Sarah Hanawald on 2009-05-06
Only in academia do we think that math and reading have nothing to do with each other (except for word problems).
This link has been bookmarked by 57 people . It was first bookmarked on 25 Apr 2009, by Karl Fisch.
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earn how to
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“Some people are worried that if someone walks by a classroom, and it seems disorderly, it will look like students aren’t on task. It’s a problem for people to tolerate more movement and conversation,” author Jane Krauss says. “Chaos is a scary word that’s not really scary,” agrees Smith. “It means freedom.”
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Kristin HokansonGreat article shared by Scott McCleod features SLA, Dewey and other PBL info. Be sure to add to PBL ning class would make a good discussion
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06 May 09
Mathieu PlourdeThe big payoff for PBL, as its advocates refer to it, comes when engaged students learn not only the curricula and the concepts involved in a project, but also learn how to organize and present their thoughts, how to manage a complex project in a limited amount of time, and how to collaborate with members of a group. Sound familiar? That’s because as an educated working adult you do these things all the time. For the next generation, these skills are only going to get more important.
PBL project learning education K12 value article ChrisLehmann twtCHEP UD-SFI faculty practice
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Sarah SutterArticle on project based learning and using technology in that learning environment.
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Christina DiMicelliThe Power of Project Learning
Why new schools are choosing an old model to bring students into the 21st century. -
Sarah HanawaldShort but powerful article about project based learning. Quotes everyone from Dewey to Chris Lehmann to Gary Stager. Nice profile of Science Leadership Academy too.
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as cutting-edge schools demonstrate just how effectively it imparts the skills students need in today’s workforce.
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New Technology High School in Napa, California, is the epicenter
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compartmentalized subjects
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The school’s schedule allows for cross-curricular work to be done over a period of hours per day.
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biggest doubters are its youngest members.
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students receive much more knowledge than can be recorded on a bubble test.
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Sarah Hanawald on 2009-05-06
If you can't test it with a bubble sheet, does knowledge exist?
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Have clear, strong instructional goals
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Projects are the learning that students remember,” says Stager, “long after the bell rings.”
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Chris Lehmann, principal of the Philadelphia-based Science Leadership Academy,
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Sarah Hanawald on 2009-05-06
Educon host school! Please, please let me go!
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One of the reasons desks-in-rows and textbook learning has lasted so long is that it’s the best way to keep order
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We also employ a school-wide “essential question” that changes with each grade. In ninth grade, it’s identity; in tenth, it’s systems; in eleventh, it’s change.
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Sarah Hanawald on 2009-05-06
Brilliant!
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05 May 09
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Part of the opposition has less to do with technology and testing than it does
changing people’s opinions of what school should be. -
The move to PBL doesn’t have to happen overnight, Ross notes. “We encourage
small steps, projects that take weeks, not months.” PBL newbies can join
existing projects or team up with others.
“There’s no denying the first
time around takes time,” Ross says. “We hear this again and again from
teachers.”
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29 Apr 09
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28 Apr 09
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27 Apr 09
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For the next generation, these skills are only going to get more important.
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Today’s technology, from Web 2.0 tools to data collection devices, allow students to produce work akin to that of professionals,
- 31 more annotations...
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homas Friedman’s 2005 book, The World Is Flat, which crystallized the changes in today’s global marketplace, from outsourcing to the digital revolution and made clear the necessity of changing the aims of American education for the 21st century.
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Buck Institute for Education in Novato, California,
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ane Krauss, coauthor with Suzie Boss of Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age.
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New Technology High School in Napa, California, is the epicenter.
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New Technology Foundation followed, its mission to help replicate Napa’s school model throughout the country.
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There are now 40 New Tech schools from coast to coast, including eight in California and four each in Texas and Louisiana.
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every student at Tech Valley has a computer.
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school’s schedule is open enough to give students the time they need to delve deeply into projects.
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High Tech High,
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have students use technology to research, produce, and present. High Tech High students regularly make movies, robots, and websites, and finish by presenting their work publicly to real audiences.
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East Coast example is the Science Leadership Academy (SLA)
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facing testing pressure, compartmentalized subjects, and a schedule that sends students onto the next subject before they can delve deeply into a topic. There’s not “enough time to do anything.”
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it can be easier to start a new school like Tech Valley than to overhaul an existing school to create a PBL environment.
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chedule allows for cross-curricular work to be done over a period of hours per day. “[In a traditional school], it’s difficult to work on a project. You can’t do it in 45 minutes,”
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ability to store all the parts of a project on a network
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“Some people are worried that if someone walks by a classroom, and it seems disorderly, it will look like students aren’t on task. It’s a problem for people to tolerate more movement and conversation,” author Jane Krauss says. “Chaos is a scary word that’s not really scary,” agrees Smith. “It means freedom.”
-
“It’s hard to teach in a way we were never taught,
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it doesn’t mean the end of lectures, small-group work, or other techniques used by most teachers. These techniques can be sprinkled into a three-week project when appropriate, and, in fact, can help assure teachers that their students are gaining knowledge.
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“It’s not an additional burden of work, it’s a transition of work,” -
Instead of creating daily lessons, teachers do their planning before the launch of a project. Once the project starts, their job is to make sure students stay on track and cover the objectives.
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“We encourage small steps, projects that take weeks, not months.”
-
The move to PBL doesn’t have to happen overnight
-
“There are students who are good at the game of school. This was me in high school. Tell me the assignment and I was good to go. We have to give [students] permission to think, not teach them what to think.”
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“It’s moving from guided inquiry to open inquiry,”
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Creating a great classroom project is more complicated than taking a single lesson plan and stretching it out over several weeks.
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Speaking about the common habit of turning to PBL as a year-end “reward,” she says, “The idea is not to get our vegetables and then have our dessert. The core curricula needs to be the project itself.”
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“The best questions have no clear answers,” says Tech Valley High School Principal Dan Liebert. “As opposed to getting the right answer, [we tell students] to come up with an answer they can defend.”
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elements of a good project should include relevance for students, ample time to plan, change, and complete the project, and enough complexity to inspire intense work. There should also be a way to connect the project with people across the hall, on the other side of town, or across the world, an opportunity for students to collaborate with peers, international experts, and anybody in between, and a way for students to share their completed work.
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At SLA we use Understanding by Design as our unit planning tool. We also have a common assessment rubric. Every major project the students do here is graded on the same five elements—design used, knowledge displayed, application of knowledge, presentation, and the process followed.
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We also employ a school-wide “essential question” that changes with each grade. In ninth grade, it’s identity; in tenth, it’s systems; in eleventh, it’s change. This way there are common elements no matter what class a student is in, and that allows for a more unified day.
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“At the end of a unit, what is the assessment tool you use to see what students have learned?" In a true PBL classroom, student work is the ultimate assessment of learning. That’s not to say that tests and quizzes don’t play a role in a PBL classroom. The tests and quizzes are now interim assessments to make sure the students can do the harder job—which is to transfer the knowledge to the work they create. That is true project-based learning.
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26 Apr 09
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For the next generation, these skills are only going to get more important.
-
Today’s technology, from Web 2.0 tools to data collection devices, allow students to produce work akin to that of professionals,
- 31 more annotations...
-
-
homas Friedman’s 2005 book, The World Is Flat, which crystallized the changes in today’s global marketplace, from outsourcing to the digital revolution and made clear the necessity of changing the aims of American education for the 21st century.
-
Buck Institute for Education in Novato, California,
-
ane Krauss, coauthor with Suzie Boss of Reinventing Project-Based Learning: Your Field Guide to Real-World Projects in the Digital Age.
-
New Technology High School in Napa, California, is the epicenter.
-
New Technology Foundation followed, its mission to help replicate Napa’s school model throughout the country.
-
There are now 40 New Tech schools from coast to coast, including eight in California and four each in Texas and Louisiana.
-
every student at Tech Valley has a computer.
-
school’s schedule is open enough to give students the time they need to delve deeply into projects.
-
High Tech High,
-
have students use technology to research, produce, and present. High Tech High students regularly make movies, robots, and websites, and finish by presenting their work publicly to real audiences.
-
East Coast example is the Science Leadership Academy (SLA)
-
facing testing pressure, compartmentalized subjects, and a schedule that sends students onto the next subject before they can delve deeply into a topic. There’s not “enough time to do anything.”
-
it can be easier to start a new school like Tech Valley than to overhaul an existing school to create a PBL environment.
-
LIsa Huff on 2009-04-26
A point I've been belaboring.
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chedule allows for cross-curricular work to be done over a period of hours per day. “[In a traditional school], it’s difficult to work on a project. You can’t do it in 45 minutes,”
-
ability to store all the parts of a project on a network
-
“Some people are worried that if someone walks by a classroom, and it seems disorderly, it will look like students aren’t on task. It’s a problem for people to tolerate more movement and conversation,” author Jane Krauss says. “Chaos is a scary word that’s not really scary,” agrees Smith. “It means freedom.”
-
“It’s hard to teach in a way we were never taught,
-
it doesn’t mean the end of lectures, small-group work, or other techniques used by most teachers. These techniques can be sprinkled into a three-week project when appropriate, and, in fact, can help assure teachers that their students are gaining knowledge.
-
“It’s not an additional burden of work, it’s a transition of work,” -
Instead of creating daily lessons, teachers do their planning before the launch of a project. Once the project starts, their job is to make sure students stay on track and cover the objectives.
-
LIsa Huff on 2009-04-26
I've noticed this in my own attempts at PBL. Daily lesson plans don't really work. You have to map out, starting with the end, the project and all the mini-lessons, activities, resources need to scaffold students. You have to adjust from group to group, student to student, class to class. Instead of DAILY lesson plans, unit plans are much more valuable. I find that having them on a wiki with linked resources is even more valuable than writing them in a traditional planbook.
IDEA: What if charter school teachers all keep lesson plans on a wiki or blog? Lesson plans would be UNITS rather than day-by-day traditional plans.
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“We encourage small steps, projects that take weeks, not months.”
-
The move to PBL doesn’t have to happen overnight
-
“There are students who are good at the game of school. This was me in high school. Tell me the assignment and I was good to go. We have to give [students] permission to think, not teach them what to think.”
-
“It’s moving from guided inquiry to open inquiry,”
-
Creating a great classroom project is more complicated than taking a single lesson plan and stretching it out over several weeks.
-
Speaking about the common habit of turning to PBL as a year-end “reward,” she says, “The idea is not to get our vegetables and then have our dessert. The core curricula needs to be the project itself.”
-
“The best questions have no clear answers,” says Tech Valley High School Principal Dan Liebert. “As opposed to getting the right answer, [we tell students] to come up with an answer they can defend.”
-
elements of a good project should include relevance for students, ample time to plan, change, and complete the project, and enough complexity to inspire intense work. There should also be a way to connect the project with people across the hall, on the other side of town, or across the world, an opportunity for students to collaborate with peers, international experts, and anybody in between, and a way for students to share their completed work.
-
At SLA we use Understanding by Design as our unit planning tool. We also have a common assessment rubric. Every major project the students do here is graded on the same five elements—design used, knowledge displayed, application of knowledge, presentation, and the process followed.
-
LIsa Huff on 2009-04-26
I need to find a copy of that assessment rubric.
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We also employ a school-wide “essential question” that changes with each grade. In ninth grade, it’s identity; in tenth, it’s systems; in eleventh, it’s change. This way there are common elements no matter what class a student is in, and that allows for a more unified day.
-
“At the end of a unit, what is the assessment tool you use to see what students have learned?" In a true PBL classroom, student work is the ultimate assessment of learning. That’s not to say that tests and quizzes don’t play a role in a PBL classroom. The tests and quizzes are now interim assessments to make sure the students can do the harder job—which is to transfer the knowledge to the work they create. That is true project-based learning.
-
-
-
-
25 Apr 09
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Christy GreenThe big payoff for PBL, as its advocates refer to it, comes when engaged students learn not only the curricula and the concepts involved in a project, but also learn how to organize and present their thoughts, how to manage a complex project in a limited amount of time, and how to collaborate with members of a group
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Randy ZiegenfussWhy new schools are choosing an old model to bring students into the 21st century.
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Lennie SymesWhy Project-Based Learning?
The big payoff for PBL, as its advocates refer to it, comes when engaged students learn not only the curricula and the concepts involved in a project, but also learn how to organize and present their thoughts, how to manage a c
Public Stiky Notes
IDEA: What if charter school teachers all keep lesson plans on a wiki or blog? Lesson plans would be UNITS rather than day-by-day traditional plans.
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