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PD-181a 2015 03
Project-Based LearningAlberta Students Engage, Explore, Create and Share
Goals
• Review critical components of Project-Based Learning
• Discuss and reflect on effective teaching practices and learning strategies
• Provide resources and exemplars for guidance• Plan/Revise a project for your class
What does a successful project-based classroom look like, sound like and feel like. . .
B-10
from a teacher’s perspective?
from a student’s perspective?
A Taste of PBL
Movie - Pay It Forward
• What makes this dramatization a good project launcher?
Retrieved from You Tube https://www.youtube.com/watch?v=5ZTm-iYUpm4
A Taste of PBLStudents re-enact trench warfare in Eaglesham, Alberta
Affinity Chart
•
Question or issue
Question or issue
What does the research say?
According to Geier et al (2008), in measuring basic academic subject proficiency . . .
standardized tests show that students engaged in PBL outscore their traditionally educated peers.
Ravitz (2008) in surveying teachers
The strongest reasons given by teachers for using PBL was the teaching of skills beyond the content, making learning more personalized and more varied, as well as teaching academic content more effectively.
Grant and Branch (2005) . . .
reported that artifacts, research papers, and exhibits produced in a PBL activity showed that students were able to move from novices to experts in the domain of knowledge, and that they blended some of their learning abilities in the production of the artifacts.
Hernandez-Ramos and De La Paz (2009) . . .
indicated that students learning through PBL did not limit themselves to the reporting of facts but attempted to interpret the information, were more motivated about working collaboratively on their presentations and expressed a more positive attitude toward learning [history].
Project-Based Learning for Alberta Students: Conceptual Model
©2015 by the Alberta Teachers’ Association. All rights reserved.
Project-Based Learning for Alberta Students
Second Circle—Foundations
Third Circle—Elements
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•
So far does this model . . .
• Ring true? • Present a challenge? • Have meaning for you?
Fourth Circle—Continuous Processing
Outer Corners—Strategies
Table Talk
• Does the model make sense?• Would you add anything?• How would you use this model?
Project-Based Learning . . .
•is a student-centered, inquiry based ‑ approach that helps them engage with learning outcomes from one or more curricula while building competencies.•helps students develop and create projects or performances based on the exploration of their own driving questions and research. The learning undertaken to develop a project provides opportunities to make meaning from their findings while engaging in authentic learning and reflecting on their own thinking processes.
Projects Then Now
• TRADITIONAL PROJECT PBL • Teacher-centered Student-centered • Topic-based Inquiry-based • Summative assessment Formative and summative • Thinking often lower levels Critical thinking, cognitive
engagement • Single subject-based more than one subject • Individual Collaborative • Could be perceived as busywork Personal meaning and interest • Sometimes parents did the work • No or minimal exemplars Exemplars provided
• TRADITIONAL PROJECT PBL
• Teacher-based assessment Student-developed rubrics • Product shared teacher Product shared with more• No reflections on processes Continuous reflections• Passive in nature Action-oriented
• Research and make a PowerPoint or poster or create a model or diorama
• Research and use a variety of methods to show learning (media kits, public service announcements, web pages, brochures, and letters to government and industry officials, among other products)
• Sometimes perceived as fun and a great diversion from the regular routine
• Strategies carefully selected to achieve learner outcomes and enhance student engagement
More Challenges!
The Edmonton Journal, Oct 2014
Exemplar Analysis
• Workshop provides exemplars based on Association Instructors classroom experiences
High Tech High
• High Tech High at http://hightechhigh.org provides exemplars of K–12 projects
• Go to this website and select one project to examine and critique.
Create or Modify Your Project Stages Teachers Students
1 - Engage
2 - Explore
3- Share
4 - Reflect
Gallery Walk
• Insert appropriate picture
www.bing.com
Ways to Continue to Share using Class Website
• Students: share work in progress, build personal portfolios, feature finished projects
• Teachers: Model how to develop a project, share highlights of student work during development
• Parents: provide access to project website, provide information about project goals and curriculum connections
Share Your School’s Projects
www.bing.com
www.bing.com
Implement an Action PlanWhat?
Who?
Where?
How?
Resources
A Google Doc That Lists Projects and Site that House Projects
• http://goo.gl/dPN1GK
Resources
• ATA Library – free with free shipping• PD Sessions• Free Specialist Council Membership• PD Webinars
