Igniting Learner Potential Through Project-Based Learning Modules - Copy

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  1. 1. Igniting Learner Potential Through Project-Based Learning Modules BY SHAFAQUE MULLA, TOSCON15
  2. 2. Agenda Project-Based Learning (PBL): Definitions, Criteria, Defining Features PBL in CLB-Based Instruction Igniting Learner Potential Through PBL Modules Steps in Planning a PBL Module Resources and Tools Learner Work Samples
  3. 3. What is project-based learning?
  4. 4. PBL : Definitions Project-based learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem or challenge. www.bie.org Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge. www.edutopia.org
  5. 5. Criteria Defining Features 1) Centrality 2) Driving Question 3) Constructive Investigations 4) Autonomy 5) Realism A Review of Research on Project-Based Learning by John W. Thomas www.newtechnetwork.org Authentic Content Authentic Assessment Teacher Facilitation but not Direction Explicit Educational Goals (Moursand 1999)
  6. 6. How does PBL fit in with CLB-based instruction?
  7. 7. The CLB Standard: Guiding Principles Competency-Based Task-Based Learner-Centred Community, Study, Work-Related Tasks
  8. 8. How do project-based learning modules ignite learner potential?
  9. 9. Learner Engagement In PBL classrooms, students demonstrate improved attitudes toward learning. They exhibit more engagement, are more self-reliant, and have better attendance than in more traditional settings. (Thomas, 2000; Walker & Leary, 2009)
  10. 10. Learner Performance Students learning through PBL retain content longer and have a deeper understanding of what they are learning. (Penuel & Means, 2000; Stepien, Gallagher & Workman, 1993) Students demonstrate better problem-solving skills in PBL than in more traditional classes and are able to apply what they learn to real-life situations. (Finkelstein et al., 2010)
  11. 11. Assessment and Feedback Assessment that is explicitly designed to promote learning is the single most powerful tool we have for both raising standards and empowering lifelong learners. Assessment Reform Group, Assessment for Learning: Beyond the Black Box (1999)
  12. 12. Cross-Pollination of Ideas and Skills PBL shows promise as a strategy for closing the achievement gap by engaging lower-achieving students. (Boaler, 2002; Penuel & Means, 2000)
  13. 13. Planning a PBL Module Step 1 Identifying a Theme and a Topic Step 2 Setting Real World Task (RWT) Goals Step 3 Creating a Schedule and Monitoring Progress Step 4 Embedding Formative Assessment and Feedback Step 5 Facilitating Task Performance Step 6 Promoting Learning Reflection
  14. 14. Identifying a Theme and a Topic
  15. 15. Setting Real World Task (RWT) Goals
  16. 16. Creating a Schedule and Monitoring Progress
  17. 17. Embedding Formative Assessment and Feedback
  18. 18. Facilitating Task Performance
  19. 19. Promoting Learning Reflection
  20. 20. Resources www.edutopia.org www.bie.org www.newtechnetwork.com www.teachthought.com www.learningreviews.com www.projectfoundry.org
  21. 21. Black History Month CLB 6 - 7 : Prezi Presentations 1) Early History of Black Canadians http://prezi.com/fkhte3dtygfq/?utm_campaign=share&utm_medium=copy&rc=ex0share 2) Black Canadians - Historical Figures http://prezi.com/0bi8ydsb8zih/?utm_campaign=share&utm_medium=copy&rc=ex0share 3) Contemporary Heroes http://prezi.com/e6foscf3lmc1/?utm_campaign=share&utm_medium=copy&rc=ex0share
  22. 22. CLB 5 : Poster Presentations
  23. 23. Connect with me! shafaqmkhan@gmail.com LINKEDIN