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Projects vs. Project-Based Learning Chart

Projects vs. Project-Based Learning Chart
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. 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 ? Related:  COLLECTION: Project-Based Learning (PBL) Resources

Ideas And Inspiration For The K-12 Community - K-12 Instructional Resource Center K-12 Internet Resource Center Welcome entrsekt reader. Thank you for visiting We hope you find the K-12 Internet Resource Center to be a valuable resource that you will come back to often. Ideas And Inspiration For The K-12 Community is an entirely free & independent resource, cataloging over 2,300 web and video resources for the K-12 community. No registration is needed – just dive in. Resources Find a lesson idea, video or activity for your classroom. Development Check out the wide variety of professional development opportunities and resources. Tools Everything from classroom automation and making a class web site to creating videos and 3D printing. Support Find an affinity group or a good laugh. Partners Develop partnerships and engage your students, their parents, and the community. YouTube Copyright School Where Russell learns some valuable lessons about copyright. A video from: Copyrights and Intellectual Property Rights more videos... Today's Featured Web Site... Take Five

Project-Based Learning Through a Maker's Lens The rise of the Maker has been one of the most exciting educational trends of the past few years. A Maker is an individual who communicates, collaborates, tinkers, fixes, breaks, rebuilds, and constructs projects for the world around him or her. A Maker, re-cast into a classroom, has a name that we all love: a learner. Making holds a number of opportunities and challenges for a teacher. What Do You Want to Do? The first step in designing a PBL unit for a Maker educator is connecting specific content standards to the project. Choosing, thinking, reflecting, and sorting possible projects should be a career-long process. Essential Questions With an appropriate project chosen, an educator can begin framing the learner's journey. Making requires partners. Finally, an educator can start thinking about individual lessons. Failure Is a Preferable Option Good projects require failure. Teachers new to PBL and Making often make similar mistakes:

Using Project-Based Learning To Flip Bloom’s Taxonomy For Deeper Learning - 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. In the video below I use the Explain Everything app to show how teachers and schools, using a process of rich inquiry, can leverage great thinking and learning by flipping how you approach the concepts behind Bloom’s Taxonomy. 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?

3 Lessons From Teaching Our First PBL Unit | Blog After attending the Buck Institute for Education’s PBL 101, we embarked on our first Project Based Learning (PBL) unit. At the workshop we learned that if you are just “doing a project,” don’t call it PBL. So one of our goals was to make it gold standard instead of just implementing a cool project. Our PBL unit focused on exploring the driving question, “How did the floods in South Carolina in October of 2015 affect the human and physical geography?” That said, we learned that we can improve our practice for future PBL units. Lesson 1: Partner with Another Teacher Without a doubt, the most significant takeaway of our first PBL unit was seeing the students blossom while engaged in Project Based Learning. The first and most obvious reason to co-teach and co-plan is that it allows you to share the workload. Next, and perhaps even more important, having another teacher experiencing the PBL unit allows for greater reflection on daily lessons and activities.

What the Heck Is Project-Based Learning? You know the hardest thing about teaching with project-based learning? Explaining it to someone. It seems to me that whenever I asked someone the definition of PBL, the description was always so complicated that my eyes would begin to glaze over immediately. PBL: The Elevator Speech An elevator speech is a brief, one- or two-sentence response you could give someone in the amount of time it takes to go from the first floor to the second floor in an apartment building. So the elevator opens up, a guy walks in and out of the blue asks you, "What the heck is project-based learning anyway?" You respond accordingly: "PBL is the act of learning through identifying a real-world problem and developing its solution. "That's it?" "Well, no," you reply. After all, if we just look at that definition, it doesn't state certain trends in PBL. A More Elaborate Response PBL is the ongoing act of learning about different subjects simultaneously. PBL Creates a Learning Story (Brief note here: Don't panic.

4 Ways to Promote Growth Mindset in PBL | Blog Originally posted on “I can’t do this! I hate geometry! I’m too dumb for this!” In our classroom, the word "can’t" was the worst four-letter word a student could use; after all, even the last three letters of "geometry" insist that you T-R-Y….TRY! The student’s outburst is a classic example of fixed mindset. So, how does PBL promote growth mindset? Think of a student who shuts down at the first sight of adversity. Here are 4 Ways to Promote Growth Mindset in PBL: 1. Help students learn from failures. 2. Build in checkpoints for students to have opportunities to revise and improve their work. The Gallery Walk and the Tuning Protocol are two protocols that we can model and practice with students to structure feedback on three levels: from teacher to student from peer to peer from expert to student 3. In Setting the Standard for Project Based Learning, PBL experts from BIE suggest that teachers can offer opportunities for students to reflect both outward and inward. 4.

PROJECT-BASED LEARNING - Twenty Ideas for Engaging Projects 2. PBL is No Accident: In West Virginia, project-based learning has been adopted as a statewide strategy for improving teaching and learning. Teachers don't have to look far to find good project ideas. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Please tell us about the projects you are planning for this school year. 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.

What is PBL? To help teachers do PBL well, we created a comprehensive, research-based model for PBL — a "gold standard" to help teachers, schools, and organizations to measure, calibrate, and improve their practice. In Gold Standard PBL, projects are focused on student learning goals and include Essential Project Design Elements: 35 Leaders on the Successes and Challenges of Project Based Learning | Blog This post originally appeared on 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.”

IDEA WATCH: School Libraries, Librarians, and Project-Based Learning–“Flexing” Library Spaces for Learning Last spring, our AP environmental science class teacher gave her students an assignment: Find something environmental about our school and community that they wanted to change, form a class community, and propose solutions to the problem. Each class brainstormed and voted on a problem they wanted to address, and then formed subcommittees for publicity, finances, etc. So how did the library fit into this venture? For one thing, the classes used me as the research expert, calling me in for advice on where to find information, who to contact, and who the experts were in the field. Equally important to our students’ process was having a space to work in that supported their collaboration. David Jakes, who presented “Toward the Design of Contemporary Library Spaces” in the Internet@Schools track at the 2016 Internet Librarian conference in Monterey, Calif., speaks about how spaces create invitations for experiences. • Challenging question and meaningful problem • An extended period of inquiry