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What's the Difference Between "Doing Projects" and "Project Based Learning"?

What's the Difference Between "Doing Projects" and "Project Based Learning"?
Related:  Project-Based Learning

Stove Project Sparks Global Youth Action Photo credit: Rich Lehrer Separated by thousands of miles, middle-school students in suburban Massachusetts are teaming up with peers in Brazil, Africa, and India on a project with lifesaving potential. By designing and building efficient cook stoves, students are learning about energy and humanitarian engineering. They're also learning about the serious health hazards faced by some 3 billion people around the world who routinely cook with wood or charcoal. Meanwhile, their teachers are engineering a collaborative learning experience that uses global issues to engage students in STEM. "This started as a small idea," says Rich Lehrer, eighth-grade science teacher at Brookwood School in Manchester, Massachusetts, "but it's really taking off." This real-world STEM project is generating buzz at education conferences and online events, and is a leading contender in the MIT IDEAS Global Challenge that wraps up on Monday, April 29. The Spark Cold Calls and Connections From Talking to Doing

DebateGraph DebateGraph is an award-winning, web-platform for visualizing and sharing networks of thought – and opening reasoning and action to collaborative learning and iterative improvement.Create your own maps and explore and contribute to maps created by amongst others: CNN, the White House, the UK Prime Minister's Office, The Independent, and the Foreign Office. DebateGraph is being used in over 100 countries and helping people reason and learn together more effectively in many different fields, including: education, health, governance, media, publishing, environment, conflict resolution, conferences, group facilitation, and public consultation and planning.There's no limit to the number of people who can collaborate on maps, and you are welcome to start building and sharing public and private maps on any topic now. Copyright © 2014 Thoughtgraph Ltd. All Rights Reserved. Registration No: 0584316 VAT No: 994672852. Terms & Privacy (including our Cookie Policy).

Curriculum Connection Students create a counting book to build foundation curriculum and technology skills at the beginning of the school year. Working with students in the computer lab can be a challenge, especially at the beginning of the school year. Some students are very good with a mouse, and other have no computer experience. So to teach mouse control to these students at St. Mary of the Mills School, I decided to use the counting activity templates as a first project. The students learned to drag-and-drop and resize objects, as well as open activity pages. Using Pixie allows me to cover many skills with the kindergarten class; at the end of the project all of the students are proficient with using the mouse, resizing objects, opening new activities and even saving their work! Popular Topics Advertisement Getting Chromebooks? Stay creative with Wixie!

Project Based Failing: The Goal is NOT Student-Centered Over the past five years, I have spent a great deal of time shifting 20% of my class from being teacher-centered to student-centered. That was a fail. I’ve written a fair amount about the 20% Project and why I believed that it was important to have class time when the teacher is off center stage while shifting emphasis on the students. This model energized and liberated many of my students, while it confused and terrified others. Either way, I was committed to establishing a project where students can take on challenges and solve problems any way they saw fit. The problem, though, is that a 20% Project should NOT be a student-centered project. However human-centered is a specific term that comes from the design-thinking framework that Molly Wilson introduced to our entire school last week. A student-centered project is one that focuses on the creator’s needs and desires, where an audience-centered or user-centered project focuses on the actual person who would use the project.

Research-Supported PBL Practices At one New Tech Network high school, strategies backed by research make project-based learning effective and engaging for teachers and students. At Manor New Technology High School in Manor, Texas, several research-based practices interact to promote successful inquiry-based learning: Manor New Tech is part of the New Tech Network, a nonprofit that works with schools and districts around the country providing services and support to help reform learning through project-based learning (PBL). It has graduated two classes with an average annual graduation rate of 98 percent. Collaborative Project-Based Learning When implemented well, PBL has been shown to develop students' critical thinking skills, improve long-term retention of content learned, and increase students' and teachers' satisfaction with learning experiences (see Ravitz, 2009, for a review). Supporting Teachers' Development and Leadership Technology Integration The Scalability of the New Tech Model Bibliography Blumenfeld, P.

InCommon: Security, Privacy and Trust for the Research and Education Community Tech4Learning - Tools to create, engage, and share. | Tech4Learning How to Make Your Classroom a Thinking Space Editor's note: The following is an excerpt from Thinking Through Project-Based Learning: Guiding Deeper Inquiry by Jane Krauss and Suzie Boss. It was published this month by Corwin. Take a moment and imagine a creative work environment. Don't worry about the kind of work going on. Was your mental picture anything like either of the workspaces shown in these photos? Photo of High Tech High in San Diego. Photo credit: High Tech High Think back to your mental image of a creative workplace. Fine-Tune the Physical Environment for PBL Birkdale Intermediate School in New Zealand has a long tradition of teaching through inquiry projects. This school has intentionally developed a climate and curriculum to encourage deep thinking, which is reflected by the physical environment. Many schools don't have budgets for this kind of wholesale remodeling. Independent work. Partner and small-group work. Check-ins and seminars-for-some. Reimagine who the stuff belongs to. Conversational classroom.

Project Based Learning and iPads/iPods Introducing an irresistible project at the beginning of a unit of study can give students a clear and meaningful reason for learning. Plus, they end up with a product or result that could possibility make a difference in the world! In project based learning students are driven to learn content and skills for an authentic purpose. PBL involves students in explaining their answers to real-life questions, problems, or challenges. It starts with a driving question that leads to inquiry and investigation. Technology can be helpful throughout a project, whether students use iPads, Chromebooks, Android tablets, laptops, or desktops.

Instructional Technology/Telecommunications - Teaching and Learning | State Department of Education Navigation HomeAssociations- Technology AssociationsFederal Programs and E-Rate - Technology Plans, Title II D of No Child Left Behind, E-RateProfessional Development - Face-to-Face, Online, Online Curriculum OpportunitiesTeaching and Learning - Supplemental Online Course Procedures Supplemental Online Course Procedures Rules (O.A.C. 210:15-34) Oklahoma requires all public schools to offer educationally appropriate supplemental online opportunities for all of their students, including transfer students. An online course refers to course that a student takes primarily or exclusivley online instead of in a regular classroom. Parents: If your child is interested in taking online courses for credit, contact your local district to see what supplemental online courses are offered. Districts: District superintendents have access to the list of third party providers and courses that have been submitted to OSDE by logging into the Wave. Supplemental Online Course Providers Online Assessments

Write a Great Authentic Task Project-based Learning engages students in projects that allow them to construct their own knowledge and develop authentic products while dealing with real-world issues. In order to challenge students on this level, it is helpful to frame their work with an authentic task. Authentic tasks require students to demonstrate proficiency by applying existing knowledge to solve a real-world problem. Authentic tasks create a bridge between what is learned in the classroom and why this knowledge is important to the world outside of the classroom. Authentic tasks are not meant to replace current classroom practice, but to provide another strategy to meet learning goals and measure student understanding. What does an authentic task look like? Immigration Station In the past four years, your city has had an influx of over 10,000 immigrants. Your task force will make a 15 minute presentation of what needs to be done. Authentic or Real-World Where might they work? Products A lawyer makes an argument.

Project Based Learning (image from education-world.com) Project Based Learning (PBL) is a great way to teach students content, 21st century skills, and engage them in something fun and educational. I spoke more about PBL in an earlier blog ( and we had some great reader comments (Tech&Learning, May 2009, page 14). Today I'd like to give some tips and ideas on how to get started with PBL in your classroom. First of all, PBL can be used in any classroom, in any subject, at any grade level. PBL does take planning. For instance, I teach physics and developed a project for my classes on structures and stress and strain. Another example of PBL is having the students research a topic and present it to the rest of the class through a multimedia presentation, website, or poster. Start small. Another idea for projects is to look at your school or community and see what they need. Some web resources to get you started:

What It Takes to Become an All Project-Based School New Tech Network In many schools, project-based learning happens in isolated cases: in certain teachers’ classrooms here and there, or in the contexts of specific subjects. But for students to benefit from project-based learning, ideally it’s part of a school’s infrastructure — a way to approach learning holistically. For one quickly growing network of schools, project-based learning is the crux of the entire ecosystem. The network has not only grown in size, but also in notoriety. The nod from the president comes at a time when New Tech is attempting to position itself as a successful model to follow. “From where we stand, public school districts are as capable of innovative schools as charter schools.” Here are a few of the statistics New Tech has gathered from their schools: students graduate at a rate six percent higher than the national average and enroll in college nine percent more than the average. New Tech schools are entirely project-based and cross-disciplinary.

Bloomin' Apps This page gathers all of the Bloomin' Apps projects in one place.Each image has clickable hotspots and includes suggestions for iPad, Android, Google and online tools and applications to support each of the levels of Bloom's Revised Taxonomy.I have created a page to allow you to share your favorite online tool, iOS, or Android app with others. Cogs of the Cognitive Processes I began to think about the triangular shape of Bloom's Taxonomy and realized I thought of it a bit differently.Since the cognitive processes are meant to be used when necessary, and any learner goes in and out of the each level as they acquire new content and turn it into knowledge, I created a different type of image that showcased my thoughts about Bloom's more meaningfully.Here is my visual which showcases the interlocking nature of the cognitive processes or, simply, the "Cogs of the Cognitive Processes". IPAD APPS TO SUPPORT BLOOM'S REVISED TAXONOMYassembled by Kathy Schrock​ Bloom's and SAMR: My thoughts

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