http://missberardocco.blogspot.com/2015/09/school-of-rock-model-of-project-based.

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School of Rock: A Model For Project-Based Learning

I have to admit, my nerves were building as I tried to write my first blog post because I hadn’t narrowed down a
topic to discuss. But, then it hit me… (halfway through watching the movie School of Rock) although Mr.
Schneebly doesn’t appear to be the most qualified teacher for a top private school (his explanation of a
hangover seemed mildly inappropriate for 4th grade students), he fosters a positive and engaging learning
community that allows his students to benefit from project-based learning.

By definition, project-based learning (hereafter PBL) occurs when students “learn while doing the project,
because the project is the vehicle for simultaneous instruction and application” (Drake, Reid, and Kolohon
2014). Correspondingly, MacKinnon (1999) suggests that PBL contains elements that promote intrinsic
motivation because of the greater emphasis on their learning goals. As a result, students persist at tasks and take
risks while admitting their ignorance in order to contribute as best as they can to the group (MacKinnon 1999).
Refer to the image below to gain a better understanding of the differences between completing "projects” and
taking part in “project-based learning.”
7 Essentials for Project Based-Learning

So, how exactly does Mr. Schneebly foster project-based learning in the classroom? I referenced Larmer and
Mergendoller’s (2010) article in Giving Students Meaningful Work to outline exactly why and how Mr.
Schneebly’s seemingly outrageous techniques actually work in implementing project-based learning in the
classroom.

1) A Need to Know
Mr. Schneebly teaches students about rock history and theory while also assigning homework that will be
beneficial for each of their roles in the band. For example, one day after class, he distributes CDs and tells each
of the students to listen closely to that part which pertains to them.

2) A Driving Question
In this case, it is a driving belief rather than a question that Mr. Schneebly instills in the students: “One great
rock show can change the world” (School of Rock). Throughout the film, the students incorporate this belief
into all of their actions leading up to the performance and to encourage each other.

3) Student Voice and Choice

While Mr. Schneebly originally assigns students to specific roles in the band, he is not one to dismiss Summer
or Tomika when they propose new roles for themselves. In fact, he encourages them to challenge themselves in
new ways and uses his own personal experiences and talents to assist them whenever possible. Furthermore,
Mr. Schneebly gives students the opportunity to express themselves in the “Step Off” exercise he facilitates.
This exercise is especially beneficial for Zack, who is able to release his pent-up frustration towards his
controlling father. Take a look at the short clip below:
Video retrieved from: https://www.youtube.com/watch?v=kdkVnZsOgJA.

4) 21st Century Skills

Rather than limiting students to the fixed mindset their parents or past teachers have instilled on them, Mr. S.
aims to build self-confidence and fosters a growth mindset within each of his students.

First, he hones in on the talents of students and provides them with the necessary means to develop them.
Lawrence, the amazingly talented pianist, believes he isn’t cool enough to be in the band, but Mr. S. assures
him that this is not the case. We see Lawrence’s confidence grow throughout the film and he willingly accepts
the new nickname “Mr. Cool.”

Second, Mr. S. demonstrates that teamwork can make the dream work. The students and Mr. S. depend on each
other and encourage one another in times of need. On the day of the performance, the students rally together to
leave school and pick up Mr. Schneebly from his apartment. In this scene, Freddy uses Mr. Schneebly’s own
words as a form of encouragement, “We’re on a mission. One great show to change the world.” Each of the
students recognizes that they play an integral role in the success of the performance.

5) Inquiry and Innovation

Mr. Schneebly fosters an environment where creativity is not only encouraged, but also welcomed. For
instance, when it becomes known that Zack wrote lyrics, Mr. Schneebly is the first one to help him transform
these lyrics into a song. Mr. Schneebly also teaches Zack new techniques on the electric guitar.

6) Feedback and Revision

Mr. Schneebly provides feedback for his students to improve their work. For example, he suggests Zack change
the lyrics in his song from “Rock has no reason / Rock has no rhyme” to “Rock got no reason / Rock got no
rhyme” (School of Rock). Similarly, he urges his students to reconsider traditional forms of assessment,
including number grades. It is evident that he challenges their notion of what doing well in school actually
means when he warns, “Summer, if you grade-grub one more time, I will send you back to the first grade, you
got it?” (School of Rock).

7) Publicly Presented Product

Finally, the School of Rock performs their number in front of a large crowd that includes their parents and
principal at the Battle of the Bands. They are praised by the crowd, which serves as a form of reinforcement
that their hard work has paid off.

Impact on Student Learning and Motivation

There is no doubt that PBL has the ability to promote self-confidence, strengthen problem-solving skills, and
encourage self-directed learning. MacKinnon (1999) suggests that the skills students develop through PBL can
be advantageous in their future studies and, ultimately, in their careers. It is important to note that the success of
PBL relies on good instruction, as teachers can foster skills to build a student’s confidence and character. Mr.
Schneebly's passion for music is contagious and he instills this passion within his students to achieve excellence
in their project.
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https://www.goconqr.com/slide/3366431/putting-project-based-learning-into-practice

Step 1: The Problem

In a typical Problem-Based Learning process, the teacher presents an open case to the class. A good example
would be:

A woman with type AB blood gives birth to a child with blood type O. Six years later she gives birth to a second
type-O child.

This case appears to contradict Mendelian inheritance, which the students will be obliged to thoroughly review,
but it also demands that they examine of meiosis, gametogenesis, fertilization, and early development in order
to propose some credible explanatory mechanisms.

Step 2: Brainstorm
The next step involves a brainstorm process that includes the whole classroom. In that process, students will
come up with facts (what they know), ideas (related thoughts and hypotheses), learning issues (what they need
to know more about) and actions (what they need to do). Here is where GoConqr comes into play as its mind
mapping tool is the perfect resource to structure this brainstorming process in a coherent and visually
compelling way.
Step 3: Create Groups
Next, students should break up in small groups of 4 or 5 in order to do some research and move towards a
common solution. GoConqr can easily facilitate this kind of collaboration through its Study Groups option,
which offers a number of functions that foster collaborative learning, such as discussion threads, polls, group
analytics and resource sharing.

Step 4: Presentation
Finally, a project-based learning process finishes with a group presentation in which students must sum up their
learning. GoConqr’s Slides are perfect for this. The Slide maker tool offers a great variety of pre-designed
templates that allow for the inclusion of media elements to support their findings such as videos, images, mind
maps, flashcards, notes and quizzes.
Step 5: Common Problems
In a case study carried out by the Georgia Institute of Technology, most issues related to project-based learning
boil down to student freedom. Students’ rates of progression may seem slow. Some students might even
struggle to stay on-target. In addition, teachers unfamiliar with PBL might lose confidence and feel they are no
longer in charge of students’ learning.
In order to tackle these common problems, teachers must monitor the progress of each study group so they can
intervene if and when necessary.That intervention can take several forms. For instance, they could start a
discussion thread or drop hints by sharing study resources. In the previous example, the teacher could share a
deck of flashcards about meiosis so students realise they have to increase their focus on that area.

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https://www.goconqr.com/note/2167449/project-based-learning-tree-i-d-

Tree I.D.
Tree ID is a learning concept that was conducted at a Trail School in Pennsylvania using the Project Based
Learning model. In this Note I am going to show you how the students were introduced to the concept and the
tasks they subsequently carried out using Project Based Learning.

Step 1:
Students were told that they were going to be broken up into teams and instructed to conduct research into the
types of leaves they found in the area around their school. Each team of 5 students was given a laptop so that
they could conduct research into the types of leaves they came across. The recorded this data using e-learning
tools just like the ones here on ExamTime.

Step 2:
Students were brought on a nature walk around their school. When they came across various leaves, they used
their laptops to research the leaves and document their findings in Note form until they got back to the
classroom. Once back at the classroom, students documented their findings and stored them using Flashcards.

Step 3:
Once the students had documented their findings, they presented their work using Mind Maps and Flashcards to
their classmates. Their classmates had to take notes as they were tested on what was presented to them
afterwards. An example of how these Quizzes can be conducted is set out to the right with this Quiz being
timed and containing multiple choice questions.

Types of Leaves Quiz

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https://www.tp.edu.sg/centres/learning-academy/pbl

Problem-based Learning at TP
Welcome to the Temasek Polytechnic Site for Problem-based Learning

This website provides information on Temasek Polytechnic's Problem-based Learning (PBL) practices, and also
offers a glimpse of development in PBL at Temasek Polytechnic (TP). TP is the pioneer of Problem-based
Learning in institutes of higher learning in Singapore having implemented it in 1998.

Purposes of TP PBL Site

This is intended as an educational site providing information on PBL resources and happenings that may be
useful for the professional development for TP staff as well as the wider PBL community.

TP PBL Framework

Different educational institutions have adopted PBL using a variety of implementation approaches. At TP, we
have adopted a 7-stage PBL process where students work through a PBL problem in these stages using a
thinking template known as FILA (an acronym for the categories of Facts, Ideas, Learning Issues and Action
Plan). A snapshot of this is provided below, while details on FILA can be found here.

What Our Students Say About PBL at TP:

2nd year PBL learners from ASC:

 "With PBL, we get to learn to research by ourselves to find the information we need. The process of
doing it ourselves helps us to understand better."
 "PBL allows one to brush up on team skills, yet shows us the importance of working independently."
 "I like PBL because it relates to what our situation will be like in future when we work in industry. It
also requires problem-solving skills, enhances our thinking skills; it’s more challenging, but also more
effective!"
 "In PBL, I enjoy the chance to be creative and come out with our own ideas without depending only on
lecture notes."
 "I really like being given room to explore on our own and at our own pace, it helped me to plan and
manage my time better."
What Our Alumni Say About PBL at TP:

ASC graduate (currently working as a medical technologist at a hospital):

"Knowing the PBL Process has really helped me a lot at work. Through PBL, we learnt that one problem may
have more than one root cause. It is important that we identify the correct root cause in order to solve the
problem and stop it from recurring. In my workplace, when there are problems with the analysers, patient
complaints, or stock inventory problems, we are able to identify what starts the chain of error and possibly stop
the problem from re-occurring.”

BUS graduate (currently working as a financial manager, global marketing operations):

"PBL has helped me improve my current skills for my job; it taught me how to frame a problem so that I
understand it better –to find out what’s really the issues and what are possible solutions that will help to resolve
the issues.

PBL also taught me a systematic framework called FILA – Facts, Ideas, Learning Issues, Action Plan – the
framework helps me to structure my problem in a logical way and find appropriate solutions to issues. It’s also
taught me how to research in a very structured way and analyse data find solutions.”

What Our Facilitators Say About PBL at TP:

BUS lecturer teaching Professional Communication Skills:

 "I I feel my subject really lends itself to PBL, because the content is constantly evolving, and using
PBL, the student can uncover information from many different sources. Using PBL frees us up, we
don’t have to be limited to just one textbook. I always find that textbooks get obsolete after some time
as things change so fast. I think I would feel as if I short-changed my students if I was bound to one
textbook."
 "For PBL, the students need to give their opinion on their final answer, and need to trust themselves,
and to take ownership of their own answer, instead of looking to the tutor to give her approval."

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https://www.tp.edu.sg/centres/learning-academy/pbl#tab5

Get Started with PBL

This section presents some PBL resources for you to get started with PBL.

Videos

To find out more about the PBL process, view the PBL Process in Action videos which show a group of
students working with a tutor-facilitator through a PBL unit.


 Stage 1: Introducing Members; Ground Rules and Expectations

Group introduces members; sets ground rules; norms expectations of PBL students and tutor.

Stage 2: Identifying the Problem

Group identifies the facts of the problem; summarises the gist of problem.

Stage 3-5: Idea generation, Learning Issues and Self-directed learning

Group generates possible ideas, explanations or hypotheses to understand or solve the problem. Group
determines what needs to be learnt in order to solve or explain the problem. The group then seeks,
selects and summarises relevant information.

Stage 6: Synthesising and Developing the Solution

After research, group learns and applies the knowledge in order to develop a solution for the problem.

Stage 7: Group and Self Reflection

Group conducts self and group reflection on problem solving skills, self-directed learning skills,
solution, learning of new knowledge and tutor facilitation skills.
Templates

The FILA template is the thinking tool suggested for use in PBL in TP. The template helps students to think
through and identify what they would need to establish before they start to search for a solution to the problem.

General FILA Chart Descriptors

Sample 1 - Mouldy Bread Problem

Andy bought a loaf of bread from his neighbourhood bakery, Yummy Bakes, but upon reaching home,
discovered small dark green specks of mould on it. He goes back to Yummy Bakes to get a refund, but Yummy
Bakes refuses, insisting the bread was freshly made.
Andy is now wondering what has caused the mould to grow, and what he can do about the situation.

Note: The problem scenario and completed FILA chart shown here are for illustration only and have been
developed for purposes of professional development.

Problem Scenarios

These are sample problem scenarios which are linked to the general learning outcomes of a particular PBL
subject.

Sample 1 - Mouldy Bread Problem

Andy bought a loaf of bread from his neighbourhood bakery, Yummy Bakes, but upon reaching home,
discovered small dark green specks of mould on it. He goes back to Yummy Bakes to get a refund, but Yummy
Bakes refuses, insisting the bread was freshly made.
Andy is now wondering what has caused the mould to grow, and what he can do about the situation.

Completed FILA chart of the problem:

Sample 2 - Engineering Problem

Your friend is a teacher at a college. He complains that his students tend to sleep during lectures, and asks you
to make a device to check if they are sleeping. The lectures have 200 students, all of whom are required to wear
name tags.
Do a prototype of your suggested device for your friend.

Sample 3 - Law Problem

Your auntie Bee's neighbour keeps a pet rooster. Lately it has been making so much noise early in the morning
that she cannot sleep. This is affecting her health, and her work too. She has complained, but her neighbour is
not helpful at all.
She asks you, as a paralegal student, whether she can legally do anything to force her neighbour to get rid of her
rooster. She says, "It is a real nuisance!"

Note: The problem scenarios and completed FILA chart shown here are for illustration only and have been
developed or modified for purposes of professional development. Sample 3 has been adapted from a problem
scenario used by TP’s Diploma in Law & Management.

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https://www.slideshare.net/vlambri/six-simple-steps-to-pbl-presentation
â
Six Simple Steps To Pbl
 1. 1. Six Simple Steps Integrating Technology into Project Based Learning Presented by Maria DeSimone
Prepared by Lia Lambrides & Denise Lewis NYC DOE Region 7 Technology Staff Developers
November, 2006
2. 2. Why teach with Project Based Learning? <ul><li>Teach to the standards </li></ul><ul><li>Engage
students with real-world scenarios </li></ul><ul><li>Focus on meaningful and essential understanding
</li></ul><ul><li>Support basic literacy skills </li></ul><ul><li>Evaluate with high quality
assessments </li></ul><ul><li>Engage all students in purposeful collaboration </li></ul><ul><li>Use
technology to enhance teaching and learning </li></ul><ul><li>Create projects that teachers can
recreate. </li></ul>
3. 3. Step One: Define the Problem <ul><li>Clearly define topic </li></ul><ul><li>Brainstorm
</li></ul><ul><li>State topic as a question </li></ul><ul><li>Develop appropriate keywords
</li></ul><ul><li>Identify prior knowledge on topic </li></ul>Reasons For Immigration Economic
Religious Political
4. 4. Step Two: Plan Strategies <ul><li>Designate and define students’ roles
</li></ul><ul><li>Determine final multimedia product </li></ul><ul><li>Create timeline for research
process </li></ul><ul><li>Develop rubric for evaluation of process and product
</li></ul><ul><li>http://rubistar.4teachers.org/index.php?&screen=ShowRubric&rubric_id=1342455&
</li></ul>Speaker Writer Illustrator Researcher Week One Brainstorm Define Roles Review Rubric
5. 5. Step Three: Find Information <ul><li>Define type of information needed </li></ul><ul><li>Assess
the validity of information </li></ul><ul><li>Identify various sources of data
</li></ul><ul><ul><li>Online databases for full text articles
</li></ul></ul><ul><ul><li>Encyclopedia information </li></ul></ul><ul><ul><li>Primary resources
</li></ul></ul><ul><ul><li>Multimedia files </li></ul></ul><ul><ul><li>Maps and global images
</li></ul></ul>
6. 6. Step Four: Use information <ul><li>Take notes effectively with Digital Index Cards
</li></ul><ul><li>Question </li></ul><ul><li>Synthesize information in a format applicable to the
final product (audio file, photos, text draft, charts, etc.) </li></ul><ul><li>Cite resources
</li></ul><ul><ul><li>easybib.com </li></ul></ul><ul><ul><li>Citationmachine.net </li></ul></ul>
7. 7. Step Five: Build the Product <ul><li>Define media to be used </li></ul><ul><li>Edit and revise
drafts </li></ul><ul><li>How will I show my results </li></ul><ul><li>Storyboard </li></ul>
8. 8. Step Six: Share Final Product & Evaluate <ul><li>Produce and present product for select audience
</li></ul><ul><li>Evaluation by peer review, audience feedback, and teacher’s rubric
</li></ul><ul><li>(show audience survey, rubric, been responses) </li></ul>

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https://www.experientiallearningdepot.com/blog/project-based-learning-in-7-easy-steps
Experiential learning resources for the innovative educator
Project-Based Learning in 7 Easy Steps
I have been on a project-based learning posting spree this summer in hopes of inspiring some movement in that
direction. Up to this point I've written a post on each specific component of PBL, the benefits, tips and trick and
now the "how to". For those of you gearing up for the upcoming school year, consider adding project-based
learning to your curriculum. Start strong right away in the fall! For those of you that do year-round school,
unschooling, world schooling, outschooling, and every other type of "schooling" it's never too late to start PBL.
All you need is the right tools and the confidence. This post will give you that confidence, as will time,
consistent reflection, and willingness to adapt and modify as you go.

Not long ago my children and I got on a cheese-making kick. It all started from a simple question: "Where does
cheese come from, Mom?" We hit up the library, took a look at children's books on the subject, checked out
some cheese-making cookbooks, met with a cattle farmer, visited a creamery, and even got to meet a one-day-
old calf. My son learned about the process of turning milk into cheese. He learned about the properties of milk
and how heat and time impact the outcome of the cheese. The number of concepts involved in an activity like
this is endless and could be modified for all learners of all ages and skill levels if PBL is the approach. After
gathering information we made cheese, failed, adjusted, and made more cheese, a learning experience in itself.
My daughter and I used the cheese that we made to make cannolis and pizza, which we served at a community
gathering.

This is project-based learning - asking a question, learning through experience, creating an authentic final
product and sharing that information with a real-world, relevant audience. A simple question led to a full blown
PBL experience for a 5 and 2-year-old. I have spent the past 10 years applying this same concept with middle
and high school students. Project-based learning works for everyone. That is one reason I stand by it. I am an
advocate for integrated, community-based, authentic, experiential learning opportunities for all. Project-based
learning encompasses all four.

Introducing Student-Led Project-Based Learning

If you are homeschooler, a teacher doing an entire course on passion projects, an authentic project-based
educator, etc., where you have flexibility to give your students choice in subject and topic, your first step will
be to begin to understand EACH student and who they are as individuals - their interests, goals, long-term
pathway, skills, strengths, hopes and dreams, etc. - to help them develop and design personalized projects.
Students ask the question and design their own projects based on their interests.

You can learn about your students in a variety of ways. I have each of my students do a personal learning plan
that includes goals, interests, project-ideas, etc. You can also have students start with an interest survey. Check
out my free download here. After students have shared interests and brainstormed project topic ideas, move
onto the steps written below.

For subject-based instructors that do not have the flexibility to allow students to choose their own topics, you
can choose the main ideas for them. Students design their projects around that given topic. I teach seminars
throughout the year on specific subjects. These content specific seminars are still project-based. I choose the
project topics, my students choose how they will gather information, demonstrate learning, and share new skills
and knowledge. This allows students to take something that is subject-specific and make it multidisciplinary.
Once a topic has been established, your students will go through the following steps, and you will facilitate the
process.

Project-Based Learning in 7 Steps

Once students have a project topic, whether determined by the teacher or the student, continue on with the
following steps. An important thing to note is that these steps don't necessarily have to go in this order. Step
one is an important first step, but the others may overlap.

Step 1: Project Design

My own children went to storytime at the local library. One of the books was about how cheese comes from
milk. My son wondered how to make cheese from cow's milk, the driving question, and a project was born.

At this time students will complete a project proposal which includes a driving question, research categories or
questions, a final product plan, a community expert plan, and an authentic presentation plan. You can all of this
and more from my Project-Based Learning Toolkit. This kit includes all templates essential for implementing
project-based learning on any topic.

If you choose to have students create their own assessments, this is a great time for them to do that. Check out
last week's post on student-led assessments.

Take a look at PBL rubrics available in my store including self-generated.

Step 2: Research, Collaborations, and Learning Activities

After making a project plan we (me mostly, as my son is 5) researched how to make cheese from cow's milk. We
went to the library to check out more books and took home some cookbooks with cheese recipes. We attended a
community event for children where he was able to talk directly with a farmer AND meet her one-day old
calves. He talked with several chefs about different kinds of cheese and how the cooking process differs among
them. Finally, we made several rounds of cheese together.
Once students have a project proposal completed and approved by you or an approval committee they can begin
their research. An approval committee is a small group of teachers/students/community members, etc. that
approves projects. The purpose of this is a greater flow of ideas from various perspectives.

Project research will be on the driving question and categories and/or questions written in student project
proposals. Set aside PBL time for students to work freely on this research.

At this time, student-led project-based learners and you, the facilitator, will find and contact community experts
and arrange for interviews, meetings, shadowing experiences, etc. Learners would work with their community
experts in any number of ways either inviting those experts into the classroom or meeting with those experts
outside of the school walls or home. If you are able to bring your students to the source, wonderful. If not, bring
the source to you!
Students will also take this time to review a variety primary resources such as books, publications, articles, and
more, as well as participate in community events or activities that would deepen understanding of the topic.
One of the major roles of a project-based educator is to organize authentic learning experiences relevant to the
project topic at hand.

For tips and tricks on using the community as a resource in PBL, go back to this post.
Step 3: Progress Evaluations
Throughout the project process students will self-assess and peer-assess using a generic project assessment or
the student-generated assessment. As I said earlier, I typically stick with rubrics. You can organize this process
in a variety of ways. One option is to outline checkpoints, times at which students will self and/or peer assess.
You could also have regular project circles, which is when the whole group gets together to share progress and
offer feedback and suggestions to each other.

You can also ask that community experts involved in the project assess student progress periodically. Invite
them to walk the room during designated PBL time. They offer an authentic lens. You can also organize
student/teacher check-ins throughout the project process as well.
Step 4: Authentic Final Product Assembly
Making cheese and creating a video tutorial on the experience will take more time and effort than putting
together a poster board on how to make cheese. Students would have to actually make the cheese, get it on
video, edit the footage, and make a professional final product to be shared with the community. Give students
ample class time to work on creating high quality final products. Peruse the room offering consistent feedback
as they work. My children and I made cheese, several rounds of it because we didn't get ideal results the first
few times. We also made recipes with our cheese, pizza and cannolis, and assembled platters for serving
samples.

If you go back to earlier posts in my project-based learning series you will find several that mention authentic
final products. This is how students assemble information and demonstrate learning. It might be a blog, an
advertisement, a documentary, photojournal, etc. For more details on final products check out Key Elements to
Project-Based Learning. You can also check out my post 100 Final Product Ideas for Project-Based Learners
for final product ideas.

Students can begin creating their final products at any point in the project process. If the final product is
authentic, which it should be in order to be considered project-based, creating the final product will take some
time.

Step 5: Authentic Presentations

My children shared their cheese making experience, along with samples of the cheese that they made and
recipes they made using their cheese, at a neighborhood event.

One element of project-based learning that separates it from other teaching approaches is the authentic
presentation piece. In short, an authentic presentation is one where students share their new skills and
knowledge with an audience that is relevant and can benefit in some way from the information or the final
product itself. For details on this go back to my post on Authentic Learning.

Once students have completed their projects and assembled their final products, they can share that product or
information with their authentic audience.
Step 6: Reflections
After students give their authentic presentation they will write a final reflection. The reflection piece is critical.
They will not only look back on the content and what they've learned, but the experience in itself. They will
analyze their own strengths and weaknesses throughout the process and build on that moving forward.

My project-based learning bundle and toolkit both include a reflection template. Scroll down for links.
Step 7: Final Evaluations
Once students have completed projects, presented to an authentic audience, and reflected on the experience,
they will present to you, the class, and if you wish, their community experts. Audience members can provide
feedback and if you wish, you may complete their final rubric at this time.

I prefer to meet separately with each student after their presentations to go over their rubrics one-on-one. The
students bring a self-evaluated rubric and their reflection to the meeting. We go over it together, determine
credit, and make goals for the next project.