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An Introduction


3E Institute, WCUPA 2010.



Instructors


Gingi F. Wingard, M.A., 3E Institute


John A. Kinslow, Ph.D., West Chester University of Pennsylvania






This workshop was created by The Institute for Educational Excellence and
Entrepreneurship (3E Institute), College of Education, West Chester University
of Pennsylvania through funds granted by Project Management Institute
Educational Foundation

June, 2010


3E Institute, WCUPA 2010.

Acknowledgements


Project Management Institute Educational Foundation

Diane Fromm

Daniel Kec, PMP

Philip Riley

Frank McKeown, PMP

John Byrne, Ph.D., PMP

Jim Snyder, PMP

Kristi Baldwin, PMP

David Elderkin

David Phillips

William Martin

Michael Carr

State Farm Insurance

College of Education, West Chester University of Pennsylvania

Buck Institute for Education

Oracle Education Foundation

Project Based Learning Systems

ePals Corporation

Tanya Baxter

Christine Bland

Nancy Campbell

Jennifer Cardoso

Cathryn Crosby

Christine diPaulo

Cynthia Green
-
Morson

Joe Grello

Erik Holvig

Matthew Hopson

Charles Horner

Stephanie Kasten

Deb Kearney

David Kline

Ellen Koenig

Joanne Lilliendahl

Kathleen Massey

Suzanne Morrison

Patrick L. Parris

Jenna Pocalyko

Michael Sheehan

Laura Shirley

Margaret Smith

3E would like to acknowledge the assistance provided by:

3E Institute, WCUPA 2010.

By the end of this workshop, you will be able
to:


Describe the steps of successful project management
and its relationship to project based learning (PjBL),


Relate the use of project work to student development
of 21
st

Century Skills,


Locate existing curricula, tools, and resources for using
Project Management and PjBL with students, and


Plan a sample project using the project management
process.

3E Institute, WCUPA 2010.

1.
What will the world be like twenty or so years from
now when your students have left school and are out
in the world?

2.
What skills will your students need to be successful in
this world you have imagined twenty years from now?

3.
Think about your own life and the times when you
when you had “peak learning experiences.” What were
the conditions that made your high
-
performance
learning experiences so powerful?

4.
What would learning be like if it were always designed
around your answers to the first three questions?

5.
What is the role of a teacher in this modern world?

Trilling, Bernie and
Fadel, Charles.
21
st

Century Skills: Learning
for Life in our Times
.
Hoboken: John Wiley
& Sons. 2009.

3E Institute, WCUPA 2010.


C
ritical thinking and
problem solving


C
reativity and innovation


C
ollaboration, teamwork,
and leadership


C
ross
-
cultural
understanding


C
ommunications,
information, and media
literacy


C
omputing and ICT
literacy


C
areer and learning self
-
reliance

X

R
eading

W
r
iting

A
r
ithmetic

Trilling, Bernie and
Fadel, Charles.
21
st

Century Skills: Learning
for Life in our Times
.
Hoboken: John Wiley &
Sons. 2009.

3E Institute, WCUPA 2010.

Project
-
Based Learning (
PjBL
)

Rigorous extended process of inquiry

Student

centered

Demonstration of academic knowledge and skills

Builds 21
st

Century Skills

Creation of high quality products and performances to the public


Problem
-
Based
Learning

Challenge
-
Based
Learning

Design
Learning

Project
Learning

Service
Learning

Garden
-
Based
Learning

Contextual
Teaching
and
Learning

3E Institute, WCUPA 2010.

Project Management

Education


Project Management


A set of processes used to
ensure that various elements of
work are coordinated, that all
work to be done is understood
and can be completed within the
constraints of time and budget.


Project


An endeavor that is temporary
and has an end result


Project Manager


The person assigned by the
performing organization to
achieve the project objectives.


Learning Management


A set of processes to ensure
student learning and
engagement


Project


Rigorous extended process of inquiry


Student

centered


Demonstration of academic
knowledge and skills


Builds 21
st

Century Skills


Creation of high quality products and
performances to the public


Teacher


Instructional leader assigned the
principle responsibility for student
achievement.

3E Institute, WCUPA 2010.

3E Institute, WCUPA 2010.

Scope
Management

Time
Management

Cost
Management

Risk
Management

Procurement
Management

Communication
Management

Quality
Management

Human
Resources
Management

Project
Integration
Management



How long will it take?


How will it fit into
the school day?


What are the costs
involved?


How will I get the
funding I need?


Are the curriculum content
standards being met?


Are all students learning?


Does this project have
meaning to my students’
lives?


What are my students’
learning styles?


How will I team my
students?


What experts from the
community can help?


How do we collaborate to
work together?


What are the processes for
sharing work?


Is this worth doing?


What are the
roadblocks?


How do I get
what I need?


What lesson plans
do I need?


How do I get my
students to do this?


What are we going to do?


What needs to be done?

Project Management Institute.
A
Guide to the Project
Management Body of
Knowledge 4
th

Ed.

Project
Management Institute. 2008
.


3E Institute, WCUPA 2010.

Monitoring & Controlling

Planning

Executing

Initiating

Closing

Project Management Institute.
A Guide to the Project
Management Body of
Knowledge 4
th

Ed.

Project
Management Institute. 2008
.

3E Institute, WCUPA 2010.

3E Institute, WCUPA 2010.

Monitoring & Controlling

Planning

Executing

Initiating

Closing

Project Management Institute.
A Guide to the Project
Management Body of
Knowledge 4
th

Ed.

Project
Management Institute. 2008
.

3E Institute, WCUPA 2010.


Develop a project Idea that will create peak
learning experiences for students


Decide the scope of the project


Select content and skills standards to be
addressed


Determine how assessments will take place



3E Institute, WCUPA 2010.


Vision, Structure, Solid Understanding


Project Based Learning is a powerful but challenging instructional method
that requires vision, structure, and a solid understanding of the learning
process. Good projects do not occur by accident. They result from
rigorous up front planning that includes thoughtful outcomes,
performance assessments, and authentic learning activities.



Begin with the End in Mind


By practicing the first step for any project in life
-

Begin with the End in
Mind
-

you will improve your ability to plan projects, as well as
communicate the purpose and context of a project to your students.
Students who understand the meaning of what they are learning retain
more information and apply their knowledge more skillfully, and feel more
motivated to achieve.

3E Institute, WCUPA 2010.


A Good Driving Question should:


Drive the project


Capture a project theme or a "big idea"


Point students toward mastering content and skills
that enable them to answer the question


Not be easily solved or answered


Be Authentic and Coherent



Tip
:
Creating Driving Questions takes time and careful
thought. Often, brainstorming with colleagues produces the
best Driving Questions.



3E Institute, WCUPA 2010.

Good

Better


Was Truman’s decision to
drop the bomb justified?



What is global warming?



What can a dollar buy in
other countries?



How do architects design
environmentally friendly
buildings?


Can the use of nuclear
weapons be justified?


Should we be worried about
global warming in our
town?


Half the world lives on less
than two dollars a day. How
is this possible?


How can we design an
environmentally friendly
building for the property at
5
th

and Oak Street?

Examples from: Boss, Suzie and Krauss, Jane.
Reinventing Project
-
Based Learning
. Washington: ISTE, 2009.

Buck Institute for Education.
Project Based Learning Handbook 2
nd

Ed.

Oakland: QuinnEssentials Books and Printing. 2003.

Buck Institute for Education.
PBL Starter Kit
. Novato: Buck Institute for Education, 2009.




3E Institute, WCUPA 2010.

1.1 Learning to read independently

1.2 Reading critically in all content

areas

1.4 Types of writing

1.5 Quality of writing

1.6 Speaking and listening

1.8 Research

2.6 Statistics and Data Analysis

3.2 Inquiry and design

3.6 Technology education

3.7 Technological devices

3.8 Science, technology and human

endeavors


11.1 Financial and resource

management

11.2 Balancing family, work and

community responsibility

13.2 Career retention and advancement

13.4 Entrepreneurship

3E Institute, WCUPA 2010.

1.
Align the products or performances for the project
with the outcomes

2.
Know what to assess
-

establish criteria to assess
each product and performance

3.
Create rubrics for the project



Each step includes several sub
-
steps, and
should result in a
balanced assessment plan
.


3E Institute, WCUPA 2010.


Project Management Plan


Project Timeline


Project Teaching and Learning
Guide



3E Institute, WCUPA 2010.


Get all necessary materials


Introduce the project and work


Collaborate with external partners and
subject matter experts


Facilitate and scaffold student work


Provide feedback and ongoing assessment


Conduct mini
-
lessons as needed



3E Institute, WCUPA 2010.


Create work groups


Assign group tasks


Monitor work


Monitor team participation


Assign individual roles


Highlight/Assess 21
st

Century “Soft Skills”


3E Institute, WCUPA 2010.


Continually review project timeline and
calendar


Make note of clear project “Benchmarks”
along the way


Make formative assessments based on project
assessment rubrics


Check on student progress at regular
intervals


3E Institute, WCUPA 2010.


Debrief and review with entire team


Reflection=Retention


Connect project completion to student
achievement


Publication, final exhibitions and/or
performances to the public


Archival of relevant documents and products


3E Institute, WCUPA 2010.

Software

Power Point

MS Project or equivalent

Basecamp

Precedence diagram

Gantt Chart

PERT

Critical Path Method


Software & Web
-
based
Applications

ePals Learning Space

Google or MS Products

Global Schoolhouse

Project Foundry

Inspiration

ThinkQuest

PBL
-
online.org

Moodle

Wikispaces

Desire2Learn

Drupal

Traditional PM Tools

Teaching & Learning
Tools

3E Institute, WCUPA 2010.



Today we will use the Project Learning Cycle
to manage a class watershed project



How can your students use the same process?



How does the quality of our water affect our
health in this community?

3E Institute, WCUPA 2010.

Monitoring & Controlling

Planning

Executing

Initiating

Closing

Project Management Institute.
A Guide to the Project
Management Body of
Knowledge 4
th

Ed.

Project
Management Institute. 2008
.

3E Institute, WCUPA 2010.


Personal and Professional Life


Curriculum Design


Project
-
Based and Problem Based Learning methods


Professional activities


Daily life activities


Teaching students to manage projects


Completion of school projects


Daily life activities


Future careers