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Dr. Justin Tarte sur Twitter : "What is inquiry based learning? #edchat #unionrxi... The Inquiry Process, Step By Step. 4 Phases of Inquiry-Based Learning: A Guide For Teachers. According to Indiana University Bloomington, Inquiry-based learning is an “instructional model that centers learning on a solving a particular problem or answering a central question.

4 Phases of Inquiry-Based Learning: A Guide For Teachers

There are several different inquiry-based learning models, but most have several general elements in common: Learning focuses around a meaningful, ill-structured problem that demands consideration of diverse perspectivesAcademic content-learning occurs as a natural part of the process as students work towards finding solutionsLearners, working collaboratively, assume an active role in the learning processTeachers provide learners with learning supports and rich multiple media sources of information to assist students in successfully finding solutionsLearners share and defend solutions publicly in some manner” The process itself can be broken down into stages, or phases, that help teachers frame instruction. 8 Switches To Update Project-Based Learning In The 21st Century - 8 Switches To Update Project-Based Learning In The 21st Century by Thom Markham Here’s some simple math: 1.8 billion youth need to be educated for 21st Century life.

8 Switches To Update Project-Based Learning In The 21st Century -

And, given that 21st Century living increasingly demands sophisticated work skills, deep personal strengths such as curiosity, empathy, and flexibility, and the ability to think as well as absorb content, it better be good education. What’s ‘good’ education? That debate is fading. It’s important to understand that this is a global movement. This provides educators with a window of opportunity to share best practices around PBL and contribute to a worldwide, collaborative conversation on personalized learning, inquiry, and the way educators ‘hold’ students in their minds eye. This opportunity to help shape—not drive or direct, but shape—the outcome for PBL across the globe applies to U.S. educators as well, of course. It’s beyond time for U.S. schools engaged in PBL to shift their emphasis. How can U.S. 1. 2. 3. @r_nd_f__ld I like this idea - 'discover, create, share' it shows students something to work towards. Thoughts?

Hattie’s analysis of inquiry-based teaching. In his influential book Visible Learning, John Hattie presents his synthesis of over 800 meta-analysis papers of impacts upon student achievement.

Hattie’s analysis of inquiry-based teaching

On a number of occasions teachers and teacher-librarians have told me that when they have advocated for inquiry learning approaches at their school, their senior administrators have not been supportive, citing Hattie’s research as showing that inquiry learning is ineffective. As someone who sees inquiry learning as powerful, higher order, authentic learning, I was dismayed at this news. I decided to examine Hattie’s research. 8 Switches To Update Project-Based Learning In The 21st Century - Hattie’s analysis of inquiry-based teaching. Inquiry-Based Learning: Developing Student-Driven Questions. Preparing a Classroom Culture for Deeper Learning. After reading an excerpt from the Declaration of Independence, students form a circle to engage in conversation about liberty and the pursuit of happiness.

Preparing a Classroom Culture for Deeper Learning

The inquiry circle begins with two questions posed by the teacher: What is more important, liberty or the pursuit of happiness? Are liberty and the pursuit of happiness inalienable rights? To begin, some students argue that liberty and the pursuit of happiness are only open to the people who follow rules within a society. Others argue that while they agree to the rule of law, the argument might have exceptions. This leads to a conversation about the nature of happiness. While the conversation was rich and rooted in deeper learning and understanding, the inquiry-based discussion did not end within the classroom. Deeper student learning can evolve over time facilitated by an educator who is skilled in the art of thinking within a carefully crafted environment. 1.

Photo Credit: Elizabeth A. 2. 3. 4. Project Oriented Learning. Speak Life-Passion Project by Sullivan Johnson. 3 Types Of Project-Based Learning Symbolize Its Evolution. Project-Based Learning is an increasingly popular trend in the 21st century.

3 Types Of Project-Based Learning Symbolize Its Evolution

The best evidence for this popularity might be the nuance it’s taken on. Project-Based Learning has gone from academic study that yields end-of-unit projects, to highly complex methods of creating and publishing student thinking. It is more closely associated with 21st century learning skills than perhaps any other form of learning, and new technology in the classroom is improving its potential exponentially.

Resources for Getting Started with Project-Based Learning. Keep it Real. Last week, the PBL World Australia pre-conference forum opened with an entertaining presentation by four Parramatta Marist students.

Keep it Real

Cedric, Brad, Wilson and Gavin shared their experience of learning and how it had changed as a result of their school’s approach to learning through PBL. Moving from traditional subject-driven classes to integrated subjects with a specific project focus had taught them a few key skills, such as: how to work in teamshow to present their thoughts, ideas and work creatively and for a purposehow to adapthow to leadand how to learn Of course, the students have gained knowledge through their projects and met the relevant curriculum outcomes, but these key skills also allowed them take ownership of their learning and led to a deeper level of understanding and engagement. It’s no accident that the PBL approach focuses on these skills. It’s what one of our PBL World Australia speakers, Sam Seidel, called ‘keeping it real’. Yong Zhao Makes the Case for Creativity. Suzie Boss, BIE National Faculty Yong Zhao, author of World Class Learners: Educating Creative and Entrepreneurial Students, brought his unique blend of humor, global insight, and bold thinking to the fourth day of PBL World.

Yong Zhao Makes the Case for Creativity

In his keynote, Zhao urged educators not to treat creativity as a nice-to-have but to recognize it as “an economic necessity.” Zhao took the crowd on a fast tour of the global education landscape, explaining with stories and data that the countries producing great test-takers are failing to produce creative, confident, entrepreneurial thinkers. Project-Based Learning: Why and How? EducationWorld is pleased to present this article by Aimee Hosler, an contributor and mother of two who writes about education and workplace news and trends.

Project-Based Learning: Why and How?

She holds a B.S. in journalism from California Polytechnic State University - San Luis Obispo. "Learn by doing. " This is the type of experience that great teachers strive to facilitate for students. Want Better Project-Based Learning? Use Social and Emotional Learning. Today's guest blogger is Thom Markham, a psychologist, educator, and president of Global Redesigns, an international consulting organization focused on project-based learning, social-emotional learning, youth development, and 21st-century school design.

Want Better Project-Based Learning? Use Social and Emotional Learning

An unfortunate legacy of the cognitive model that dominates education is the belief that everything important in life takes place from the neck up. This belief is the primary reason that many teachers struggle with project-based learning (PBL). At its best, PBL taps into intangibles that make learning effortless and engaging: Drive, passion, purpose, and peak performance. But peak performance doesn't start with a standardized curriculum. Design Thinking, Deconstructed.

Education Week. Last week's question was: What are the Do's & Don'ts of Project-Based Learning?

Education Week

Few people know more about Project-Based Learning than Suzie Boss, and she graciously agreed to respond to this "question of the week. " In addition, several readers left thoughtful comments. Between them, I don't really have much to add. Building Parent Support for Project-Based Learning. When a teacher, school or district tells parents, "We're going to do project-based learning," the response may vary. You're lucky if some say, "Great news! Students need to be taught differently these days! " But a more typical response might be: Emma. Why 20% Time is Good for Schools. Have you ever met an adult who doesn't really love what they do, but just goes through the motions in their job and everyday life? Have you spoken with men and women who constantly complain, showing no visible passion for anything in the world? I'm sure that, like me, you have met those people.

I've also seen the making of these adults in schools across our country: students who are consistently being "prepared" for the next test, assessment, or grade level . . . only to find out after graduation that they don't really know what they are passionate about. These are the same students who are never allowed to learn what they want in school. Forced down a curriculum path that we believe is "best for them," they discover it is a path that offers very little choice in subject matter and learning outcomes. Enter 20% time. How to Trigger Students’ Inquiry Through Projects. Inquiry Learning Teaching Strategies Krauss/Boss By Jane Krauss and Suzie Boss Excerpt from Thinking Through Project-Based Learning: Guiding Deeper Inquiry, published by Corwin, 2013.

When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. Unfortunately, not all projects live up to their potential. With more intentional planning, we can design projects that get at the universal themes that have explicit value to our students and to others. There are several ways to start designing projects. We have condensed the project design process into six steps. Step 1—Identify Project-worthy Concepts Ask yourself: What important and enduring concepts are fundamental to the subjects I teach?

Step 2—Explore Their Significance and Relevance Now, think: Why do these topics or concepts matter? Step 3—Find Real-Life Contexts Look back to three or four concepts you explored and think about real-life contexts. Project title.