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Karen Ceh's List: Project Based Learning

Why Is Project-Based Learning Important? | Edutopia

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on 2009-03-06 and saved by 14 people
- old-school model of passively learning facts and reciting them out of context is
  no longer sufficient
- students are encouraged to become independent workers, critical thinkers, and
  lifelong learners
- 5 more annotations...
- - it's a way of working together. If students learn to take responsibility for
    their own learning, they will form the basis for the way they will work with
    others in their adult lives
  - It allows the teacher to learn more about the child as a person.
  - When children are interested in what they are doing and are able to use their
    areas of strength, they achieve at a higher level.
  - decline in absenteeism
  - increase in cooperative learning skills
What Is Project-Based Learning About? | Edutopia

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on 2009-03-06 and saved by 8 people
- In PBL, the inquiry process starts with a guiding question and lends itself to
  collaborative projects that integrate various subjects within the curriculum
- the teacher or the students pose a guiding question
- 3 more annotations...
- - Field trips, experiments, model building, posters, and creation of multimedia
    presentations are all viable activities within PBL, and present multiple ways
    for students to demonstrate their knowledge
  - concrete, hands-on experiences
  - promotes understanding, which is true knowledge. Students explore, make
    judgments, interpret, and synthesize information in meaningful ways
How Does Project-Based Learning Work? | Edutopia

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on 2009-03-07 and saved by 25 people
- requires much preparation and planning
- devise a plan that will integrate as many subjects as possible into the project.
- 12 more annotations...
- - Create a Schedule
  - Create a Schedule
  - Take a real-world topic and begin an in-depth investigation. Base your
    question on an authentic situation or topic. What is happening in your
    classroom? In your community? Select a question about an issue students will
    believe that, by answering, they are having an impact on. Make it relevant for
    them. The question should be a "now" question -- a question that has meaning in
    your students' lives.
  - When designing the project, it is essential that you have in mind which content
    standards will be addressed. Involve the students in planning; they will feel
    ownership of the project when they are actively involved in decision making.
    Select activities that support the question
  - Know what materials and resources will be accessible to the students to assist
    them
  - Design a timeline for project components
  - Help students who may not perceive time limits.
    Set benchmarks.
    Give students direction for managing their time.
    Teach them how to schedule their tasks.
    Remind them of the timeline.
    Help them set deadlines.
  - maintain control without preventing students from taking responsibility for
    their work
  - Assess the process by creating team
    and project rubrics.
  - What's the difference between these two assessment models? Team rubrics state
    the expectations of each team member: Watch the group dynamics. How well are the
    members participating? How engaged are they in the process? Assess the
    outcome.
  - Project rubrics, on the other hand, ask these questions: What is required for
    project completion? What is the final product: A document? A multimedia
    presentation? A poster? A combination of products? What does a good report,
    multimedia presentation, poster, or other product look like? Make the
    requirements clear to the students so they can all meet with success.
  - To enable effective self-evaluation, follow these steps:
    
    Take time to reflect, individually and as a group.
    Share feelings and experiences.
    Discuss what worked well.
    Discuss what needs change.
    Share ideas that will lead to new questions and new projects.
Project Planning Form

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on 2009-03-07 and saved by 13 people
Educational Leadership:The Constructivist Classroom:The Courage to Be Constructivist

www.ascd.org/...rage_to_Be_Constructivist.aspx - Preview

PBL constructivist on 2009-03-16 and saved by 11 people
- Unfortunately, we are not holding our profession accountable for learning, only
  for achievement on high-stakes tests
- Inevitably, schools reduce the curriculum to only that which is covered on
  tests, and this constriction limits student learning
- 13 more annotations...
- - classroom practices designed to prepare students for tests clearly do not foster
    deep learning that students apply to new situations. Instead, these practices
    train students to mimic learning on tests.
  - Learners control their learning. This simple truth lies at the heart of the
    constructivist approach to education
  - First, constructivist teachers seek and value students' points of view
  - Second, constructivist teachers structure lessons to challenge students'
    suppositions
  - Third, constructivist teachers recognize that students must attach relevance to
    the curriculum
  - Fourth, constructivist teachers structure lessons around big ideas, not small
    bits of information
  - Finally, constructivist teachers assess student learning in the context of daily
    classroom investigations, not as separate events.
  - overly permissive. This critique suggests that constructivist teachers often
    abandon their curriculums to pursue the whims of their students
  - The concern here is that teachers cast aside the information, facts, and basic
    skills embedded in the curriculum—and necessary to pass high-stakes tests—in the
    pursuit of more capricious ideas.
  - Constructivist teachers recognize that students bring their prior experiences
    with them to each school activity and that it is crucial to connect lessons to
    their students' experiential repertoires.
  - Rich evidence relating to higher-order thinking is available daily in
    classrooms, but this evidence is not necessarily translatable to
    paper-and-pencil assessments
  - Schools operating in high-stakes accountability systems typically move attention
    away from principles of learning, student-centered curriculum, and
    constructivist teaching practices. They focus instead on obtaining higher test
    scores, despite research showing that higher test scores are not necessarily
    indicative of increased student learning
  - Students must be permitted the freedom to think, to question, to reflect, and to
    interact with ideas, objects, and others—in other words, to construct meaning.
Educational Leadership:Reshaping High Schools:Put Understanding First

www.ascd.org/...Put_Understanding_First.aspx - Preview

pbl on 2009-03-16 and saved by 26 people
- The mission of high school is not to cover content, but rather to help learners
  become thoughtful about, and productive with, content. It's not to help students
  get good at school, but rather to prepare them for the world beyond school—
- Learning for understanding requires that curriculum and instruction address
  three different but interrelated academic goals: helping students (1)
  acquire important information and skills, (2) make meaning of that
  content, and (3) effectively transfer their learning to new situations
  both within school and beyond it.
- 6 more annotations...
- - Unfortunately, the common methods of teaching and testing in high schools focus
    on acquisition at the expense of meaning and transfer
  - If we don't give students sufficient ongoing opportunities to puzzle over
    genuine problems, make meaning of their learning, and apply content in various
    contexts, then long-term retention and effective performance are unlikely
  - To support these goals, teachers can weave together these
    three instructional approaches Mortimer Adler describes in The Paideia
    Program (1984):
    Direct instruction
  - Facilitation.
  - Coaching.
  - Most high schools, aided and abetted by textbooks that stress acquisition almost
    to the exclusion of the other two aims, have a propensity to cover lots of
    content before allowing students to use that content in authentic
    situations. This approach, based on a climb-the-ladder, step-by-step model of
    cognition, may be well intentioned, but it reveals a fundamentally flawed
    conception of learning.
PBL Research Summary: Studies Validate Project-Based Learning | Edutopia

www.edutopia.org/roject-based-learning-research - Preview

pbl projectbasedlearning on 2009-03-16 and saved by 47 people
- engage students, cut absenteeism, boost cooperative learning skills, and improve
  test scores.
- technology-using students in Challenge 2000 Multimedia Project classrooms
  outperformed non-technology-using students in communication skills, teamwork,
  and problem solving.
- 2 more annotations...
- - increased student engagement, greater responsibility for learning, increased
    peer collaboration skills, and greater achievement gains by students who had
    been labeled low achievers.
  - decrease in absenteeism
Project Based Learning

www.pbl-online.org/pathway2.html - Preview

pbl on 2009-03-21 and saved by 38 people

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Karen Ceh

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Information on Project Based Learning

Updated on 2009-03-21
Created on 2009-03-06

Category: Schools & Education

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Karen Ceh's List: Project Based Learning

Why Is Project-Based Learning Important? | Edutopia

What Is Project-Based Learning About? | Edutopia

How Does Project-Based Learning Work? | Edutopia

Project Planning Form

Educational Leadership:The Constructivist Classroom:The Courage to Be Constructivist

Educational Leadership:Reshaping High Schools:Put Understanding First

PBL Research Summary: Studies Validate Project-Based Learning | Edutopia

Project Based Learning

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