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5 Characteristics Of Project-Based Learning That Works -

5 Characteristics Of Project-Based Learning That Works -
Schedule a TeachThought Professional Development PBL Workshop For Your School > 5 Characteristics Of Project-Based Learning That Works by Drew Perkins, Director of TeachThought Professional Development Interested in learning more about how to leverage great thinking and learning using authentic project-based learning? Check our PBL Workshop Services. As I’ve written before (What PBL Can Do For Your School…And What It Won’t) project-based learning can be an amazing tool for student, teacher, and school growth but only if you’re getting great thinking and learning as a result. Quality PBL takes advantage of built-in and designed levers of quality that helps the teacher as facilitator align the thinking and learning we’re after in our students. Aligned Thinking and Learning The project is intentionally designed to solicit thinking around desired standards, content, & skills students need to know. When planning for project design what thinking and learning do we want our teaching to align with? Related:  Try different learning theories and modelsSAMR, STEM, Guided Inquiry

The Difference Between Pedagogy, Andragogy, And Heutagogy The Difference Between Pedagogy, Andragogy, And Heutagogy by Terry Heick Jackie Gerstein’s passionate thinking about learning is some of my favorite to read. She and I also share a passion: self-directed learning. I’m embarrassingly interested in any kind of learning at all–formal or informal, self-directed or teacher-centered, authentic or academic. Gerstein’s presentation, “Education 3.0 and the Pedagogy of Mobile Learning” uses the concept of mobile learning as a spearhead into a broader discussion of how people learn–different approaches, different domains, and different technologies. With the progress of technology and the rise in mobile learning, now more than ever Self-Directed Learning–or Heutagogy–isn’t just possible, but natural, and almost awkward to not use, something Gerstein capture’s thoroughly and with her characteristic passion in the presentation below.

Part 4: STEM, STEAM, Makers: Turning STEM to STEAM… 24 Resources Welcome to this fourth post in a series that brings STEM, STEAM, and Maker Space together with Project Based Learning and proper technology integration in the classroom. You will discover around one hundred resources in this series along with some great ideas for finding student success. Before reading, please take a moment to subscribe by email or RSS and also give me a follow on Twitter at mjgormans. I promise you will find some great information coming your way in the posts that follow…So sign up now and please pass this on with a retweet. – Mike Gorman ( Booking Info – It is time to think about your school or conference needs. Are you looking for a practical and affordable professional development workshop for your school or conference? Part 4: STEM, STEAM, Makers: Turning STEM to STEAM… 24 Resources It actually is quite obvious that the Arts should be included in STEM education. Next in the Series… Making in Education ! Like this: Like Loading...

The ABC’s of Competency-Based Learning Although classrooms offline have been delivering competency-based training for decades, the eLearning industry has only just woken up to the merits of this form of learning. However, competency-based training is yet to become a trend in online education simply because most designers and training managers are not sure what it means and how they can implement the concept in practice. So in this post we’ll be decoding the jargon. For starters, here’s an infographic that outlines the whys and the wherefores of competency-based learning. Read on, if you want to learn more. What is a Competence? To put it simply, competence means a skill. Competency is: Measurable. What is Competency-based Learning? Remember how you learned mathematics in school? Competency-based learning lets learners move through a course at their own pace. What are the Benefits of Competency-Based Learning? 1) Relevance to the Real World: Tip: Do not create instructional modules that just state the mere facts. 4) Self-Paced

The Phases of Inquiry-Based Teaching A central goal of education is teaching critical-thinking skills. Inquiry-based teaching is an excellent path to this goal. Based partly on the philosophy that “humans are born inquirers,” the method focuses on student discovery over pushing information from the instructor. Along the way, the students explore multiple sources and contexts, ask questions and pursue hypotheses, and work to apply their theories to new and diverse situations. In general, all inquiry-based teaching follows three phases. Phase 1: Formulating Questions and Initial Understandings First, students are oriented to a problem, phenomena, or goal. For instance, I teach an inquiry-based online world religions course in which we begin by exploring the core question “what is religion, spirituality, or faith?” Phase 2: Exploration & Analysis In the next phase, students might conduct research, design experiments, and collect data from multiple perspectives and sources.

Wildwood Inquiry-Based Learning: Developing Student-Driven Questions Defining Inquiry Inquiry-based learning, rather than presenting a set of facts, uses student inquiries, questions, interests, and curiosities to drive learning. This level of student involvement makes the learning more relevant, encouraging students to develop their own agency and critical thinking skills. The Inspiration Wildwood was already using inquiry-based learning to some extent, but things took off for them when, in Principal Mary Beth Cunat's second year, the school put on an Inquiry Fair. "All of the sudden, we see our students doing things that really matter to them, and they're excited and they're passionate, and they want to talk about what they're learning," says Cunat. Student-driven inquiry is now the norm at Wildwood, as teachers regularly use student questions and lines of inquiry to drive their lessons. It All Starts With Questions Moving to a more inquiry-based style of teaching starts with questions. "Students are learning a process," says Cunat.

4 Things All Project-Based Learning Teachers Should Do | TeachThought 4 Things All Project-Based Learning Teachers Should Do by Lauren Ayer, M.Ed. Gone are the days when students were expected to sit passively at desks while teachers lectured endlessly, expecting children to soak up the information being thrown at them. In today’s educational environment, students are expected to collaborate, think critically, and work together to develop innovative projects and answers to complex questions. To support this mission, many schools have begun to take part in a practice known as Project-Based Learning (PBL). Making a shift from traditional forms of learning to PBL can be challenging. 4 Things All Project-Based Learning Teachers Must Do 1. This is where the teacher-prep comes in. What content do you want students to understand by the end of the project? Planning project based learning takes time. 2. So you’re ready to start your project. Begin, then, by generating questions. Find out what students think they know about a topic. Go on field trips. 3. 4. Conclusion

Is 2016 The Year That Progressive Education Returns? - Is 2016 The Year That Progressive Education Returns? by Robert Sun The 1920’s were a high point in the Progressive Education movement. Developed in response to the rigid pedagogy of 19th Century industrial society—methods that stressed uniform learning largely defined by social class—Progressive Education sought to break the mold with a more enlightened approach to public schooling. While Progressive Education had many elements, it essentially followed three teaching strategies. Despite its promise and a number of early successes, Progressive Education eventually lost momentum in the United States. As America comes to grips with the 21st Century world, however, the precepts of Progressive Education are once again finding favor. Progressive Education also mirrors the priorities of contemporary American society—the need to accept diversity—particularly an individual’s skills, preferences, responsibilities and rights. Finland has been a leader in the neo-progressive movement.

Using Project-Based Learning To Flip Bloom’s Taxonomy For Deeper Learning | TeachThought Using Project-Based Learning To Flip Bloom’s Taxonomy For Deeper Learning by Drew Perkins, Director of TeachThought PD One of the central features of high quality project-based learning is the pedagogical relationship between the Driving Question and the “Need to Knows” that stem from it. Instead of starting at the bottom and focusing on the teaching and learning of content prior to moving up, consider flipping that approach by starting at the top and asking students to create an authentic product with a strong Driving Question. Interested in growing deeper learning with PBL at your school?

4 Elements to Effective Adult Learning, According to Neuroscience Adult Learning or Andragogy highlights that adult learners are fundamentally different in their methods of learning in comparison with children. As an L&D professional, you need to understand these differences and figure out the best methods that can be employed to meet the adult learning needs. With adult learners, you will encounter different types of expectations, demands, and challenges. The key is to accommodate to these needs and work in a manner that is most effective and engaging for them. Understanding human psychology and brain science can help in this regard. While there are multiple methodologies to make this happen, there is a model proposed by Lila Davachi, Associate Professor of Psychology at New York University that is known to be very effective. 1) Attention "Learning that happens while multitasking cannot be generalized— and does not result in understanding or the ability to recall when needed." Read: The Science of Attention (And Why eLearning Professionals Should Care)

35 Educational Resources to Encourage Inquiry & Inventive Thinking This is a sponsored post. I’ve scoured the internet, including all of my favourite social media sites, to bring you a fantastic collection of online inquiry and inventive thinking resources that I know will inspire and motivate both you and your students. The collection includes Lego, science, practical activity ideas, engineering, videos, animation, technology and a tonne of fun facts – so there is sure to be something for everyone! Sean Kenney Lego Certified Master Builder’s YouTube Channel: Best-selling author and artist, Sean Kenney, uses LEGO toys to build anything and everything you can imagine. CSIRO Crest: CREativity in Science and Technology (CREST) is an Australian non-competitive awards program supporting students to design and carry out their own open-ended science investigation or technology project. Pinterest is a veritable smorgasbord of great ideas across all grades and subject areas. What are your favourite online resources for inspiring kids to think? You may also like:

Supporting Deeper Learning in the Classroom – Digital Promise | by Jennifer Kabaker For today’s students to effectively compete in the global workforce, they must develop the skills, understandings, and mindsets necessary to prepare them for the careers and challenges of tomorrow. This means more than learning to read and write – it means being able to master academic content and apply that knowledge across contexts in a meaningful way. For example, imagine a sixth grade classroom where students are deeply engaged in building controllers for robots that swim. One group experiments with settings that will allow their robots to sink by filling a bladder with water. Another works to perfect the speed controls on the motor. These students are using skills articulated through “Deeper Learning,” a framework designed by the William and Flora Hewlett Foundation and many other education stakeholders. The report outlines the six key categories of skills for Deeper Learning, including: For example, the list of micro-credentials includes: About Jennifer Kabaker

Mastering Assessment Language: Trusty Tips and Tools The formative assessment rubric is an amazing and revealing tool. They are made all the more effective by carefully considering the language we use. Mastering assessment language is an art form in itself. Like all other art forms, it takes time to perfect. Proper formative assessment tells us what students have learned. Where Am I? Where Do I Want to Be? How Will I Get There? Formative assessment is first and foremost a partnership with teacher and student. Tips for Mastering Assessment Language When writing a question or developing an assessment, ask yourself: What does this show? Our goal is to have our students performing at the higher end of Bloom’s Taxonomy. Part of mastering assessment language is making sure we are targeting the right skills. That said, there are better modes of assessment that are exemplified in the terms we use. Now consider this list associated with higher-order skills (HOTS). The general rule is that action terms and descriptors should be: Never Stop Encouraging