Philip Cummings's List: Project Based Learning

(via @garystager) "The Constructivist Consortium believes in Papert's theory of constructionism; the idea that the best way to construct knowledge, or understanding, is through the construction of something shareable, outside of a student's head."
What Makes A Good Project? [PDF] http://t.co/V0r5VYAW via @garystager #constructivist
– Wanda Terral (wterral) http://twitter.com/wterral/status/216652676132384768

"Project-based learning helps students develop skills for living in a knowledge-based, highly technological society."

"In project-based learning, project kickoff is an exciting day -- and for good reason. This is when PBL shifts from planning to active learning -- the moment when students enter the picture. By planning entry events that fire up their curiosity, you'll engage students' sense of inquiry right from the start."

Share your experiences with project based learning in the English classroom and ask your questions here!

Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism, and notes the similarities and differences among implementations, including project-based science (Blulmenfeld et al., 1991), disciplined inquiry (Levstik & Barton, 2001) and WebQuests (Dodge, 1995). In addition, an anatomy of a model case will be considered using a WebQuest example developed by the author, describing seven characteristics common among the various implementations of project-based learning. Finally, practical advice and recommendations for project-based learning are discussed, including beginning slowly with the implementation, teaching students to negotiate cooperative/collaborative groups and establishing multiple forms of performance assessments.

This paper argues the case for a Problem-Based Learning (PBL) approach to the learning and teaching of Leadership. The problems confronting two very different leaders, Mordechai Rumkowski and Josephine Baker, are suggested and discussed in terms of some key concepts from leadership studies. Their responses are evaluated as a possible exercise in PBL.

Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying.

(via @jennyluca) "From my perspective, this has been one of the most rewarding activities I’ve been involved in this year. I’m invested in it and can feel that passion for what I do apparent when I’m interacting with the students.
I’m not sure if what we’ve accomplished is entirely true to PBL, but I do know we’ve done our level best to understand the process and try to make it happen."