Complete Guide to Project-Based Learning

Meridian: Getting A Grip On Project-Based Learning Abstract Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism, and notes the similarities and differences among implementations, including project-based science (Blulmenfeld et al., 1991), disciplined inquiry (Levstik & Barton, 2001) and WebQuests (Dodge, 1995). In addition, an anatomy of a model case will be considered using a WebQuest example developed by the author, describing seven characteristics common among the various implementations of project-based learning.

An Educator’s Guide to the “Four Cs” Preparing 21st Century Students for a Global Society Found In: teaching strategies All educators want to help their students succeed in life. What was considered a good education 50 years ago, however, is no longer enough for success in college, career, and citizenship in the 21st century. The “21st Century Skills” movement is more than a decade old. Ten years ago, NEA helped establish the Partnership for 21st Century Skills (P21) and in 2002 began a two-year journey to develop what became known as a “Framework for 21st Century Learning,” highlighting 18 different skills. Over the years it became clear that the framework was too long and complicated. critical thinking, communication, collaboration, and creativity. Now the challenge is building the “Four Cs” into K-12 education.

Designing Research Projects Students (and Teachers) Love Designing Research Projects Students (and Teachers) LoveMultiMedia Schools, Nov-Dec 1999 Consider these scenarios: Scenario 1:Michael is a wonderful young man. Handsome, intelligent, caring and sweet, he‘s better than about 99% of the rest of kids out there. For the past few years I have been looking at projects like these from the Mankato schools that kids and teachers love. Assignments that matter:1. 2. 3. 4. 5. Activities that involve the researcher:6. 8. 9. 10. 11. Assessments that Help by Promoting Growth and Showing Care12. 13. 14. 15. So if we know all this about good research projects, why don’t all teachers design them with some or all of these elements. Well, a 4th “A” sneaks in. 17. 18. 19. 20. 21. ConclusionResearch must matter. Table One A Research Question Rubric: not all research questions are created equal. Level One: My research is about a broad topic. Level Two: My research answers a question that helps me narrow the focus of my search.

Using music to engage year 10 students with poetry My emo poetry project is an oldie but a goodie. I’m on to my third time teaching it and even though I’m doing things slightly different (as we always should), it’s still the idea of exploring poetry through popular music that makes it a success. OK, it’s only three lessons in but I still reckon it’s gonna be a success. Here’s the project outline (it’s evolved a bit since I first created it, drafts and more drafts as I get things to a happy standard to be published): So, I just want to record here the activities that my students have been working on as a kind of extended hook lesson… it’s gone over three lessons. The first lesson students were shown 6 different music videos – three songs were ‘punk’ and three were ’emo’, of course I didn’t tell my students that. Each student was asked to read out their ideas about one of the six songs, and there was some great insight shared with one student suggesting that ‘God Save the Queen’ made them imagine the whole of society going up in flames.

This Surprising Reading Level Analysis Will Change the Way You Write The other day, a friend and I were talking about becoming better writers by doing a “reading level analysis” of our work. Scholars have formulas for automatically estimating reading level using syllables, sentence length, and other proxies for vocabulary and concept complexity. After the chat, just for fun, I ran a chapter from my book through the most common one, the Flesch-Kincaid index: I learned, to my dismay, that I’ve been writing for eighth graders. Curiosity piqued, I decided to see how I compared to the first famous writer that popped in my head: Ernest Hemingway. Apparently, my man Ernest, the Pulitzer- and Nobel Prize-winning novelist whose work shaped 20th-century fiction, wrote for elementary schoolers. Upon learning this, I did the only thing a self-respecting geek could do at that point: I ran every bestselling writer I had on my Kindle through the machine. Here’s what came out: (Click to enlarge) Another highly regarded measure is the Flesch-Kincaid “Reading Ease” score.

edutopia When you design a powerful project-based learning (PBL) experience for your students, you should consider doing it yourself—there are many benefits. You’ll learn the challenges students will encounter and can use that knowledge in your planning. You’ll be able to hone the assessment because you’ll know what’s learned and showcased in the project. And you’ll create a valuable exemplar or product sample for students to critique. You’ll also build trust with your students as they see that you as an adult are a partner in the learning, not simply an adult giving them a task. But we’re all very busy, so how are we supposed to find the time to complete a project that can take 10 hours or more? Consider Doing a Project Slice A project slice is exactly what it sounds like. We know the value of PBL for professional development. Many schools and organizations have done project slices. Creating Your Own Project Slice Designing a project slice is a lot like designing a PBL project.

Getting Started with Literature and Project-Based Learning Merion Taynton , English language arts teacher in an international school in China Posted 04/29/2015 11:31PM | Last Commented 11/28/2016 9:49AM OK, it’s time to stop testing the water with a toe and jump with both feet into project based learning. Grade 10 have today made the leap with me. A leap of faith? I hope not. But enough with the metaphors. Day One: Introduction of the Unit I introduced the project to the class. Topic: 19th Century European Literature: From Romanticism to Realism Big Idea: Expressions of the heart and life’s lessons: the age of Romanticism and the emergence of Realism Essential Questions: How do literature and social change connect? Learning Outcomes: (these come from our curriculum) Produce a variety of texts appropriate for audience and purposeDetermine central themes or ideas in a textCompare and contrast themes and ideas within and between textsOrganise and develop ideas for the purpose and audience It’s early days. Day Two: Providing Structure Some of the topics are:

The Reading Brain in the Digital Age: The Science of Paper versus Screens In a viral YouTube video from October 2011 a one-year-old girl sweeps her fingers across an iPad's touchscreen, shuffling groups of icons. In the following scenes she appears to pinch, swipe and prod the pages of paper magazines as though they too were screens. When nothing happens, she pushes against her leg, confirming that her finger works just fine—or so a title card would have us believe. The girl's father, Jean-Louis Constanza, presents "A Magazine Is an iPad That Does Not Work" as naturalistic observation—a Jane Goodall among the chimps moment—that reveals a generational transition. "Technology codes our minds," he writes in the video's description. Perhaps his daughter really did expect the paper magazines to respond the same way an iPad would. Nevertheless, the video brings into focus an important question: How exactly does the technology we use to read change the way we read? In most cases, paper books have more obvious topography than onscreen text.

In Search of the Driving Question Project-based learning teachers can choose from among many types of driving questions, but sometimes we get stuck when trying to come up with a great one because there are so many considerations in the design process that informs the crafting of an effective driving question. Here are some ideas for how to resolve these difficulties and craft a strong question for your project. Driving or Essential? I’ve had teachers ask, “What is the difference between driving questions and essential questions?” However, when you dig into the use and intent of a driving question, it is intended to be a tool to engage students. Teachers use driving questions in learning activities to direct the students’ inquiry and increase their engagement. Great Options The best—though sometimes frustrating—part of driving questions is that there are so many options. Philosophical or Debatable: These types of questions are honestly debatable and have complex possible answers. Generating Powerful Driving Questions

Creating a Canon: Project Based Learning for Literature - AP LIT HELP In an attempt to introduce project-based learning into our sophomore American literature classrooms, my colleagues and I, created the American Literary Canon project. What began as a way to try and get students engaged in the literature of America, and move beyond reading a bunch of dead white guys (and, in all honesty, a way to make our end of year assessing less strenuous), has now evolved into an assignment that allows students to explore literature that is meaningful to them, as well as, the opportunity for students to create personal artifacts of their learning. Typically, the project begins in the first quarter. In the early phases of the project, I spend a few class periods defining canon and making the concept of the American literary canon less abstract. I have had great success with students generating “canons” of their own. This project spans an entire year. Students create two meaningful artifacts that become representations of their learning.