Project Based Learning: Don’t Start with a Question | The Construction Zone Do you have to start project-based learning (PBL) with a question? (Oh, wait a second! Am I starting this post with a question?) This is something many people ask. Tinkering-Based Learning (TBL) Awesome graphic: Page by Giulia Forsythe – @grantpotter Tinkering, Learning & The Adjacent Possible I am going to suggest we consider an alternative I will call TBL – Tinkering-Based Learning! ‘PBL’ is a human-made construct As I have said elsewhere, ‘PBL’ is a human-made construct. Don’t get me wrong! …students should learn to generate ‘driving questions… Nor am I knocking the scientific method – I merely think that is one way of approaching learning and solving problems and becoming an educated person. However, I don’t think that generating a question is the only way to begin effective project-based learning. Is writing a poem a project? …let projects emerge out of play—out of tinkering. Starting out PBL event in your classroom might begin with a passion, a curiosity, or maybe a wondering. Ok.
7 Key Characteristics Of Better Learning Feedback 7 Key Characteristics Of Better Learning Feedback by Grant Wiggins, Authentic Education On May 26, 2015, Grant Wiggins passed away. Whether or not the feedback is just “there” to be grasped or offered by another person, all the examples highlight seven key characteristics of helpful feedback. Helpful feedback is – Goal-referencedTransparentActionableUser-friendlyTimelyOngoingConsistent Though some of these traits have been noted by various researchers [for example, Marzano, Pickering & Pollock (2001) identify some of #3, #5, #1 and #4 in describing feedback as corrective, timely, specific to a criterion], it is only when we clearly distinguish the two meanings of “corrective” (i.e. feedback vs. advice) and use all seven that we get the most robust improvements and sort out Hattie’s puzzle as to why some “feedback” works and other “feedback” doesn’t. 1. Given a desired outcome, feedback is what tells me if I should continue on or change course. 2. 3. Thus, “good job!” 4. 5. 6. 7. References
Vampires, sleep paralysis and more: 5 very spooky TED-Ed lessons If you’re a big fan of superstition and the supernatural, you are surely in your element today. Not only is it Friday the 13th (long revered as the most unlucky date on the calendar), there’s also going to be a massive full moon in the sky tonight. The last time there was a full moon on Friday the 13th was in October 2000. We won’t see one again until August 2049! In celebration of this creepy (and rare) calendar day, TED-Ed has gathered up five of our scariest lessons, sure to get you in the spirit of all things spooky. First, imagine you’re fast asleep and then suddenly awake. The myth of the always terrifying, bloodsucking vampire has stalked humans from ancient Mesopotamia to 18th-century Eastern Europe, but it has differed in the terrifying details. If we’re discussing fiction’s most terrifying figures, we can’t leave out the zombie. If you’re ever searching for something truly weird, often you only need to venture into nature.
Great Teachers Don't Teach In a conversation on LinkedIn, one person asked, "What are the characteristics of an effective teacher?" I read quite a few excellent remarks that describe what such a teacher does to be effective. I couldn't help thinking about some of my best teachers. I had an amazing psychology professor in college. He was on fire every class period and his enthusiasm was contagious. But the things I remember most are the psychological experiments in which we participated. My psychology professor was an effective teacher because he provided experiences that created long-term memories. "I appreciate all of the comments that have been made so far. My experience is that good teachers care about students. All of this is good but great teachers engineer learning experiences that maneuver the students into the driver's seat and then the teachers get out of the way. In The Classroom Long past are the times when we teach content just in case a student might need it. Taking Action
How to Design Projects Around Common Core Standards Call me bass-ackwards, but I don't design projects around the Common Core Standards. I design projects based on what I believe are engaging topics that encourage my curriculum. Having said that, I don't neglect them either. In fact, by the end of my design process, I would say that I've become rather intimate with the series of standards I'm trying to hit. I should back up and say that I teach using project-based learning, and PBL is very different from just assigning projects. A project is a kind of assessment. In fact, designing and developing a project-based learning outcome is its own process, and while I don't tend to invite the standards to the party first off, they do end up being the guest of honor. Now, I have a two-prong approach to designing PBL units or even developing the Performance Based Assessments for my own district. I prefer, however, a different way to design. Do What You Want First I prefer to enjoy what I'm doing. Design towards what you love. Share the Burden
Assessment For Learning: Making Classroom Assessment Work with Anne Davies, Ph.D. Questions no one knows the answers to - Chris Anderson 1) Ask teachers for their favorite unanswered questions. Create a large display space in your school or in some other public area in your community where people can write down other big questions, and/or identify which of the already-posted questions seems especially intriguing to them. 2) Anderson asks, “Why do so many innocent people and animals suffer terrible things?” Humans have been asking this whopper of a question for almost as long as humans have existed. Explore some of the explanations that have been offered by religious leaders, philosophers, writers and others. SoundVision’s The Really Big Questions Psychology Today: The Big Questions Blog John Templeton Foundation: Big Questions Essay Series The New York Times: Is neuroscience the death of free will?
How the Transactional Approach to Instruction Helps Build Independent Learners Move alongside students, give feedback, offer them your support during difficult moments, and gradually let go—that’s what ASCD author Rhoda Koenig wants to help you learn to do. In her ASCD book, Learning for Keeps: Teaching the Strategies Essential for Creating Independent Learners, she offers everything from sample lessons to exercises that will support your efforts. Below is a passage that will get you thinking about transactional instruction. Using a math lesson as an example, Koenig shows how differently a discussion with students can play out when a transmission approach is replaced with a transactional approach. How might this look in your classroom? Stop by our website for additional information about the book and author or to access sample chapters and the free study guide.
Project-Based Learning vs. Problem-Based Learning vs. X-BL At the Buck Institute for Education (BIE), we've been keeping a list of the many types of "_____- based learning" we've run across over the years: Case-based learning Challenge-based learning Community-based learning Design-based learning Game-based learning Inquiry-based learning Land-based learning Passion-based learning Place-based learning Problem-based learning Proficiency-based learning Service-based learning Studio-based learning Team-based learning Work-based learning . . . and our new fave . . . Zombie-based learning (look it up!) Let's Try to Sort This Out The term "project learning" derives from the work of John Dewey and dates back to William Kilpatrick, who first used the term in 1918. Designing and/or creating a tangible product, performance or event Solving a real-world problem (may be simulated or fully authentic) Investigating a topic or issue to develop an answer to an open-ended question Problem-Based Learning vs. Problem-based learning typically follow prescribed steps:
Formative Assessment A Position of the National Council of Teachers of Mathematics Question: What is the role of formative assessments in mathematics education? Formative assessment is an essential process that supports students in developing the reasoning and sense-making skills that they need to reach specific learning targets and move toward mastery of the mathematical practices set out in the Common Core State Standards. It serves to inform both the teacher and the learner, enabling the teacher to change what he or she is doing and the student to understand where he or she is in relation to the learning goal. In other words, formative assessment provides information that changes what both the teacher and the learner are doing. The United Kingdom Assessment Reform Group has laid out five requirements for assessment to improve learning (Hattie, 2012): Linking assessment to everyday classroom instruction requires teachers to make a shift in both their thinking and their practice. Black, P. Collins, A.
How to start a TED-Ed Club A step-by-step guide for starting a TED-Ed Club at your local school or community organization. Step 1 Watch this short video about starting a TED-Ed Club. If you’re interested, share it with friends, students and teachers that might help you start a club. Step 2 Tell us why you’re excited to start a TED-Ed Club by completing this application. Step 3 Talk to TED-Ed. Step 4 Read TED-Ed Club materials. The book outlines thirteen suggested meetings, each designed to prepare your club members for delivering their first TED-style talk. Step 5 Meet! Have a question about TED-Ed Clubs?