How to Reinvent Project Based Learning to Be More Meaningful By Thom Markham This is a crucial time for education. Every system in every country is in the process of figuring out how to reboot education to teach skills, application, and attitude in addition to recall and understanding. Helping students be able to grapple with increased problem solving and inquiry, be better critical and creative thinkers, show greater independence and engagement, and exhibit skills as presenters and collaborators is the challenge of the moment. That’s why so many educators are using the project based learning (PBL) model. However, it’s also time to reboot PBL. If PBL is to become a powerful, accepted model of instruction in the future, a vocabulary change may be in order — preferably to the term project based inquiry. 1. Infusing inquiry into the curriculum is the goal, so that instruction starts with questions rather than broadcasting content. First, think skills. Think strategically. Use PBL for entrepreneurial inquiry. Differentiate subjects. 2. 3. Reflect. 4.
Improving Students’ Learning With Effective Learning Techniques Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use learning techniques that could help students achieve their learning goals. In this monograph, we discuss 10 learning techniques in detail and offer recommendations about their relative utility. To offer recommendations about the relative utility of these techniques, we evaluated whether their benefits generalize across four categories of variables: learning conditions, student characteristics, materials, and criterion tasks. We attempted to provide thorough reviews for each technique, so this monograph is rather lengthy.
The Difference Between Doing Projects Versus Learning Through Projects The Difference Between Doing Projects Versus Learning Through Projects by Terry Heick We’ve clarified the difference between projects and project-based learning before. Projects are about the product, while project-based learning is about the process. Projects are generally teacher-directed, universal, and tangent to the learning, while project-based learning is student-centered, personal, and the learning pathway itself. Paul Curtis recently shared this excellent visual on twitter that takes a different approach to clarifying the difference, looking at it from the perspective of curriculum planning and instructional design. Note that this is only one approach. Thoughts, comments, or related resources in the comments below. The Difference Between Doing Projects Versus Learning Through Projects
Progressive Education Spring 2008 Progressive Education Why It’s Hard to Beat, But Also Hard to Find By Alfie Kohn RELATED PUBLICATIONS: * "What to Look for in a Classroom" (table) * "A Dozen Basic Guidelines for Educators" (list) If progressive education doesn’t lend itself to a single fixed definition, that seems fitting in light of its reputation for resisting conformity and standardization. Talk to enough progressive educators, in fact, and you’ll begin to notice certain paradoxes: Some people focus on the unique needs of individual students, while others invoke the importance of a community of learners; some describe learning as a process, more journey than destination, while others believe that tasks should result in authentic products that can be shared. What It Is Despite such variations, there are enough elements on which most of us can agree so that a common core of progressive education emerges, however hazily. It’s not all or nothing, to be sure. What It Isn’t Why It Makes Sense Why It’s Rare 1. 2. 3.
PBL Course Development: Collaboration Among Colleagues Author Jayesh Rao collaborates with his AP Biology design team. Photo credit: Bill Palmer At Sammamish High School, we're developing and implementing a comprehensive problem-based learning program for all of our students. Working closely with my peers during this process has become one of the highlights of my career as an educator. Stamina and Momentum Last year, my first experience with a PBL collaborative group was working with six teachers on an integrated biology/chemistry course. This came at a price, however. Attachment and Agreement Another interesting thing about last year's collaboration was the fact that the design group had been formed the previous year (2010-11). But that's the thing about collaboration -- you are never in a place where your ideas are the only ones, so you must be able to contribute without being too attached to the outcome. Little and Big Pictures This year I am a part of a new design team for AP biology.
The Myth About Homework Sachem was the last straw. Or was it Kiva? My 12-year-old daughter and I had been drilling social-studies key words for more than an hour. It was 11 p.m. Our entire evening had, as usual, consisted of homework and conversations (a.k.a. nagging) about homework. As the summer winds down, I'm dreading scenes like that one from seventh grade. Subscribe Now Get TIME the way you want it One Week Digital Pass — $4.99 Monthly Pay-As-You-Go DIGITAL ACCESS — $2.99 One Year ALL ACCESS — Just $30! Project-Based Learning from Start to Finish via Edutopia For this installment of Schools That Work, we chose Manor New Technology High School, a public high school that is part of the New Tech Network of schools. Located just outside of Austin in Manor, Texas, it is an entirely project-based learning school that has consistently achieved outstanding results since opening. We followed a project there for three weeks to find out what makes their model so effective. By Mariko Nobori There is a small town, about 12 miles east of Austin, Texas, where a high school devoted to teaching every subject to every student through project-based learning (PBL) opened five years ago. Related What Makes Project-Based Learning a Success? At one high school in Texas, where every class in every grade is project based, the answer is devotion to a consistent process, belief in relationships, and commitment to relevance… Similar post Apps for Learning Series Gets Interactive In "Collaboration Fluency"
What Americans Keep Ignoring About Finland's School Success - Anu Partanen The Scandinavian country is an education superpower because it values equality more than excellence. Sergey Ivanov/Flickr Everyone agrees the United States needs to improve its education system dramatically, but how? One of the hottest trends in education reform lately is looking at the stunning success of the West's reigning education superpower, Finland. Trouble is, when it comes to the lessons that Finnish schools have to offer, most of the discussion seems to be missing the point. The small Nordic country of Finland used to be known -- if it was known for anything at all -- as the home of Nokia, the mobile phone giant. Finland's schools owe their newfound fame primarily to one study: the PISA survey, conducted every three years by the Organization for Economic Co-operation and Development (OECD). And yet it wasn't clear that Sahlberg's message was actually getting through. Yet one of the most significant things Sahlberg said passed practically unnoticed. Herein lay the real shocker.
What Project-Based Learning Is — and What It Isn’t Screenshot/High Tech High The term “project-based learning” gets tossed around a lot in discussions about how to connect students to what they’re learning. Teachers might add projects meant to illustrate what students have learned, but may not realize what they’re doing is actually called “project-oriented learning.” And it’s quite different from project-based learning, according to eighth grade Humanities teacher Azul Terronez. Terronez, who teaches at High Tech Middle, a public charter school in San Diego, Calif says that when an educator teaches a unit of study, then assigns a project, that is not project-based learning because the discovery didn’t arise from the project itself. “If you inspire them to care about it and draw parallels with their world, then they care and remember.” For Terronez, the goal is to always connect classroom learning to its applications in the outside world. When Terronez assigns a writing project, it’s rarely just for a grade. Related