Supporting Project Team Formation for Self-directed Learners | CELSTEC. Printer-friendly versionPDF versionTitle: Supporting Project Team Formation for Self-directed Learners Authors: Spoelstra, Howard; Van Rosmalen, Peter; Sloep, Peter Abstract: The outcomes of project-based learning can be optimized if team formation experts assemble the project teams. For self-directed learners in globalized online learning settings human team formation experts might be unavailable.
The question is addressed about how to provide team formation services for such learners. A model of the team formation process is defined, based on current team formation theory. Description: Spoelstra, H., Van Rosmalen, P., & Sloep, P. New Guide Offers Assessment Tips for the Classroom. Recently, I watched a team of ninth-graders share their vision for a city of the future.
They had clearly done their research, investigating everything from the politics of ancient Athens to the principles of sustainable design in the 21st century. They summarized their findings online and then took their learning a step further to design a 3-D model of their ideal city. As their classmates and teachers gathered around the scale model, the young urban designers pointed out the innovative features of their metropolis. Not only were these students able to apply what they had learned, but they did so with passion, eloquence, and creativity -- none of which would have been adequately assessed by a multiple-choice test. If we hope to offer students more real-world learning experience like this one, we need to be willing to reconsider how we assess learning. PBL Strategies Project-based learning and authentic assessment are made for each other. Big Questions Ahead style="margin-left: 20px;"> Classroom Guide: Top Ten Tips for Assessing Project-Based Learning.
Facebook Edutopia on Facebook Twitter Edutopia on Twitter Google+ Pinterest Edutopia on Pinterest WHAT WORKS IN EDUCATION The George Lucas Educational Foundation What's Inside the PDF? Keep It Real with Authentic Products Don’t Overlook Soft Skills Learn from Big Thinkers Use Formative Strategies to Keep Projects on Track Gather Feedback -- Fast Focus on Teamwork Track Progress with Digital Tools Grow Your Audience Do-It-Yourself Professional Development Assess Better Together BONUS TIP: How to Assemble Your PBL Tool Kit. Reverse Instruction: 21 slides, 5 minutes. This is a five minute presentation I am making today as part of an NAIS 3 hour workshop, Becoming A School of the Future: The conversation continues. The slides themselves are almost entirely image driven; my talking points for each slide are below. Notes on slides: Slide 2. What does reverse instruction reverse? It reverses what is still the most conventional mode of teaching (but that it is conventional does not mean it is universal): in this mode, teachers lecture, using class-time for presenting and delivering content knowledge.
(NB: I love this particular photo of a lecturing teacher, but the teacher in question actually lectures rarely and is one of my school’s best practicioners of reverse instruction). Slide 3. Slide 4. Slide 5. Slide 6. Slide 7. Slide 8. Slide 10 and narrated powerpoints. Slide 11. Slide 12. Slide 13. Slide 14: And for more ability of teachers to work closely to support students. Slide 15: Ditto Slide 16. Slide 17. Slide 18.
Slide 19. Slide 20. Like this: Create-A-Scape - Home. Project Based Learning. Inquiry-based Learning: Explanation. What is inquiry-based learning? An old adage states: "Tell me and I forget, show me and I remember, involve me and I understand. " The last part of this statement is the essence of inquiry-based learning, says our workshop author Joe Exline 1. Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge. "Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning.
" A Context for Inquiry Unfortunately, our traditional educational system has worked in a way that discourages the natural process of inquiry. Some of the discouragement of our natural inquiry process may come from a lack of understanding about the deeper nature of inquiry-based learning. Importance of Inquiry Memorizing facts and information is not the most important skill in today's world. The Application of Inquiry. Just-in-Time vs. Just-in-Case Learning: Implications for Personal Professional Development | Welcome to NCS-Tech! I’ve been thinking a lot lately about professional development, personal learning networks, conferences, workshops, motivation … for different reasons. Think of the last time you learned something new that mattered to you, really made a difference in your teaching. Was it from a book, a magazine or a video? At a professional development workshop? A conference somewhere? Regardless of the venue, you probably learned it from a colleague, or other educator, someone experienced with a particular topic.
Someone who had the knowledge you needed when you needed it. More importantly, WHY did you learn? In my experience, the most effective professional development is needs based and delivered by knowledgeable professionals at a time and place most convenient to the knowledge seeker. Consider the typical classroom teacher or district administrator. What if you could learn… And what if it was all FREE? Yes, I’ve just described personal learning networks. They have a need. Here’s an example. -kj- Project-Based Learning. Teach Elements: Project-Based Approaches. Problem-based learning. Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of problem solving.
Students learn both thinking strategies and domain knowledge. The PBL format originated from the medical school of thought, and is now used in other schools of thought too. The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation.[1] Problem-based learning is a style of active learning. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. Meaning[edit] Barrows defines the Problem-Based Learning Model as:[4] 1. 2. 3. 4. 5. 6. In order to instill a project based learning environment into a classroom, the teacher must revolve his or her teaching style around five main criteria. 1. 2. 3. 4. 5.
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