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4 Keys To Designing A Project-Based Learning Classroom -

4 Keys To Designing A Project-Based Learning Classroom -
Traditional American classrooms tend to fit a particular mold: Students face the front of the class where teachers lecture. Students take notes, finish assignments at home, and hope to memorize enough information just long enough to pass a test. Engagement and passion are often in short supply — among students and teachers. The system does not necessarily accommodate all learning styles, and even those who fair well may be missing out on other important work-life lessons, like how to creatively solve problems, stay focused, work as part of a team, and organize their thoughts in a way others will understand. This is where project-based learning enters the equation. What is Project-Based Learning? Project-based learning, or PBL, is generating a great deal of buzz in the world of education, and is often portrayed as an alternative to passive learning and rote memorization. 4 Must-Follow Rules For Designing A PBL Classroom 1. One key? 2. PBL is not a paper-pushing style of learning. 3. 4.

Teaching Culture Blind: Diversity In Professional Development Teaching Culture Blind: Diversity In Professional Development by Dawn Casey-Rowe, Social Studies Teacher & Learnist Evangelist Related Learnist Resource: Consider Diversity. It was one of my first experiences teaching. I overheard a conversation. “Miss?” I explained to my colleague that the student was being respectful. To the Caucasian teacher, however, omitting the last name was impolite. This is not a big deal for an American, but for Chinese, it has the potential to be highly offensive. Years ago, when I was working with Eastern European refugees, this line was even more blurred–people spotted each other over the testing chin-up bar because in their culture failure was simply not an option. My husband and I used to teach martial arts together. I motioned secretly that he should not say this, explaining later he was dealing with a male-dominant culture where a woman wouldn’t have the authority to provide such an official report on a man’s son. See parts 1-3 in this series, PD Sucks.

Where Essential Questions Come From Where Essential Questions Come From by Grant Wiggins, Ph.D, Authentic Education “I didn’t know they could think!” an excited high school principal blurted out. The principal was reacting to what he had just witnessed: his 9th grade students engaging in their first-ever Socratic Seminar, facilitated by my colleague and wife Denise a few years ago in a Louisiana district. It was a poignant moment (even though the students might have taken offense), since their chatter and body language made clear that they, too, were pleased with what they had done. While it is easy to have a laugh or wince at the Principal’s remarks, I think we all too easily forget how often we have all said such things. We sometimes go further and speak cynically (if elliptically): “You know, he just doesn’t have much going on upstairs,” we say to a colleague who knowingly nods. I was reminded of all this while in a 5th-grade ELA class recently. We talk about inferences. So, she complains to her principal: “Inferencing.

How 21st Century Thinking Is Different How 21st Century Thinking Is Just Different by Terry Heick This content is proudly sponsored by The Institute for the Habits of Mind, promoting the development of personal thinking habits in 21st century learners. In an era dominated by constant information and the desire to be social, should the tone of thinking for students be different? After all, this is the world of Google. As a result, the tone of thinking can end up uncertain or whimsical, timid or arrogant, sycophant or idolizing–and so, devoid of connections and interdependence. The nature of social media rests on identity as much as anything else—forcing subjectivity on everything through likes, retweets, shares, and pins. But this takes new habits. Information Abundance There is more information available to any student with a smartphone than an entire empire would have had access to three thousand years ago. New contexts—digital environments that function as humanity-in-your-pocket—demand new approaches and new habits. Persisting.

11 Steps Of Effective Project-Based Learning In A Blended Classroom - In part 1 of this 6-part series, Thomas Stanley looked at an overview of blended learning, specifically the critical interactions of a blended learning model. In part 2, he looked specifically at student-to-student interaction, and the reality of synchronous and asynchronous access. In part 3, he looked at student-to-teacher interactions, and moving from instruction to becoming the “guide on the side,” and in part 4 he explored the idea of student-to-community interactions. Student-to-Material Interaction: Effective PBL Learning in the Online or Blended Classroom What is the most effective way to get students to grapple with the subject matter? The projects should be designed to meet state and local standards. To develop PBL online lessons a teacher may have to create a theme or allow the students to choose a topic. Here is one example of how to integrate synchronous, asynchronous, and real-time activities in an online lesson. Implementing The Project-Based Learning Approach Step 1 Step 2

11 Essential Tools For Better Project-Based Learning by Katre Laan from The rise of technology used in classrooms has made learning much more interactive. The emergence of iPads to browser-based tools in project-based learning, take teaching to a new level in the 21st century. Even the current trends in education include the use of new technology, from collaborative projects to blending traditional textbook teaching with innovative tools. For students, the core aim of project-based learning is to put theory into practice and gain new skills throughout the process. From prioritizing tasks to managing sources and summarizing concepts, they will be developing skills for life. A major advantage of digital tools used is better engagement in the classroom. Browser-based tools and several apps used in education are especially useful for researching, storytelling and collaborative video making. Handy mobile devices allow students to be inspired when outside classroom by creating and sharing ideas and creations instantly. 2) Glogster

The Difference Between Projects And Project-Based Learning 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. While project-based learning (PBL) also features projects, in PBL the focus is more on the process of learning and learner-peer-content interaction that the end-product itself. 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 ?

23 Ways To Use The iPad In The 21st Century PBL Classroom By Workflow 23 Ways To Use The iPad In The 21st Century PBL Classroom by TeachThought Staff The iPad is not magic, and as many educators have found integrating them meaningfully is by no means a just-add-water proposition. The same applies to Project-Based Learning. Project-Based Learning is a method of giving learners access to curriculum in authentic ways that promote collaboration, design, imagination, and innovation while also allowing for more natural integration of digital and social media. Note that the visual is also arranged in a kind of visual spectrum, as our past visuals have been.