Read the piece about successful school restructuring and remember this as a great reason for teachers to pursue PBL
This link has been bookmarked by 149 people . It was first bookmarked on 28 Apr 2008, by Gregory Louie.
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20 Oct 19
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19 Oct 12
Sr. Rita KellerPBL summary of research to validate process
pbl research Education edutopia projectbasedlearning learning projects assessment
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20 Aug 12
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18 Aug 12
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British Math Study
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three-year
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A three-year
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three-year
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three-year
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secondary schools
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differences in understanding and standardized achievement data in mathematics.
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math problems
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Three times as many students at the project-based school received the top grade achievable on the national examination in math.
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Three times as many students at the project-based school received the top grade achievable on the national examination in math.
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Challenge 2000
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students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving.
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five-year study
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increased peer collaboration skills
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increased peer collaboration skills
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increased student engagement
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increased student engagement
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greater responsibility for learning
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greater responsibility for learning
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greater achievement gains by
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greater achievement gains
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low achievers.
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low achievers.
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Cognition and Technology Group
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a number of academic areas
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Co-nect
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mproved test scores in all subject areas
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if computers were used for drill or practice, they typically had a negative effect on student achievement. If they were used with real-world applications, such as spreadsheets, or to simulate relationships or changing variables, student achievement increased. Data were drawn from the samples of 6,227 fourth graders and 7,146 eighth graders.
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Wenglinsky found that if computers were used for drill or practice, they typically had a negative effect on student achievement. If they were used with real-world applications, such as spreadsheets, or to simulate relationships or changing variables, student achievement increased. Data were drawn from the samples of 6,227 fourth graders and 7,146 eighth graders.
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elementary schools
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Laptops
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Laptops
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impact of widespread use of laptop technology on teaching and learning.
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researchers have documented a shift from lectures and other teacher-centered forms of delivery to lessons that are more collaborative and project-oriented. Teachers, researchers note, become facilitators in project-oriented classrooms
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greater student engagement
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improved analytic abilities
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greater likelihood to apply high-order thinking skills.
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Successful School Restructuring
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Successful School Restructuring
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A five-year study
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engaged
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engaged in activities
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use disciplined inquiry.
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disciplined inquiry
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activities must have value beyond school
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School activities must have value beyond school.
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24 Jul 12
Gloria BeckerResearch shows the efficacy of an authentic form of education that expects students to immerse themselves in a topic and meaningfully demonstrate acquisition of skills and knowledge.
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22 Jul 12
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05 Jul 12
e sEvidence to support PBL in classrooms
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29 Jun 12
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27 Jun 12
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14 Jun 12
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A growing body of academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores
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Those benefits are enhanced when technology is used in a meaningful way in the projects.
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Jo Boale
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Challenge 2000
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Bill Penue
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increased student engagemen
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greater responsibility for learning
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increased peer collaboration skills
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greater achievement gains by students who had been labeled low achievers
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measure students' skills in constructing a presentation aimed at a particular audience.
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The Multimedia Project involves completing one to four interdisciplinary multimedia projects a year that integrate real-world issues and practices.
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A 1992 study of 700 students from eleven school districts in Tennessee found that students doing projects using videotaped problems over a three-week period performed better in a number of academic areas later in the school year.
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Educational Psychologist, 27 (3): 291-315.
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ROCKMAN ET AL
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10 Jun 12
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04 Jun 12
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03 Jun 12
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academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores. Those benefits are enhanced when technology is used in a meaningful way in the projects. Following are synopses of a range of studies on project-based learning
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effectiveness of computers in the classroom depended on how they were used
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researchers have documented a shift from lectures and other teacher-centered forms of delivery to lessons that are more collaborative and project-oriented. Teachers, researchers note, become facilitators in project-oriented classrooms, with students increasingly assuming the role of directors of their own learning
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greater student engagement, improved analytic abilities, and a greater likelihood to apply high-order thinking skills
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build on prior knowledge and allow them to apply that knowledge to new situations
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disciplined inquiry
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have value beyond school
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20 May 12
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02 May 12
shawncarlsonThe Motivation to Learn Begins with a Problem
In a problem-based learning (PBL) model, students engage complex, challenging problems and collaboratively work toward their resolution. PBL is about students connecting disciplinary knowledge to real-world problems—the motivation to solve a problem becomes the motivation to learn. -
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Beth LockhartRT @mrsd5107: PBL Research from @Edutopia http://t.co/SEp3jZ81 #5thchat
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27 Feb 12
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A growing body of academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores.
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Following are synopses of a range of studies on project-based learning:
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British Math Study
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The study by Jo Boaler, now associate professor of education at Stanford University, found that students at the project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula. Three times as many students at the project-based school received the top grade achievable on the national examination in math.
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Challenge 2000
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In a five-year study, researchers at SRI International found that technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving.
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Cognition and Technology Group
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A 1992 study of 700 students from eleven school districts in Tennessee found that students doing projects using videotaped problems over a three-week period performed better in a number of academic areas later in the school year.
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Laptops
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Since 1996, ROCKMAN ET AL, an independent research firm in San Francisco, California, has studied the impact of widespread use of laptop technology on teaching and learning.
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Through both observation and feedback from laptop-using teachers and students, researchers have documented a shift from lectures and other teacher-centered forms of delivery to lessons that are more collaborative and project-oriented. Teachers, researchers note, become facilitators in project-oriented classrooms, with students increasingly assuming the role of directors of their own learning.
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Successful School Restructuring
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A five-year study by University of Wisconsin-Madison researchers found that structural school reform works only under certain conditions:
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1. Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations.
2. Students must use disciplined inquiry.
3. School activities must have value beyond school. In their report, "Successful School Restructuring," the researchers at Wisconsin's Center on Organization and Restructuring of Schools found that even innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inquiry. Reseachers analyzed data from more than 1,500 elementary, middle, and high schools and conducted field studies in forty-four schools in sixteen states between 1990 and 1995.
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23 Feb 12
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15 Feb 12
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07 Feb 12
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31 Jan 12
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The study found that after multimedia technology was used to support project-based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other u
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30 Jan 12
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A growing body of academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores. Those benefits are enhanced when technology is used in a meaningful way in the projects
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Teamwork, technology, and hands-on work are important elements of project-based learning
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found that students at the project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula. Three times as many students at the project-based school received the top grade achievable on the national examination in math.
-
technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving
-
A 1992 study of 700 students from eleven school districts in Tennessee found that students doing projects using videotaped problems over a three-week period performed better in a number of academic areas later in the school year
-
effectiveness of computers in the classroom depended on how they were used
-
if computers were used for drill or practice, they typically had a negative effect on student achievement. If they were used with real-world applications, such as spreadsheets, or to simulate relationships or changing variables, student achievement increased.
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students conduct three-to-six-month-long studies of a single topic with an emphasis on learning by doing. After two years in the program, two of the three schools advanced from "well below average" to "well above the district average" on the Iowa Test of Basic Skills
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laptop-using teachers and students, researchers have documented a shift from lectures and other teacher-centered forms of delivery to lessons that are more collaborative and project-oriented
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Teachers, researchers note, become facilitators in project-oriented classrooms, with students increasingly assuming the role of directors of their own learning.
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that project-based instruction had increased since the introduction of the laptops in their classrooms.
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Among the many reported benefits of this project-based approach to learning are greater student engagement, improved analytic abilities, and a greater likelihood to apply high-order thinking skills
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1. Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations
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2. Students must use disciplined inquiry.
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3. School activities must have value beyond school
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rban and special needs school districts on statewide tests in reading, math, and writing achievement. T
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28 Nov 11
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18 Sep 11
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21 Jul 11
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06 Jul 11
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05 Jul 11
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13 Jun 11
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A growing body of academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores. Those benefits are enhanced when technology is used in a meaningful way in the projects. Following are synopses of a range of studies on project-based learning:
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01 May 11
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30 Apr 11
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18 Apr 11
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Successful School Restructuring
A five-year study by University of Wisconsin-Madison researchers found that structural school reform works only under certain conditions:
1. Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations.
2. Students must use disciplined inquiry.
3. School activities must have value beyond school. In their report, "Successful School Restructuring," the researchers at Wisconsin's Center on Organization and Restructuring of Schools found that even innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inquiry. Reseachers analyzed data from more than 1,500 elementary, middle, and high schools and conducted field studies in forty-four schools in sixteen states between 1990 and 1995.
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24 Mar 11
Betsy Morris"Research shows the efficacy of an authentic form of education that expects students to immerse themselves in a topic and meaningfully demonstrate acquisition of skills and knowledge."
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improve test scores
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the project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula
-
technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving
-
students doing projects using videotaped problems over a three-week period performed better in a number of academic areas later in the school yea
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emphasizes project-based learning and technology, improved test scores in all subject areas
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if computers were used for drill or practice, they typically had a negative effect on student achievement. If they were used with real-world applications, such as spreadsheets, or to simulate relationships or changing variables, student achievement increased
-
three-to-six-month-long studies of a single topic with an emphasis on learning by doing. After two years in the program, two of the three schools advanced from "well below average" to "well above the district average"
-
project-based instruction had increased since the introduction of the laptops in their classrooms
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23 Mar 11
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18 Mar 11
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03 Mar 11
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07 Jan 11
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05 Jan 11
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03 Jan 11
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01 Jan 11
Dominic BergeronStudies Validate Project-Based Learning
Education edutopia learning pbl research assessment projectbasedlearning
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Vicki DavisAn older article from 2001 (10 years a go now!) that discusses various research about the effectiveness of project based learning and the meaningful use of technology. On this new year, the question is have we really learned from this or are we still discussing how to do PBL ten years later?
education pbl projectbased learning projectbasedlearning fcbook
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30 Dec 10
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21 Dec 10
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15 Dec 10
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03 Nov 10
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02 Nov 10
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12 Sep 10
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In a five-year study, researchers at SRI International found that technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving.
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08 Sep 10
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25 Aug 10
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academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores. Those benefits are enhanced when technology is used in a meaningful way in the projects.
-
Three times as many students at the project-based school received the top grade achievable on the national examination in math.
-
outperformed non-technology-using students in communication skills, teamwork, and problem solving
-
increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.
-
basic math, word problems, planning capabilities, attitudes, and teacher feedback
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improved test scores in all subject areas over a two-year period
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by 26 percent
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effectiveness of computers in the classroom depended on how they were used.
-
if computers were used for drill or practice, they typically had a negative effect on student achievement
-
If they were used with real-world applications, such as spreadsheets, or to simulate relationships or changing variables, student achievement increased
-
reported benefits of this project-based approach to learning are greater student engagement, improved analytic abilities, and a greater likelihood to apply high-order thinking skills.
-
Successful School Restructuring
-
structural school reform works only under certain conditions:
-
1. Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations.
-
2. Students must use disciplined inquiry.
-
3. School activities must have value beyond school.
-
innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inquiry.
-
-
12 Aug 10
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30 Jun 10
cc omalleyIn a 1998 report, researchers note that three-fourths of the teachers who participated in a ROCKMAN ET AL survey reported that project-based instruction had increased since the introduction of the laptops in their classrooms. Among the many reported benefits of this project-based approach to learning are greater student engagement, improved analytic abilities, and a greater likelihood to apply high-order thinking skills.
In a five-year study, researchers at SRI International found that technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving. The Center for Learning in Technology researchers, led by Bill Penuel, found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.
The project conducted a performance assessment designed to measure students' skills in constructing a presentation aimed at a particular audience. Students from Multimedia Project classrooms outperformed comparison classrooms in all three areas scored by researchers and teachers: student content, attention to audience, and design. The Multimedia Project involves completing one to four interdisciplinary multimedia projects a year that integrate real-world issues and practices. -
25 Jun 10
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PBL Research Summary: Studies Validate Project-Based Learning
<!-- print authors -->Research shows the efficacy of an authentic form of education that expects students to immerse themselves in a topic and meaningfully demonstrate acquisition of skills and knowledge.
by Edutopia Staff
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Teamwork, technology, and hands-on work are important elements of project-based learning.
Credit: Edutopia
A growing body of academic research supports the use of project-based learning in schools as a way
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Teamwork, technology, and hands-on work are important elements of project-based learning.
Credit: Edutopia
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11 Jun 10
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Laptops
Since 1996, ROCKMAN ET AL, an independent research firm in San Francisco, California, has studied the impact of widespread use of laptop technology on teaching and learning. The focus of the firm's multiyear studies has been on dozens of public and private K-12 schools participating in a pilot laptop program sponsored jointly by the Microsoft and Toshiba corporations. Through both observation and feedback from laptop-using teachers and students, researchers have documented a shift from lectures and other teacher-centered forms of delivery to lessons that are more collaborative and project-oriented. Teachers, researchers note, become facilitators in project-oriented classrooms, with students increasingly assuming the role of directors of their own learning.
In a 1998 report, researchers note that three-fourths of the teachers who participated in a ROCKMAN ET AL survey reported that project-based instruction had increased since the introduction of the laptops in their classrooms. Among the many reported benefits of this project-based approach to learning are greater student engagement, improved analytic abilities, and a greater likelihood to apply high-order thinking skills.
Laptop-using students also performed better on a ROCKMAN ET AL-administered writing examination. The research firm did not, however, identify significant differences in the standardized test scores of laptop-using students. Researchers offered two possible explanations for the lack of significant improvement in this area: 1. Standardized tests are not designed to reflect the types of learning that laptops support. 2. Because the students had been using their laptops for less than two years, it might have been too soon to see noticeable gains in areas that are covered by standardized tests.
-
Laptops
Since 1996, ROCKMAN ET AL, an independent research firm in San Francisco, California, has studied the impact of widespread use of laptop technology on teaching and learning. The focus of the firm's multiyear studies has been on dozens of public and private K-12 schools participating in a pilot laptop program sponsored jointly by the Microsoft and Toshiba corporations. Through both observation and feedback from laptop-using teachers and students, researchers have documented a shift from lectures and other teacher-centered forms of delivery to lessons that are more collaborative and project-oriented. Teachers, researchers note, become facilitators in project-oriented classrooms, with students increasingly assuming the role of directors of their own learning.
In a 1998 report, researchers note that three-fourths of the teachers who participated in a ROCKMAN ET AL survey reported that project-based instruction had increased since the introduction of the laptops in their classrooms. Among the many reported benefits of this project-based approach to learning are greater student engagement, improved analytic abilities, and a greater likelihood to apply high-order thinking skills.
Laptop-using students also performed better on a ROCKMAN ET AL-administered writing examination. The research firm did not, however, identify significant differences in the standardized test scores of laptop-using students. Researchers offered two possible explanations for the lack of significant improvement in this area: 1. Standardized tests are not designed to reflect the types of learning that laptops support. 2. Because the students had been using their laptops for less than two years, it might have been too soon to see noticeable gains in areas that are covered by standardized tests.
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10 Jun 10
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09 Jun 10
susanne oerenResearch shows the efficacy of an authentic form of education that expects students to immerse themselves in a topic and meaningfully demonstrate acquisition of skills and knowledge.
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30 May 10
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24 May 10
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Challenge 2000
In a five-year study, researchers at SRI International found that technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving. The Center for Learning in Technology researchers, led by Bill Penuel, found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.
-
-
18 May 10
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The study by Jo Boaler, now associate professor of education at Stanford University, found that students at the project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula. Three times as many students at the project-based school received the top grade achievable on the national examination in math.
-
Laptop-using students also performed better on a ROCKMAN ET AL-administered writing examination. The research firm did not, however, identify significant differences in the standardized test scores of laptop-using students. Researchers offered two possible explanations for the lack of significant improvement in this area: 1. Standardized tests are not designed to reflect the types of learning that laptops support. 2. Because the students had been using their laptops for less than two years, it might have been too soon to see noticeable gains in areas that are covered by standardized tests.
-
School activities must have value beyond school. In their report, "Successful School Restructuring," the researchers at Wisconsin's Center on Organization and Restructuring of Schools found that even innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inquiry. Reseachers analyzed data from more than 1,500 elementary, middle, and high schools and conducted field studies in forty-four schools in sixteen states between 1990 and 1995.
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21 Apr 10
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12 Apr 10
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03 Apr 10
Barry LewisProject Based Learning (technology).
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25 Mar 10
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23 Mar 10
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22 Mar 10
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20 Mar 10
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10 Mar 10
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08 Mar 10
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20 Feb 10
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18 Feb 10
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09 Feb 10
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11 Jan 10
Lindy McKeown OrwinPBL Research Summary: Studies Validate Project-Based Learning
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09 Jan 10
Sharon BrownPBL Research Summary: Studies Validate Project-Based Learning
research pbl projectbasedlearning project-based_learning edutopia GLEF_BP
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07 Jan 10
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13 Oct 09
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11 Sep 09
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19 Aug 09
Stephanie ManesA collection of studies detailing the benefits of Project-Based Learning. The conclusions show that project-based learning engages students, cuts absenteeism, boosts cooperative learning skills, and improves test scores. Those benefits are enhanced when technology is used in a meaningful way.
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10 Aug 09
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23 Jul 09
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07 Jul 09
Brandy WessonResearch on PBL
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1992 study of 700 students from eleven school districts in Tennessee found that students doing projects using videotaped problems over a three-week period performed better in a number of academic areas later in the school year.
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Add Sticky Note
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Successful School Restructuring
A five-year study by University of Wisconsin-Madison researchers found that structural school reform works only under certain conditions:
1. Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations.
2. Students must use disciplined inquiry.
3. School activities must have value beyond school. In their report, "Successful School Restructuring," the researchers at Wisconsin's Center on Organization and Restructuring of Schools found that even innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inquiry. Reseachers analyzed data from more than 1,500 elementary, middle, and high schools and conducted field studies in forty-four schools in sixteen states between 1990 and 1995.
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03 Jul 09
Jimm ZabiegalskiFor Friday's Blob
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A three-year 1997
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that students at the project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula. Three times as many students at the project-based school received the top grade achievable on the national examination in math.
-
communication skills, teamwork, and problem solving.
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found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement
-
gains by students who had been labeled low achievers
-
constructing a presentation aimed at a particular audience
-
student content, attention to audience, and design.
-
700 students from eleven school districts in Tennessee found that students doing projects using videotaped problems over a three-week period performed better in a number of academic areas later in the school year.
-
improved test scores in all
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26 percent.
-
with real-world applications
-
relationships or changing variables, student achievement increased
-
After two years in the program, two of the three schools advanced from "well below average" to "well above the district average"
-
use of laptop technology
-
lectures and other teacher-centered forms of delivery to lessons that are more collaborative and project-oriented. Teachers, researchers note, become facilitators in project-oriented classrooms, with students increasingly assuming the role of directors of their own learning
-
project-based instruction had increased
-
introduction of the laptops in their classrooms
-
student engagement, improved analytic abilities, and a greater likelihood to apply high-order thinking skills
-
engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations
-
disciplined inquiry
-
decrease in absenteeism and an increase in students transferring to the school
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30 Jun 09
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29 Jun 09
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27 Jun 09
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technology-using
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outperformed non-technology-using students in communication skills, teamwork, and problem solving
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increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers
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Co-nect
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26 percent
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if computers were used for drill or practice, they typically had a negative effect on student achievement. If they were used with real-world applications, such as spreadsheets, or to simulate relationships or changing variables, student achievement increased.
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learning by doing
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39th to the 80th percentile
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Teachers, researchers note, become facilitators in project-oriented classrooms, with students increasingly assuming the role of directors of their own learning.
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School activities must have value beyond school
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20 Jun 09
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increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers
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30 May 09
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29 May 09
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27 May 09
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12 May 09
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09 May 09
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striking differences in understanding and standardized achievement data in mathematics
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students at the project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote
-
technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving
-
Multimedia Project classrooms outperformed comparison classrooms in all three areas scored by researchers and teachers: student content, attention to audience, and design.
-
if computers were used for drill or practice, they typically had a negative effect on student achievement. If they were used with real-world applications, such as spreadsheets, or to simulate relationships or changing variables, student achievement increased.
-
Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations.
2. Students must use disciplined inquiry.
3. School activities must have value beyond school.
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Public Stiky Notes
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