Instructor
Dr. Anthony Petrosino
Assistant Professor
Sanchez Building, Room 462-A
The University of Texas at Austin
Austin, TX
E-mail: ajpetrosino@mail.utexas.edu
Office: 512-232-9681
FAX: 512-471-8460
Assistant Instructor
Gail Carmack
Office of Special Projects
College of Natural Sciences
Campus Mail Code: G2500
University of Texas
Austin, TX 78712
E-mail: carmack@mail.utexas.edu
Office: WCH 5.102
FAX: 512-232-1491
Work: 512-232-2775
Home: 512-990-2394
Office Hours: Tuesday 1-3PM or by appointment
Room Number: SZB 316
Time:
Monday / Wednesday : 10:00 - 11:30 AM
Monday / Wednesday: 2:30 – 4:00PM
Prerequisites: EDC 371: Knowing and Learning
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 Web Site
http://courses.utexas.edu
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 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
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.
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 students’ 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 in terms of Krajcik's
and Morsound's models for PBI.
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
- Prepare for and participate in class discussion (actual and virtual discussions) and
class work. (Objectives 1-5, 11)
- 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)
- 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)
- Study
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. If you cannot participate in this opportunity, I will arrange for
you to work with local high school students on projects for a total of 24
contact hours. (Objectives 6-8)
- 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)
- A Mid Term Paper. The midterm will tie
together theory and field experiences.
Students will use on-line discussions, readings, class activities, and
field experiences as the basis for discussing mid term questions. The mid term is included with the syllabus
so that students can work on the paper as the course progresses. (Objectives 1-5, and 7)
Grading Policy
Virtual discussions: 10%
Field Experiences:
- Site visits: (5% each) 10%
- Study Trip: 25%
Midterm: 20%
Final Project: 35%
Course Materials
Teaching Children Science : A Project-Based Approach
Joseph S. Krajcik, Charlene M. Czerniak, Carl Berger
Format: Paperback, 1st ed.
ISBN: 0070360073
Publisher: McGraw-Hill Companies
Pub. Date: October 1998
Designing Project-Based Science: Connecting Learners through Guided Inquiry
Joseph L. Polman
Format: Paperback
ISBN: 080773912X
Publisher: Teachers College
Press,Teachers College, Columbia University
Pub. Date: 2000
Course Outline
Assignments are to be completed on the day listed. For instance, on Monday,
January 22nd, it will be assumed you will have COMPLETED the reading of
Krajcik (Chapter 1), Polman (Chapter 1) and the discussion activities.
In general, Wednesdays will be lab days where will be utilize software, take
part in classroom demonstrations or analyze videotape. The idea is that there
will be two strands to class, a theory driven strand (Monday) and an applied
strand (Wednesday).
Wednesday, January 17 - Introduction to the Course, Intro to a
Project-Based Unit
Web Discussion - Topic 1. (Due 5PM Friday January 19th)
Thinking back over your k-12 education, what do you remember about
learning science and math? Science students, consider the four
scenarios on pp. 6-8 in Krajcik. Which ones have you experienced as
a student in science and which was most prevalent? Math students,
compare your experience with the descriptions of the two schools in the
Boaler article. Which school most closely aligns with your experience
and what are the advantages of the two approaches?
Monday, January 22 - What is Project-Based Instruction? Driving
Questions
Reading:
- Science Students: Krajcik: Chapter 1
- Math Students: Open and Closed Mathematics: Student Experiences and Understandings (Boaler, 1998)
- All: Krajcik: Chapter 2; Polman: Chapters 1 & 2
Web Discussion - Topic 2. (DUE 5PM Friday January 26th)
Provide a first draft of a driving question for your project.
Evaluate how you think it meets the criteria for driving questions
(Krajcik p. 67).
Examine two other groups' driving questions and give them
constructive feedback in terms of refining their questions.
Wednesday, January 24 - Investigations and Their Development
Reading:
- Krajcik: Chapter 3
- Polman: Chapters 4 & 5
Monday, January 29 - LAB
Wednesday, January 31 - Conducting Investigations/ Benchmark Lessons
Reading:
- Krajcik: Chapters 4 & 6
- Polman: Chapter 6
Monday, February 5 - Safety: Barbara Schumann
Wednesday, February 7 - Lab day
Web Discussion - Topic 3. (Due 5PM February 9th)
Group: What are the major concepts addressed by
your driving question? What benchmark lessons and
investigations will you need to provide scaffolding for your
students?
Individual: Comment on one groups' post. What scaffolding would
you need as a student to address their driving question? Did they
leave any concepts out? If so, which ones? Could you suggest any
benchmark lessons, investigations or resources that would help the
group?
Monday, February 12 - Collaboration in Project Based Instruction
Reading:
- Krajcik: Chapter 5
- Polman: Chapter 7
Web Discussion - Topic 4. (Due 5PM Friday February 16th)
Brainstorming for trip with High school students 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
Wednesday, February 14 - Lab
Friday, February 16th - Coast trip (afternoon and evening vans)
Sunday, February 18th - UT Marine Science Institute
Leave after classes on Friday.
Saturday Morning: Katy excursion
Saturday Afternoon: Jetty work
Sunday morning: Marsh work
Monday, February 19 - Assessment in Project Based Instruction
Reading:
- Krajcik: Chapter 7
- Polman: Chapter 8
Web Discussion - Topic 5 (Due 5PM March 2nd)
Compare the posts from observations of Fennel's and Pace's
classes with what you have been reading in Pollman. How
do they compare in the following areas: student collaboration,
assuring quality of student work, level of scaffolding and degree
of constructivism.
Wednesday, February 21 - Lab
Prepare lessons for coast trip
Monday, February 26 - Managing the Project-Based Environment
Reading:
- Krajcik: Chapter 8
- Polman: Chapter 9
Wednesday, February 28 - Lab
Present lessons to peers
Monday, March 5 - Planning Project: Based Curricula
Reading:
- Krajcik: Chapter 9
- Polman: Chapter 10
Wednesday, March 7 - MID TERM EXAM DUE
Lab - Camcorder Use and Video Editing
Introduction: Anchor videos
March 12th through March 17th - Spring
Break
Monday, March 19 - Review Previous UTeach Project Based Units
Wednesday, March 21 - Final Preparations for Coast Trip
Thursday, March 22 - Coast Trip (morning and evening vans)
Sunday, March 25 - w/High School Students
(Preservice Teaching Opportunity)
Monday, March 26 - No Class
Wednesday, March 28 - Debrief from Coast Trip, Technology Tools and PBI
Monday, April 2 - PiVit and Concept Mapping
Wednesday, April 4 - Lab
Edit Anchor Videos
Monday, April 9 - Alicia Ruch-Flynn (tentative): “Implementing Project-Based Instruction in High Need Schools”
Wednesday, April 11 - AERA - Seattle
Monday, April 16 - Lab - Case IT, Biology Student Workbench, Molecular modeling
Turn in intro paper, and concept map
Wednesday, April 18 - Class Projects
Turn in story board for anchor video.
Monday, April 23 - Lab
Turn in benchmark lessons, investigations and resources
Wednesday, April 25 - Class Projects
Monday, April 30 - Lab
Turn in Anchor video, Project Calendar, Letter to Parents, assessments, and grant
Wednesday, May 2 - Class Projects
Present projects to class and get class comments
Zip Disks with Final Class Project Due
Monday, May 7 - NO CLASS DAYS
Wednesday, May 9 - NO CLASS DAYS
Final Exam Period - PRESENTATION OF CLASS PROJECTS
Guests will be invited.
MW 10:00 - 11:30 am
- Tuesday, May 15 from 9:00 - 12:00 noon
MW 2:30 - 4:00 pm
- Wednesday, May 9 from 9:00 - 12:00 noon
Other Important Dates:
JANUARY 19
Last day of the official add/drop period; after this date, changes in registration
require the approval of the chairman and usually the student's dean.
FEBRUARY 12
Last day to drop a course without a possible academic penalty.
MARCH 26
Last day an undergraduate student may, with the dean's approval, withdraw from
the University or drop a course except for urgent and substantiated, nonacademic
reasons.
Last day a student may change registration in a course to or from the pass/fail
or credit/no credit basis.
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
Midterm Exam (Due March 7th, 2001 at beginning of class)
You are allowed to work together on this assessment and can consult any or all
available outside sources. I am asking the completed portfolio (for lack of a
better word) be turned into me INDIVIDUALLY but include a list of people who you
collaborated with and a brief (under 100 words) explanation of their contribution to
your thinking.
There are two main components of this exam.
Observational - Derived primarily from the LBJ database of observations done throughout the
Spring 200 semester. (50 points)
Applied - Referencing your developing project (50 Points)
All foci will be given equal weight. Please use a word processor. Double space and no
smaller than 12 point font. Graphics allowed. If so inclined, a hypertext document can
be created for this exam. The hypertext document should be able to be read by
any of the major browsers. Good luck and enjoy!
1) Observations and Polman
Consider the classes you have observed this semester and the description of Rory's
class in Polman. Compare and contrast the following elements of each class.
- Degree of constructivist learning (pp 40-41 in Krajcik)
- Degree and types of student collaboration
- Level and types of student support
- Classroom management strategies used by the teachers
- Assessment strategies used
Polman speaks of the following tradeoffs (p. 181) between traditional and
project-based approaches: Familarity vs. Growth, Structure vs. Exploration,
Structure vs. Exploration. Predictability of Coverage vs. Student
Interest/Commitment, Consistency vs. Customization, and Isolate Cognition vs.
Situated, Collaborative Cognition. Take these tradeoffs individually and
compare Rory's classroom in Polman's book with the LBJ classrooms we have been
observing this semester. Aside from Polman's summaries on pp. 179-183, find
specific examples from the text of the book to support your contention.
Likewise, support your perception of the LBJ classroom with reference to field
notes, artifacts, posted notes from fellow classmates and other literature
and/or information at your disposal.
2) Applied
This should be completed with the idea of satisfying the requirements
for your semester log project and NOT the Port Aransas lesson.
Give a proposal for your project which includes the following information:
- What is your driving question? Give a dual account of why you picked this driving
question. The first account should be based on a Learning Theory model of what
makes up a good driving question and the second account should be of what
"leverage" your driving question provides for in the coverage of
curricula content for the grade/level you are intending your project to be implemented.
- How have you incorporated national standards into the development and decision
making on the concepts and objectives of your curriculum?
- Provide topics for and justify 3 benchmark lessons for use within your project.
- Provide topics for and justify 2 investigations for use within your project.