PBL Learning | Project Based Learning Resources, Examples About ETR Community EdTechReview (ETR) is a community of and for everyone involved in education technology to connect and collaborate both online and offline to discover, learn, utilize and share about the best ways technology can improve learning, teaching, and leading in the 21st century. EdTechReview spreads awareness on education technology and its role in 21st century education through best research and practices of using technology in education, and by facilitating events, training, professional development, and consultation in its adoption and implementation.
Why Your Project Needs a Verb Designing project-based learning (PBL) assignments opens up several decisions. The challenge that students will face, the assessments that measure their learning, the amount of voice and choice to offer, the calendar and length of the challenge—these are just some of the many facets of an effective PBL project. As we design a project, we may have trouble really focusing it. Why Focus on Verbs? Verbs are powerful. Projects are supposed to focus on authentic problems and challenges, whether real or scenario-based. Verbs can help us hone our purpose for the project. Weak Verbs, Powerful Verbs A weak verb can make or break a project, or cause you to run into pitfalls. Here is an example of how finding the right verb can transform a project. Through reflection and by picking the right verb, she came to the overall purpose of the project. Teachers should pick verbs that are appropriate to their students and contexts. Can Students Choose the Verbs?
Talking About Text Structure in the PBL Classroom Project-based learning is often associated with STEM learning, but PBL is a powerful context for literacy learning as well. Many research-supported practices for developing literacy can be seamlessly embedded into projects. A meaningful and engaging context, as in PBL, can make instruction in research-supported practices even more effective (Guthrie et al., 2004; Guthrie et al., 2008). Strong readers pay more attention than weaker readers to how texts are structured or organized. Fortunately, paying more attention to text structure is something that we can teach to all readers. Research shows that this practice helps many readers, even young children and those with learning difficulties (Gersten, Fuchs, Williams, & Baker, 2001; Shanahan et al., 2010). 1. Select a text that one or more students are using in a project. 2. Consider using a graphic organizer, such as a Venn diagram, flow chart, hierarchical diagram, or timeline, to help students learn that structure. 3. 4. 5. 6. 7.
Scaffolding the PBL Shift | Blog I remember my first year teaching freshmen Global Studies at a brand new Project Based Learning school. I was so excited to allow students to pursue their own paths in student centered learning. I gave them open-ended topics like imperialism to pursue with little guidelines and no rubrics. I thought the students could research and figure out what interested them and what was important all on their own. Fairly soon the students started coming to me and begging for guidance, and it wasn’t limited to struggling students. The most vocal students were the ones who had gotten all A’s in traditional classes. But some of their complaints were legitimate. Gradual Release is Vital This is why the Gold Standard teaching practice of Scaffolding Student Learning is so important for teachers and students who are new to PBL. Fast forward to this year. A week into the school year, before I even started the project, I realized that my expectations were very unrealistic.
A PBL Project is Like the Hero’s Journey | Blog I’ve been meaning to write this post after hearing an idea at PBL World 2015 in the keynote by Ramsey Musallam, an amazing speaker and high school chemistry teacher. Now that PBL World 2016 is almost upon us, I thought I’d better get this done so I can be ready to blog about this year’s events and ideas. Ramsey likened the learning cycle that happens in PBL to the classic “hero’s journey” first explained by mythologist Joseph Campbell in The Hero with a Thousand Faces (1949). Campbell described the basic narrative pattern as: A hero ventures forth from the world of common day into a region of supernatural wonder: fabulous forces are there encountered and a decisive victory is won: the hero comes back from this mysterious adventure with the power to bestow boons on his fellow man. Many myths and stories throughout human history, literature, and in movies follow this pattern, from Odysseus to Buddha to Jesus to fairy tales to Frodo Baggins to Neo in The Matrix and, of course, Star Wars.
PBL School Rubric May , 2014 Project based learning is a teaching learning methodology that has been widely praised for its efficacy in enhancing learning achievements.The premise underlying PBL revolves around getting students engaged in authentic learning events through the integration of mini-projects in class. These projects can be as short as one day and as long as a year. However, there is a difference between mere projects and project based learning. This table from Teachbytes provides a great illustration of the nuances between the two concepts. Check out the full graphic from this page.
Designing Research Projects Students (and Teachers) Love Designing Research Projects Students (and Teachers) LoveMultiMedia Schools, Nov-Dec 1999 Consider these scenarios: Scenario 1:Michael is a wonderful young man. Handsome, intelligent, caring and sweet, he‘s better than about 99% of the rest of kids out there. But the one thing he is not is much of is a scholar. For the past few years I have been looking at projects like these from the Mankato schools that kids and teachers love. Assignments that matter:1. 2. 3. 4. 5. Activities that involve the researcher:6. 8. 9. 10. 11. Assessments that Help by Promoting Growth and Showing Care12. 13. 14. 15. So if we know all this about good research projects, why don’t all teachers design them with some or all of these elements. Well, a 4th “A” sneaks in. 17. 18. 19. 20. 21. ConclusionResearch must matter. Table One A Research Question Rubric: not all research questions are created equal. Level One: My research is about a broad topic. Level Three: My research answers a question of personal relevance.
Elements of projects that encourage creativity: Scenarios The quality and effectiveness of school projects differ vastly. Consider the last time you visited an elementary school science fair. How many of the projects would be considered high quality using Google’s criteria above? I bet the volcano model and the plant nutrient experiment wouldn’t pass muster. Does making a volcano out of paper mache demonstrate the scientific method? Did the child who tries different fertilizers on a plant have a passion for horticulture? I’ve been thinking and writing about how we can improve the quality of projects for a long time. Unfortunately, I’ve seen too many teachers attend a conference or workshop and hear another teacher describe in exquisite, step-by-step detail, the wonderful project she does with her students. What has happened in this type of professional learning about a successful teaching strategy has fallen prey to what I call “the franchise syndrome.” The same holds true for trying to duplicate successful projects. Mr. Mr.
Creativity and project-based learning 2 I am not very good at self-promotion. Minnesota modest, I guess. Yet I also think my new book Teaching Outside the Lines: Developing Creativity in Every Learner may improve kids' lives. This is the second part of a post begun here. From: Chapter Five: A Job Not Worth Doing is Not Worth Doing Well: What are the attributes of projects that help instill creativity? Assignments that matter to the student: Projects that allow creativity have clarity of purpose and expectations. Activities that involve the student: Projects that allow creativity involve a variety of information finding activities. Assessments that help the learner: Projects that allow creativity have results that are shared with people who care and respond. Why don’t all teachers design projects with some or all of these elements. Attitude is Everything Teachers who enjoy authentic, project-based learning in which creativity is encouraged are comfortable with a loss of control over time, the final product, and “correct” answers.
35 Leaders on the Successes and Challenges of Project Based Learning | Blog This post originally appeared on GettingSmart.com. Together with colleagues at the Buck Institute for Education (BIE), the team at Getting Smart is working to support high quality project-based learning (PBL). We asked learning experts what's working in PBL and what needs to improve. We surveyed teachers, principals, superintendents, parents, and nonprofit and foundation executives that support high quality projects in schools and districts. Here are some of their responses: How is PBL Implemented Effectively? Andrew Rothstein, National Academy Foundation: “NAF uses PBL in all 30 of its courses and include project artifacts for NAFTrack Certification. Bailey Thompson (@baileythomson), Spark Schools: “Asking students what they want and need and trusting them enough to build models according to their responses. David Conley (@drdavidtconley), EdImagine: “As part of a comprehensive program of school improvement focused on enhanced college and career readiness, and not an isolated program.”
10 Practical Ideas For Better Project-Based Learning In Your Classroom 10 Practical Ideas For Better Project-Based Learning In Your Classroom By Jennifer Rita Nichols Teachers are incorporating more and more projects into their curriculum, allowing for much greater levels of collaboration and responsibility for students at all levels. Project- based learning is a popular trend, and even teachers who don’t necessarily follow that approach still see the benefit to using projects to advance their students’ learning. Projects can be wonderful teaching tools. The increase in classroom technology also makes projects more accessible to students. Despite general agreement about the benefits of using projects and project-based learning in general, it must be noted that all projects are not created equal! This may happen fairly often because teachers are wary about being able to assign grades to the final assignments handed in to them by students. Students do not need to be compared against each other, but to the standards they need to achieve for their level.
8 Essential Elements To PBL Supported file types: .doc/.docx, .xls/.xlsx, .ppt/.pptx, .pdf, .jpg, .jpeg, .png, .gif, .bmp Max file size: 25 MB Supported thumbnail types: .jpg/.jpeg, .png, .gif, .bmpMax upload size: 500 kB You completed:Project Based Learning Next up: Continue » Color Preview (not actual size) Embed Playlist px Green Silver Charcoal Black Copy the HTML code and paste it on your page: Link 8 Essential Elements of Project Based Learning — Project Based Learning If you follow me on Twitter, or have ever read my blog, you know I am a big fan of Project Based Learning (PBL). I firmly believe an emphasis on creative, innovative projects (not the dioramas from our childhood) challenges the current paradigm of education. PBL makes learning relevant, engaging, and authentic. PBL demands and develops 21st century skills like creativity, collaboration, communication, and critical thinking. Whether you are a first-time PBL teacher, or a seasoned practitioner, it is a great exercise to reflect upon the essential components of a meaningful project. 1. 2. 3. 4. 5. 21st Century Skills: This has been a buzz word for some time. 6. 7. 8.