Resources for Assessment in Project-Based Learning. Project-based learning (PBL) demands excellent assessment practices to ensure that all learners are supported in the learning process. With good assessment practices, PBL can create a culture of excellence for all students and ensure deeper learning for all. We’ve compiled some of the best resources from Edutopia and the web to support your use of assessment in PBL, including information about strategies, advice on how to address the demands of standardized tests, and summaries of the research.
PBL Assessment Foundations 10 Tips for Assessing Project-Based Learning (Edutopia, 2011) This comprehensive guide from Edutopia goes over many best practices for assessment, including authentic products, good feedback, formative assessment, and digital tools. Teachers can use this as a professional learning tool and primer for PBL Assessment. Back to Top PBL and Formative Assessment Practices PBL and Standardized Tests PBL Assessment Research. Project-based Learning. 36 Core Teacher Apps For Inquiry Learning With iPads. 36 Core Teacher Apps For Inquiry Learning With iPads The interest in inquiry-based learning seems to ebb and flow based on–well, it’s not clear why it ever ebbs.
In short, it is a student-centered, Constructivist approach to learning that requires critical thinking, and benefits from technology, collaboration, resourcefulness, and other modern learning skills that never seem to fall out of favor themselves. Regardless, St Oliver Plunkett Primary School has put together two very useful images that can help you populate your iPad–or classroom of iPads–with apps that support both inquiry-based learning (the second image below), and a more general approach to pedagogy based on Apple’s uber-popular tablet (the top image).
The original pdf for the first file can be downloaded here. 36 Core Teacher Apps For Inquiry Learning With iPads; image attribution St. Oliver Plunkett Primary School. The Difference Between Projects And Project-Based Learning. The Difference Between Projects And Project-Based Learning by TeachThought Staff Projects in the classroom are as old as the classroom itself.
“Projects” can represent a range of tasks that can be done at home or in the classroom, by parents or groups of students, quickly or over time. While project-based learning (PBL) also features projects, in PBL the focus is more on the process of learning and learner-peer-content interaction that the end-product itself. The learning process is also personalized in a progressive PBL environment by students asking important questions, and making changes to products and ideas based on individual and collective response to those questions. By design, PBL is learner-centered. The chart below by Amy Mayer is helpful to clarify that important difference between projects and project-based learning. What’s the Difference Between “Doing Projects” and Project Based Learning ? Www.innovationunit.org/sites/default/files/Teacher%27s Guide to Project-based Learning.pdf. Evaluating the impact of learning through 'real' projects.
Research from the United States has shown that 'Learning Through ‘REAL’ Projects' has significant impact on pupil development and engagement. Over the next three years, we are working with the Educational Endowment Fund to test the effectiveness of this method in up to 12 UK secondary schools. REAL Projects allow teachers to formulate lessons and activities around a single complex enquiry, and require students to produce high quality outputs with real-world application. Projects are rigorously designed so that students acquire subject knowledge systematically as part of the process of producing outputs, and are assessed for the quality of the work produced, the process undergone to produce it, and the content acquired as a result.
When designed and taught well, REAL Projects stimulate broader enquiry, encouraging students to work collaboratively, think creatively to solve problems and manage their time. A REAL Project is not just any project used to organise learning. From High Tech High to project-based learning in the UK: my teaching story | Teacher Network | Guardian Professional. It wasn't my childhood ambition to be a teacher. I wanted to be a professor of history or a manager of a business – anything other than a teacher. I didn't really know what a teacher was apart from what I saw in the classroom. What really flipped it for me was working with a program called Upward Bound while I was doing my history degree at the University of New Hampshire. It's a programme to help first-generation college students go to and thrive at university. During the summer holidays high school students come and live on campus and do academic courses.
I decided to do my master's of education (MEd) with University of New Hampshire and was embedded in a school called Oyster River High School where I had my own class from the start. After I completed my teacher training, I worked for a year in a traditional comprehensive school in New Hampshire. I'd read a lot about High Tech High when I was training and was very drawn to it. Working at High Tech High exceeded all my expectations.