This link has been bookmarked by 136 people . It was first bookmarked on 02 Dec 2015, by Lucas Steier.
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18 Oct 16
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PBL is gaining in popularity, but it’s not being done particularly well in many schools
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But they left the training believing that the underlying goal is to cover standards by cleverly posing a problem for students that teachers can already answer.
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This is no one’s fault. Education continues to operate in a ‘safe’ zone where standards and pre-ordained outcomes predominate
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PBL is designed to break students out of the box of conventional thinking by having them engage the world, exceed standards, and deliver creative solutions to authentic issues
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But that also means settling for staying inside the lines of the current system of teaching and learning. Continuing the obsessive focus on the ‘right’ standards, accepting vague simulations of critical thinking, and applauding students who deliver a bulleted list of talking points via PowerPoint presentations does not lead to transformation.
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See PBL as a mind shift, not a method
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start with a challenge that excites students.
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that’s the time to return to linear mode: What standards will students learn, and how?
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How can we prevent climate change?’ encourages in-the-box thinking and a laundry list of suggestions drawn from the internet.
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PBL offers a learning experience that seamlessly blends core concepts, key facts, reflective thinking, careful judgment, and skillful application of knowledge
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Helping young people become open, curious adults
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03 Oct 16
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09 Aug 16
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05 Aug 16
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24 Jun 16
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03 Apr 16
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29 Mar 16
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18 Mar 16
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27 Feb 16
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26 Feb 16
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23 Feb 16lc723614
project based learning in schools
projectbasedlearning education project-based learning MindShift
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Lisa Walker
How to Make Sure That Project-based Learning is Applied Well in Schools https://t.co/ssD7cd1OMC #edchat #pblchat https://t.co/n4Jiuxo2YE
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22 Feb 16
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21 Feb 16
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20 Feb 16beckymalecha
This article gives support to Project Based Learning (PBL) and motivates me to do this more and better in my classroom by highlighting 5 ways to design projects that really matter.
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the basics of PBL: Design a problem around standards; put student in groups; and plan an exhibition. But they left the training believing that the underlying goal is to cover standards by cleverly posing a problem for students that teachers can already answer. They hadn’t been instructed—or inspired—to practice the breakthrough kind of learning that PBL promises—the kind that leads to greater personalization, innovation, design thinking, self-directed learning, and, most critically, the kind of wisdom required in today’s world rather than the 1950’s.
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simple way to say it is this: Problem based learning teaches to the standards; PBL teaches students to apply the standards.
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The way out of the box is to encourage teachers to let go, take risks, live with uncertain outcomes—and design projects that matter.
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See PBL as a mind shift, not a method.
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Put challenge first.
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Teachers see standards as a helpful guide and organizer, but orienting to standards alone is dispiriting; they are not the grail we seek.
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Once the human mind sees a list, it’s in check-off mode. Instead, start with a challenge that excites students. Daydream. Muse. Envision students’ faces at the end of the project. Once the vision and intention is fixed—and a teacher feels the challenge—that’s the time to return to linear mode: What standards will students learn, and how?
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Get a lot better at Driving Questions.
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Turn skills and content into one conversation.
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Also, 21st century skills still feel the tailwind from the past. Generally, skills are taught as an add-on to content. The goal is to define a third way that paints a fully realized, blended picture of knowing and doing. PBL offers a learning experience that seamlessly blends core concepts, key facts, reflective thinking, careful judgment, and skillful application of knowledge—all of which coalesce into a solution to a meaningful problem.
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Coach for openness.
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A meaningful project taps into a student’s—and a teacher’s—desire to engage in purposeful work
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Simply put, good coaching can push the permanent learning button.
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19 Feb 16
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16 Feb 16
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The way out of the box is to encourage teachers to let go, take risks, live with uncertain outcomes—and design projects that matter.
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See PBL as a mind shift, not a method. PBL offers a great structure for problem solving
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PBL gives us a path forward out of the industrial past and into a world that requires a deep set of attitudes and skills necessary for navigation.
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PBL teachers should be mission-driven,
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Put challenge first. Obviously, standards need to be addressed. That’s why starting a project plan by listing standards to be taught has become conventional advice from today’s PBL top trainers.
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but orienting to standards alone is dispiriting; they are not the grail we seek.
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start with a challenge that excites students. Daydream. Muse. Envision students’ faces at the end of the project.
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Get a lot better at Driving Questions. In general, PBL experts do not show teachers how to write great Driving Questions, nor is it well understood that the question or the problem is the high leverage key to deeper learning.
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Instead, ‘How can we, as 7th graders facing severe climate issues in adulthood, use data to effectively lobby our community about the dangers of climate change?’ forces students to grapple with core, authentic issues around the topic of climate change:
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Bill Powers
Consider #pbl a mind shift, not a method- | MindShift #spslearning https://t.co/pv5RBfBUeT
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Benjamin Churchill
How to Make Sure That Project-based Learning is Applied Well in Schools https://t.co/ssD7cd1OMC #edchat #pblchat pic.twitter.com/n4Jiuxo2YE
— MindShift (@MindShiftKQED) February 15, 2016 -
15 Feb 16
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The way out of the box is to encourage teachers to let go, take risks, live with uncertain outcomes—and design projects that matter. Enter the world as it is at this time—as a place of wide open spaces and immense needs. Invent and deliver projects that retain the full power of PBL and, in the process, push education forward to meet its mid-century destiny.
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For example, a typical question such as ‘How can we prevent climate change?’ encourages in-the-box thinking and a laundry list of suggestions drawn from the internet. That’s more coverage. Instead, ‘How can we, as 7th graders facing severe climate issues in adulthood, use data to effectively lobby our community about the dangers of climate change?’ forces students to grapple with core, authentic issues around the topic of climate change: Who do we believe? Why? How do we educate ourselves? How do we change attitudes?
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The goal is to define a third way that paints a fully realized, blended picture of knowing and doing. PBL offers a learning experience that seamlessly blends core concepts, key facts, reflective thinking, careful judgment, and skillful application of knowledge—all of which coalesce into a solution to a meaningful problem. In life and learning, skills and strengths now assume a role equal to or paramount to content acquisition. Identifying and verbalizing that new definition of rigor is central to overcoming the argument about lack of ‘wisdom.’
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PBL offers amazing opportunities to go for the real gold in education: Helping young people become open, curious adults.
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A meaningful project taps into a student’s—and a teacher’s—desire to engage in purposeful work.
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11 Feb 16tamamski
It's not uncommon to see popular education strategies become muddied by people who don't understand them well.
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09 Feb 16Cory Spencer
PBL resource and research including teaching stories, growth mindsets and teaching strategies.
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But it should also be a warning to PBL advocates. PBL is gaining in popularity, but it’s not being done particularly well in many schools.
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05 Feb 16
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02 Feb 16
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25 Jan 16Gerry Solomon
"PBL is designed to break students out of the box of conventional thinking by having them engage the world, exceed standards, and deliver creative solutions to authentic issues. A simple way to say it is this: Problem based learning teaches to the standards; PBL teaches students to apply the standards."
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23 Jan 16
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17 Jan 16
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13 Jan 16Beth Swantz
#PBL as mindset https://t.co/pJ8qiE8nU4 Thoughts @shfarnsworth @MisterCMaine #pblchat
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12 Jan 16
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Daydream. Muse. Envision students’ faces at the end of the project. Once the vision and intention is fixed—and a teacher feels the challenge—that’s the time to return to linear mode: What standards will students learn, and how?
-
Get a lot better at Driving Questions.
-
nor is it well understood that the question or the problem is the high leverage key to deeper learning.
-
‘How can we prevent climate change?’ encourages in-the-box thinking and a laundry list of suggestions drawn from the internet. That’s more coverage. Instead, ‘How can we, as 7th graders facing severe climate issues in adulthood, use data to effectively lobby our community about the dangers of climate change?’ forces students to grapple with core, authentic issues around the topic of climate change:
-
Helping young people become open, curious adults. A meaningful project taps into a student’s—and a teacher’s—desire to engage in purposeful work.
-
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10 Jan 16
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09 Jan 16Jonathan Wylie
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Teaching Strategies
How to Make Sure That Project-based Learning is Applied Well in Schools
(iStock) -
08 Jan 16
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07 Jan 16
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05 Jan 16
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04 Jan 16
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They hadn’t been instructed—or inspired—to practice the breakthrough kind of learning that PBL promises—the kind that leads to greater personalization, innovation, design thinking, self-directed learning, and, most critically, the kind of wisdom required in today’s world rather than the 1950’s.
-
The way out of the box is to encourage teachers to let go, take risks, live with uncertain outcomes—and design projects that matter.
-
Instead, start with a challenge that excites students. Daydream. Muse. Envision students’ faces at the end of the project. Once the vision and intention is fixed—and a teacher feels the challenge—that’s the time to return to linear mode: What standards will students learn, and how?
-
how to write great Driving Questions, nor is it well understood that the question or the problem is the high leverage key to deeper learning.
-
PBL offers a learning experience that seamlessly blends core concepts, key facts, reflective thinking, careful judgment, and skillful application of knowledge—all of which coalesce into a solution to a meaningful problem
-
Helping young people become open, curious adults
-
From shared purpose flows a natural, engaged, caring, relationship where feeling, emotion, and respectful conversation become a central tool for opening the mind to intellectual work and a desire for further inquiry.
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01 Jan 16
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31 Dec 15
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30 Dec 15
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29 Dec 15
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28 Dec 15
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24 Dec 15
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23 Dec 15
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22 Dec 15
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21 Dec 15
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19 Dec 15
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18 Dec 15
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13 Dec 15
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11 Dec 15
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Justin Mark
It's not uncommon to see popular education strategies become muddied by people who don't understand them well.
-
10 Dec 15
-
-
A simple way to say it is this: Problem based learning teaches to the standards; PBL teaches students to apply the standards.
-
See PBL as a mind shift, not a method.
-
Once the vision and intention is fixed—and a teacher feels the challenge—that’s the time to return to linear mode: What standards will students learn, and how?
-
Turn skills and content into one conversation
-
Generally, skills are taught as an add-on to content. The goal is to define a third way that paints a fully realized, blended picture of knowing and doing. PBL offers a learning experience that seamlessly blends core concepts, key facts, reflective thinking, careful judgment, and skillful application of knowledge—all of which coalesce into a solution to a meaningful problem
-
Coach for openness.
-
A meaningful project taps into a student’s—and a teacher’s—desire to engage in purposeful work. From shared purpose flows a natural, engaged, caring, relationship where feeling, emotion, and respectful conversation become a central tool for opening the mind to intellectual work and a desire for further inquiry.
-
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09 Dec 15Elizabeth Wargo
How to Make Sure That Project-based Learning is Applied Well in Schools https://t.co/FQIO4bGOyt @ianhoke
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08 Dec 15
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07 Dec 15
-
06 Dec 15
-
But they left the training believing that the underlying goal is to cover standards by cleverly posing a problem for students that teachers can already answer.
-
BL is designed to break students out of the box of conventional thinking by having them engage the world, exceed standards, and deliver creative solutions to authentic issues
-
Problem based learning teaches to the standards; PBL teaches students to apply the standards.
-
accepting vague simulations of critical thinking, and applauding students who deliver a bulleted list of talking points via PowerPoint presentations does not lead to transformation.
-
The way out of the box is to encourage teachers to let go, take risks, live with uncertain outcomes—and design projects that matter
-
Teachers see standards as a helpful guide and organizer, but orienting to standards alone is dispiriting; they are not the grail we seek.
-
Once the vision and intention is fixed—and a teacher feels the challenge—that’s the time to return to linear mode: What standards will students learn, and how?
-
nor is it well understood that the question or the problem is the high leverage key to deeper learning.
-
‘How can we prevent climate change?’ encourages in-the-box thinking and a laundry list of suggestions drawn from the internet
-
How can we, as 7th graders facing severe climate issues in adulthood, use data to effectively lobby our community about the dangers of climate change?’
-
-
05 Dec 15
-
04 Dec 15fabiola_ibs
It's not uncommon to see popular education strategies become muddied by people who don't understand them well.
-
-
See PBL as a mind shift, not a method.
-
-
03 Dec 15Tony Borash
Useful PBL breakdown "How to Make Sure That Project-based Learning is Applied Well in Schools" #education #alpcoach https://t.co/rfPuyb5MN0
— Gaynell Lyman (@gjlyman) December 2, 2015 -
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By Thom Markham
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Education continues to operate in a ‘safe’ zone where standards and pre-ordained outcomes predominate.
-
PBL is designed to break students out of the box of conventional thinking by having them engage the world, exceed standards, and deliver creative solutions to authentic issues.
-
Why would we not settle for highly constrained problem-based PBL? Isn’t it enough to have a bit more student-oriented problem solving in classrooms than ten years ago? Maybe. But that also means settling for staying inside the lines of the current system of teaching and learning. Continuing the obsessive focus on the ‘right’ standards, accepting vague simulations of critical thinking, and applauding students who deliver a bulleted list of talking points via PowerPoint presentations does not lead to transformation.
-
The way out of the box is to encourage teachers to let go, take risks, live with uncertain outcomes—and design projects that matter. Enter the world as it is at this time—as a place of wide open spaces and immense needs.
-
See PBL as a mind shift, not a method.
-
PBL teachers should be mission-driven, fueled by a sense of urgency and contribution.
-
Once the human mind sees a list, it’s in check-off mode.
-
Once the vision and intention is fixed—and a teacher feels the challenge—that’s the time to return to linear mode: What standards will students learn, and how?
-
Get a lot better at Driving Questions.
-
BL advocates assure doubters that PBL teaches academic content. And it does—but in depth, not quantity. It’s time to own that little sidestep.
-
PBL offers a learning experience that seamlessly blends core concepts, key facts, reflective thinking, careful judgment, and skillful application of knowledge—all of which coalesce into a solution to a meaningful problem. In life and learning, skills and strengths now assume a role equal to or paramount to content acquisition.
-
A skillful PBL teacher does much more than teach, and PBL offers amazing opportunities to go for the real gold in education: Helping young people become open, curious adults.
-
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