Igniting Learner Potential Through Project-Based Learning ModulesBY SHAFAQUE MULLA, TOSCON15
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
What is project-based learning?
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
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)
How does PBL fit in with CLB-based instruction?
The CLB Standard: Guiding Principles
Competency-Based
Task-Based
Learner-Centred
Community, Study, Work-Related Tasks
How do project-based learning modules ignite learner potential?
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)
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)
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)
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)
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
Identifying a Theme and a Topic
Setting Real World Task (RWT) Goals
Creating a Schedule and Monitoring Progress
Embedding Formative Assessment and Feedback
Facilitating Task Performance
Promoting Learning Reflection
Resources
www.edutopia.org www.bie.org www.newtechnetwork.com www.teachthought.com www.learningreviews.com www.projectfoundry.org
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
CLB 5 : Poster Presentations
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