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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

See Sally Research: An Environmental Scan No, it's not deja vu - you may have read this post over on Joyce Valenza's NeverEnding Search blog already. She and I were asked to write a book chapter for administrators (note to self: no cracks about reading level) on today's information literacy practices. Here is the result. The good stuff is all Joyce's work. (She is THE smartest person in libraryland - bar none.) See Sally Research: An Environmental Scan Digital and ubiquitous sources of information, expanded definitions of literacy and audience, and greater emphasis on creative problem-solving have dramatically changed how – and why – students “do” research. The following scenarios scan the evolution of the information and communication landscapes, sharing the new possibilities for student research. 1989 (pre-Web) Sally Madonna is a high school junior very interested in environmental issues. Finding resources: With her social studies teacher, Sally visits the high school library. 2010 (Web 2.0/Social web) Final Grade: Johnson, Doug.

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?

(Rethinking) Makerspaces Kids have always made in my library. We encouraged digital and visual and dramatic and rhetorical creativity before, during, and after school. But for a while, I’ve questioned the value of using already heavily used real estate to randomly carve out space for a 3D printer, electronics stations and sewing machines. A couple of weeks ago I had the opportunity to chat with Amos Blanton, project manager of the Scratch online community, and a member of the Lifelong Kindergarten Group at MIT Media Lab. Amos makes the case for makerspaces as powerful, authentic, relevant learning experiences, and for when and why library may be the very right space to create a makerspace. Here’s the video of our chat and a few of key points to consider before adopting a maker culture for libraries Amos’ key points: School pressures make it challenging to make space for interest-driven learning. A Makerspace is not a one-size-fits-all kind of space. Freedom to choose changes the way students invest in a project.

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:

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: 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.

Home 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. 3 Ways to Manage the Messy Middle of a Project | Blog After the entry event to launch the project, it’s time to start managing the workflow. And that’s where things can get a bit tricky. Ready, set, evaluate! In the initial phases of a project comes inquiry. They don’t. To avoid losing time during research as a result of students reading information from sites that aren’t reliable, teach them how to judge a website for veracity. I show students how to use this Website Evaluation Checklist to scaffold their thinking. Students do not have to fill one out for each site they use, but I will periodically ask teams or individual students to evaluate a website using the tool to monitor their thinking. Also, ask students to summarize what they read and include a URL to the source they’re summarizing. Where’s that information? Technology today can help sort out these snafus. My students have started to use Google Slides to curate questions, links, and important information they find. The image above shows the flow of a project.

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