackers?
What is your groups plan for completing your project? What is your role?
Take a picture of your work. (Compare to Previous)
Compared to where you started, how far have you come? How far do you need
to go?

Personal Challenges Experiences: Encouraging Reflection/Revision

Rubrics, Evaluation, Revision--What can we improve before the final presentation?

Personal Challenges Experiences: Encouraging Reflection/Revision

Results: Student Engagement Survey--Feedback

What part of this project-based course made it more interesting than other traditional
courses?
The project based course made it more interesting because you could look up
the information yourself and have more fun with it.
With other traditional classes I get bored easily with lectures and taking notes.
With this class it was more hands on and I felt more responsible with what I
found in my research than just writing down what my teacher tells me to.
I think the increased motivation that came with the ability to choose your own
project greatly helped our curiosity.

Results: Student Engagement Survey--Feedback

Overall, what did you think of this project-based course compared to other traditional
courses in regard to the amount that you learned?
I think we learned based on the amount of effort we put into it
I feel like having to research the information rather than it just being given to
me made me more involved. I worked harder to obtain the information and
learned a lot of things on my own.
Having to find my own answers made me learn the information better.
I hated this course with a passion.

Results: Student Engagement Survey--Feedback

Overall, what did you think of this project-based course compared to other traditional
courses in regard to the amount that you learned?

I think my least favorite parts was that it was stressful at times because I was worried about
what to do and how to do it, and things like that. Especially with the first project and having
to present.
I really cant point out any major flaws with it, other than the obvious fact that if a student
isnt motivated by it, that student will most likely learn little to nothing.
With this course you need to know to pick your partners wisely. If you pick someone that
slacks off, even if they are your friend, its up to you to get things done which makes the
class even more stressful.
My least favorite part was the projects.

Results: Personal Testimonial

Real Work is in Planning and Final Assessment
It Aint Easy...

Restructuring Curriculum
Long-Term Planning
Planning/Assessment
No Down Time in Class

Less Daily Grading

Individual Relationships with Students
Enjoy the Process--Seeing Students Grow On Their Own
More Enjoyable Classroom Experience For All

Contact Information & RCET Evaluation/Sign-In

E-Mail: banton@forsythr3.k12.mo.us
Website: BASocialStudies.Weebly.com
Blog Posts on Project Based Learning:
Bit.ly/AntonPBL1
Bit.ly/AntonPBL2
Twitter: @FHS_Anton

Sources:
Slide 2: What is PBL?

What is Project Based Learning (PBL)?, Buck Institute.

http://bie.org/about/what_pbl

Project Based Learning, Edutopia.

http://www.edutopia.org/project-based-learning
Slide 3: Doing Projects vs. Project Based Learning

The Difference Between Doing Projects Versus Learning

Through Projects, TeachThought.

http://www.teachthought.com/uncategorized/differe
nce-between-doing-projects-and-project-basedlearning/

Slide 5: Why Did I Go Project Based?

Why Project Based Learning?, Buck Institute.

http://bie.org/about/why_pbl

Research Summary on the Benefits of PBL, Buck Institute.

http://bie.org/object/document/research_summary_
on_the_benefits_of_pbl

Slide 6: Personal Experiences: Creating the Curriculum

Gold Standard PBL: Essential Project Design Elements

Buck Institute.

http://bie.org/blog/gold_standard_pbl_essential_proj
ect_design_elements

5 Characteristics of Project Based Learning That Works,

TeachThought

http://www.teachthought.com/criticalthinking/inquiry/5-characteristics-of-project-basedlearning-that-works/
Slide 21: The Inquiry Process

Guided Inquiry Process, Teaching Great Lakes Science:

University of Michigan Education Department.

http://www.miseagrant.umich.edu/lessons/teachertools/guided-inquiry-process/

The Inquiry Process, Step by Step, MindShift.

http://ww2.kqed.org/mindshift/2013/10/24/theinquiry-process/