1 Project Based Learning (PBL) An Innovative Model for Learning.
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Transcript of 1 Project Based Learning (PBL) An Innovative Model for Learning.
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Project Based Learning (PBL)
An Innovative Model for Learning
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Characteristics of PBL
Organizes curriculum around a problem or project
Engages students as stakeholdersCreates a learning environment where
teachers coach, guide inquiry and facilitate deeper levels of understanding
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Project Based Learning
concentrates scenarios that provide rich learning opportunities
involves students in problem-solving investigations and other meaningful tasks
allows students to build their own knowledge
concludes with realistic products
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Project Based Learning Establishes connections to life outside
the classroom Addresses real world concerns Develops real world skills
Many of the skills are those desired by today's employer such as:
the ability to work well with others make thoughtful decisions take initiative solve complex problems.
Allows for a variety of learning styles Accessible for all learners
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Project Based Learning
shifts away from the classroom practices of short, isolated, teacher-centered lessons
emphasizes learning activities that are: long-term student-centered integrated with real world issues and practices and
have compelling questions
To facilitate student integration of content to teach students to: Use their minds, apply what they learn, be
technologically literate, acquire 21st century skills and self-confidence
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Project Based Learning
Encourages:Group process skillsLife skillsTechnological skillsCognitive process skillsSelf-management skillsPositive Attitudes
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Methodology
Guide on the side no longer sage on the stage
More coaching and modeling less telling
More finding out with students less being the expert
More cross disciplinary thinking less specialization
More performance-based assessment Less knowledge-based assessment
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The Students Move
from following orders . . to carrying out self-directed
learning activities from memorizing and repeating
. . To discovering, integrating and presenting
from listening and reacting . . To communicating and
taking responsibility
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The Students Move
from knowledge of facts, terms and content
. . to understanding processes
from theory . . to application of theory
from teacher dependent . . to empowered
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Project Based Learning in an IT Environment
Students make effective use of IT as they produce a product, presentation, or performanceIT is integrated into the learning –
students are NOT learning IT skills in isolation
There is a “reason” to learn the IT skills
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How
Look at what is relevant and current in your students lives
Look at the major content ideas you need to cover in your curriculum Teachers need to select driving questions
carefully so that the students learn the content stipulated in curriculum frameworks.
Let the instructional content drive the activity Look at big problems facing the world
today and historically Start with a lesson you already have and
adapt it
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How
Give up the idea that you have to become experts but realize you have to be there for supportTeachers need to learn how to
questions student's thinking and challenge students to support their conclusions
Remember to assess the meaningful skills – assess student thinking
Try it – evaluate what you have done and adjust for the next year
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Differences in Project Based Learning and an activity based lesson
Example Themes
Activity Based Instruction
Project Based Learning
Differences between the two
Pollution
Complete labs that show effects of different kinds of pollution.Identify components of each
Identify pollution problems in the community. Form a task force to investigate the problems and devise technically feasible solutions for each
The activity-based tasks are just that – individual tasks with no connections and no real world connection. The Project based approach defines an overarching challenge and inserts these tasks in a meaningful community project. The students may still complete the labs, and identify components of each, but then they use this information when devising solutions.
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Examples
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Upper Elementary/Middle School Science
Goal: understand the various types of environmental pollution that exists
Essential Question: Is our world healthy?Project: Students will take on a role of an
environmentalist and research an environmental problem that exists in their area. The group will devise a presentation (video, PPT, brochure, etc.) to inform others about the problem as well as present a plan for combating this problem
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Middle School Biology
Goal: to learn about organisms and in doing so develop a new food
Essential Question: Can I create a scientific breakthrough?
Project: Students grow a variety of cultures, evaluate existing food products and develop a marketing plan for a new food product.
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Fourth Grade Science
Goal: understand how rocks are formed, learn about the sources, properties and mineral composition of indigenous rocks used in building materials
Essential Question: Where does this rock in my hand fit into my life? Project: Students became geologists in their
town planning initiative whereby they are responsible for what kind of native materials planners might use to create streets, buildings, pathways, and other structures
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Middle School Math
Goal: students will understand how math is used in the real world
Essential Question: How can I get what I want? Project: Students will research a career, be given
a salary, search for a house, figure out their mortgage, budget their money, draw their house to scale, keep up a check book, and furnish their house. Time permitting, scale models of selective houses will be completed for the development of a community
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Middle School Language Arts
Goal: utilize the skills of argumentation and critical thinking
Essential Question: Do we always say what we mean and mean what we say?Project: students play the role of
different community groups/members participating in a public forum on a controversial local topic
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Upper Elementary/Middle School/High School Math
Goal: Students will understand how the stock market works and the effects on those involved
Essential Question: How should I invest my money?Project: Students will form
companies, become investors and or brokers, develop a plan for investment and track investments for a year
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Upper Elementary/Middle School Science
Goal: Understand the different weather phenomena that exist around the world
Essential Question: What do we fear?Project: Students will become weather
forecasters informing the world about different weather phenomena and plans for being safe if these phenomena are encountered.
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Elementary School Math
Goal: understanding of simple economic principles
Essential Question: Who owns what and why?Project: students create a simple retail
store within their school. They develop a plan where they decide what to sell, for what price, manufacture the items, market them and keep track of profit and losses
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Elementary Reading
Goal: to understand the elements, the functions, roles, and components of staging a play
Essential Question: Why do we perform?Project: students will translate stories
they have read into plays and perform these plays for other children at their school
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Let’s Try One
Travel: Australia - Elementary through Middle School Essential Question
Unit Questions Lesson Description
PBL Idea
What makes a place different from other
places?
What are the unique landforms of Australia?
What are different kinds of animals that live in Australia?
Welcome to the Australia-“The Land Down Under!” Come on a tour of Australia’s unique natural wonders and be amazed. Learn about the incredible animals that inhabit this continent. The students make a power point presentation of their favorite animal and make a brochure of the natural wonders. The students present their learning in a class Web site.
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Let’s Try One
Travel: Australia - Elementary through Middle School Essential Question
Unit Questions Lesson Description
PBL Idea
What makes a place different from other
places?
What are the unique landforms of Australia?
What are different kinds of animals that live in Australia?
Welcome to the Australia-“The Land Down Under!” Come on a tour of Australia’s unique natural wonders and be amazed. Learn about the incredible animals that inhabit this continent. The students make a power point presentation of their favorite animal and make a brochure of the natural wonders. The students present their learning in a class Web site.
Students take on the roles of the Ministry of Tourism and given the task of increasing the tourist visits for the upcoming year. They need to include a plan for increasing tourism and put together presentations showing the beauty of their land as well as a sample vacation itinerary,
including costs.
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Summary
PBL makes school learning more like real-world learning
PTL helps students learn the same content, only in a different way
Besides learning content, PBL incorporates components like collaboration, problem solving, presenting, communication with others
PBL motivates students to dig deeper as they get hooked on different issues
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References
Friedman, P.D. & Wilhelm, J.D.(1988). Hyperlearning. New York: Stenhouse Publishers.
Trowbridge, L.W. & Bybee, R.W. (1996). Teaching Secondary School Science. New Jersey: Prentice Hall
Vermillion, R.E. (1991). Projects and Investigations. New York: Macmillan Publishing Co.
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Online Sources
http://www.ericfacility.net/ericdigests/ed368509.html
http://www.uoregon.edu/~moursund/Math/pbl.htm http://www.jordan.palo-alto.ca.us/students/
connections/pbl/pblplan.html http://eduscapes.com/tap/topic43.htm http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm http://www.iste.org/research/roadahead/pbl.htm http://www.glef.org/PBL/whypbl.htm http://www.bie.org
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http://college.hmco/education/pbl/background.htm l
http://www.bie.org http://www.mcdenver.com/useguide/pbl.htm http://www.cord.org/lev2.cfm/56
Online Sources