background preloader

An Introduction to Project-Based Learning

An Introduction to Project-Based Learning
Related:  PädagogikTEORÍAS DEL APRENDIZAJE Y LA ENSEÑANZA

The Global Classroom Project: 2012-13 - Mystery skype The Global Classroom Project, Hello Little World Skypers, and the Global Virtual Classroom have teamed up to create a Mystery Skype contact list! Our combined efforts will give you many contacts throughout the world. These contacts are dedicated teachers who strive to connect their students globally and provide a rich learning experience.Mystery Skype provides an engaging way for classrooms to introduce themselves to each other. Project Goals: Students will use map skills to find the location of the mystery classroomStudents will use communication and critical thinking skills to ask questions to help them find the mystery location.Classes communicate with other classrooms via Skype or Google+ Hangouts.Students will learn to respect and appreciate the cultures and customs of others.Students will be able to see the differences and similarities between themselves and others around the world. How it works: Possible Mystery Skype Questions: 1. Secret Skyping Teaching Geography with Mystery Skype

Trainerausbildung und Zertifizierung, Seminarkonzepte, Trainingskonzepte, Schulungsunterlagen, Seminarunterlagen :: Trainerausbildung und Zertifizierung Die Teilnehmer des Lehrgangs lernen, Lehrveranstaltungen zielgerichtet aufzubauen, Inhalte professionell zu präsentieren, Gruppen zu moderieren, sowie Konflikte aufzugreifen und konstruktiv zu lösen. Im Rahmen der Trainerausbildung werden alle notwendigen didaktischen Fähigkeiten und Fertigkeiten des Trainers praxisnah und anschaulich behandelt und gezielt weiterentwickelt. Die Ausbildung richtet sich nach den Statuten des IHK-Kodex „Qualität und Professionalität in der Weiterbildung“. Abschluss: „Trainer (IHK)“ Zielgruppe: Verantwortliche für Aus- und Weiterbildung in kleinen und mittelständischen Unternehmen, freie Trainer Voraussetzung: Unterschriebene Erklärung zur Einhaltung des IHK-Kodex „Qualität und Professionalität in der Weiterbildung“ Inhalt: Einführung: Vorbereitung auf das Audit-Verfahren anhand umfangreicher Schulungsmaterialien; Berufsbild Trainer / Dozent – Selbstverständnis und künftige Anforderungen Termine: Blockunterricht: jeweils 09:00 - 17:30 Uhr Status der Anmeldungen:

How cl motivates students and teachers Cooperative Learning (CL) is an instructional strategy that employs avariety of motivational techniques to make instruction more relevant andstudents more responsible. This chapter outlines the benefits of CL interms of its motivational impact. Benefits of Cooperative Learning In Relation to Student Motivation Dr.Theodore Panitz Introduction General guidelines for classroom motivation (for example, Forsyth and McMillan, 1994) suggest emphasis on challenging, engaging, informative activities and the building of enthusiasm and a sense of responsibility in learners. The definition of CL as a motivational strategy includes all learning situations where students work in groups to accomplish particular learning objectives and are interdependent for successful completion of the objective. Developing attitude: creating a favorable disposition toward thelearning experience through personal relevance and choice Test anxiety is significantly reduced (Johnson and Johnson 1989). Conclusion Astin, A.W.

Challenge Based Learning - Next Steps Welcome! Thank you for joining the Challenge Based Learning (CBL) Community. The community is a dynamic environment where you can learn about CBL, collaborate, organize challenge teams, propose challenges and offer solutions. New to CBL? Creating a new Challenge Proposal? Check out the the step sheet on how to create a challenge proposal (PDF). Developing a solution to an existing challenge? Check out the step sheet on how to create a solution (PDF). Looking to collaborate? Take some time to participate in the CBL community forum - this is a great place to collaborate with learners from around the globe to plan challenges and discuss solutions. Methodenkoffer Einfache Methoden In diesem Bereich finden sich Methoden, die nur auf einen Teilaspekt von Beteiligung abzielen. Dennoch können sie ohne zwingende Anbindung an ein umfassendes Beteiligungsprojekt als Einzelaktionen durchgeführt werden, z.B. Problemlösungs- und Ideenfindungsmethoden. Inhaltliche Strukturierungen In diesem Bereich finden sich Methoden, die unterstützend und optimierend in einzelnen Phasen eines umfassenden methodischen Konzepts eingesetzt werden. Intervention/Spiel In diesem Bereich finden Sie eine Auswahl von allgemeinen phasen- und situationsbezogenen gruppenpädagogischen Interventionen/Spielen für Klein- bis Großgruppen. Komplexe Methoden In diesem Bereich finden sich Methoden, die als ganzheitliches Konzept zur Beteiligung eingesetzt werden können oder in Kombination mit Einzeltechniken, z.B.

Why Teach with Project-Based Learning?: Providing Students With a Well-Rounded Classroom Experience Because project-based learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying. Research also indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning. In addition, students develop confidence and self-direction as they move through both team-based and independent work. In the process of completing their projects, students also hone their organizational and research skills, develop better communication with their peers and adults, and often work within their community while seeing the positive effect of their work. Because students are evaluated on the basis of their projects, rather than on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-based work is often more meaningful to them. Students also thrive on the greater flexibility of project learning.

Writing Process Organizer - Big6 Big6 #1: Task Definition 1. Prewriting is the first step of the writing process. 2. 3. Big6#2: Information Seeking Strategies 1. Make a list here: * 2. Big6 #3: Location & Access 1. 2. 3. Big6 #4: Use of Information 1. 2. Big6 #5: Synthesis Now it is time to complete the writing process. 1. 2. 3. 4. You may want to combine short sentences and begin to look at your use of grammar. Think about scheduling another content conference with your teacher after you revise your paper. 5. 6. Does your assignment include a product to go with your paper? **Even though there are several steps to the writing process, it is very important to ask for feedback. Big6 #6: Evaluation Before you show your paper (and product) to an audience, be sure it is as perfect as you can make it. You should be able to answer “yes” to these questions before you turn in your paper: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Bibliography: 1.

Educating the 21st Century When does the course begin? This class is self paced. You can begin whenever you like and then follow your own pace. It’s a good idea to set goals for yourself to make sure you stick with the course. How long will the course be available? This class will always be available! How do I know if this course is for me? Take a look at the “Class Summary,” “What Should I Know,” and “What Will I Learn” sections above. Can I skip individual videos? Yes! What are the rules on collaboration? Collaboration is a great way to learn. Why are there so many questions? Udacity classes are a little different from traditional courses. What should I do while I’m watching the videos? Learn actively!

Constructivism as a Paradigm for Teaching and Learning What is constructivism? How does this theory differ from traditional ideas about teaching and learning? What does constructivism have to do with my classroom? Expert Interview What is the history of constructivism, and how has it changed over time? What are some critical perspectives? What are the benefits of constructivism? What does constructivism have to do with my classroom? As is the case with many of the current/popular paradigms, you're probably already using the constructivist approach to some degree. prompt students to formulate their own questions (inquiry) allow multiple interpretations and expressions of learning (multiple intelligences) encourage group work and the use of peers as resources (collaborative learning) More information on the above processes is covered in other workshops in this series. In a constructivist classroom, learning is . . . Students are not blank slates upon which knowledge is etched. The student is the person who creates new understanding for him/herself.

Willkommen bei qualiboXX Sie sind in den Bereichen Berufsorientierung, Berufs- und Ausbildungsvorbereitung oder Ausbildung tätig? Dann bietet Ihnen qualiboXX die ideale Plattform zur Unterstützung Ihrer täglichen Arbeit. Erfahren Sie mehr über das Portal und den nach Anmeldung zugänglichen Arbeitsbereich. Über qualiboXX Aktuelles Meldungen Vernetzen Virtuelle Netzwerkarbeit mit qualiboXX Gruppen in der Community Bei qualiboXX treffen sich Sozialpädagog(inn)en, Lehrer(innen), Ausbilder(innen). Mehr Teorías y modelos sobre el aprendizaje en entornos conectados y ubicuos. Bases para un nuevo modelo teórico a partir de una visión critica del “conectivismo” Zapata-Ros, Miguel Teorías y modelos sobre el aprendizaje en entornos conectados y ubicuos. Bases para un nuevo modelo teórico a partir de una visión critica del “conectivismo”., 2012 [Preprint] English abstract In this paper we describe the basis for building a theoretical model of learning and knowledge processing, from online learning environments. This will leave a critical view of connectivism, and a basic premise: the recognition and study of the contributions of existing theories, the scope is yet to be developed in accordance with the powers of the social environments and ubiquitous. We will do some reflection on why this phenomenon occurs at the current stage of development, the Sociedaddel Knowledge and Information for at a later stage using the findings as the basis of the new model. Spanish abstract References "SEEK" links will first look for possible matches inside E-LIS and query Google Scholar if no results are found.

Related: