Christopher Stevens Youth Network: Global             Connections 2.0        iEARN -Jordan Workshop            Khitam Al-U...
My Name Exercise
International Education and Resource Network       Learning with the world, not just about it
Learning with theworld, not just about it…2 million Students  40,000 Educators     130 Countries      300 Projects       3...
Since 1988, a global network of 130 country programs has emerged…
global project model:meets educational objectives, addresses issues, topics and        challenges that young people care a...
Projects in all Curriculum Areas Arts & Literature Social Studies Math & Science Languages & ESL Adaptable to meet nationa...
Collaboration Centre for communication and                 sharing
iEARN is…            The largest project-based            K-12 network in the world!  25,000 schools and youth organizatio...
iEARN-Jordan•   Started in Jordan in 1999 and was coordinated by different administrations on    small scale.•    In Sep 2...
Navigating the iEARNCollaboration Center
Examples of iEARN Online Projects•   Beauty of the Beasts•   Future Citizen Project•   My City and Me•   To Dam or Not to ...
Online Course• Mechanisms  – Six weeks course with instructions, papers to read and    assignments  – Participating teache...
Online CourseTeachers who will participate in the Online Course , iEARN- Jordan Representative will provide necessary supp...
Coffee Break
Research on the Role of StudentCharacteristics in Project-Based Learning• There is a frequently voiced claim that  Project...
Challenges and frustrations!     Where do they come from?• The formal education system:– Human: Teacher, Supervisor, Princ...
How can we bridge the gap?An Introduction to Project –Based Learning
Introduction to Collaborative Project Based Learning through iEARN        Handout 9.1 Steps to Planning Successful Online ...
Introduction to Collaborative Project Based Learning through iEARN     Handout 9.1 Steps to Planning Successful Online Pro...
Introduction to Collaborative Project Based Learning through iEARN     Handout 9.1 Steps to Planning Successful Online Pro...
Introduction to Collaborative Project Based Learning through iEARN     Handout 9.1 Steps to Planning Successful Online Pro...
Introduction to Collaborative Project Based Learning through iEARN     Handout 9.1 Steps to Planning Successful Online Pro...
Is PBL Worths Doing?It Really, Actually Changed My Life
Jordan Education Reform for          Knowledge Economy• Knowledge Economy• 21st century Skills• Ways of Thinking
Education Trends in   21st   centuryhttp://www.p21.org/
Project Based Learning Life Cycle1. Planning2. Design  1.    Goals and objectives  2.    Activities (collaboration)  3.   ...
Project Based Learning Life Cycle3.   Call for collaboration4.   Implementation5.   Facilitation and collaboration6.   Eva...
The Coming to California ProjectA twelve-week interdisciplinary United States  history and English project for 11th and 12...
The Coming to California Project
Driving QuestionsHow can we answer the Driving Question?
The Coming to Amman Project
The Coming to California ProjectPROJECT OUTCOMESContent Standards • Students read and respond to historically or culturall...
Using Bloom’s Taxonomy to Write Assessments  LEVEL                   EMPHASIS                              GOAL           ...
AssessmentThe Central Features of Effective RubricsRubrics recommended for use in the classroom are analyticrubrics, which...
AssessmentELEMENTS*Any performance or product can be broken down into a set of elements,or individual components. These el...
The Coming to California ProjectPROJECT EVALUATION1.Planned as a 10-week project, the Coming to California  Project was co...
The Coming to California Project…PROJECT EVALUATION4. Many students were motivated to research their own   family history ...
The Coming to California ProjectThree management strategies helped make the project successful.• First, teachers closely m...
Thank You To know more about iEARN-Jordan, you may contact me       through email:   iearnjordan@aol.com
CSYN.iEARN-jordan.Feb23.2013
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CSYN.iEARN-jordan.Feb23.2013

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The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.

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  • Run over projects’ Title, Summary, Description, Facilitators, Languages, Student Age Levels, Dates, Possible classroom activities, Expected outcomes, Group contributions to others and/or the planet
  • Run over projects’ Title, Summary, Description, Facilitators, Languages, Student Age Levels, Dates, Possible classroom activities, Expected outcomes, Group contributions to others and/or the planet
  • Moodle, asynchronous, How much time do teachers spend a week on course, what do they need to participate, what are the final products, how can coordinators support teacher participation
  • How can we connect between student, teacher, curriculum, and 21st century demands?
  • Transcript of "CSYN.iEARN-jordan.Feb23.2013"

    1. 1. Christopher Stevens Youth Network: Global Connections 2.0 iEARN -Jordan Workshop Khitam Al-Utaibi iEARN-Jordan Representative February 23rd, 2013 Amman, Jordan
    2. 2. My Name Exercise
    3. 3. International Education and Resource Network Learning with the world, not just about it
    4. 4. Learning with theworld, not just about it…2 million Students 40,000 Educators 130 Countries 300 Projects 30 Languages
    5. 5. Since 1988, a global network of 130 country programs has emerged…
    6. 6. global project model:meets educational objectives, addresses issues, topics and challenges that young people care about Millennium Development Goals Project
    7. 7. Projects in all Curriculum Areas Arts & Literature Social Studies Math & Science Languages & ESL Adaptable to meet national (state) standards
    8. 8. Collaboration Centre for communication and sharing
    9. 9. iEARN is… The largest project-based K-12 network in the world! 25,000 schools and youth organizations in 130 countries. www.iearn.org Collaboration in Education Works!
    10. 10. iEARN-Jordan• Started in Jordan in 1999 and was coordinated by different administrations on small scale.• In Sep 2009, iEARN –Jordan was approved by the iEARN International Assembly and now is coordinated by Ms. Khitam Al-Utaibi.Achievements: – Video Conference Seminar between Department of Education -US and Jordan Ministry of Education for high school students to talk about Global Warming . Ten Students from public schools in Directorate of Education - Amman 1st. (Dec 2009) – Workshop for 11 teachers from private schools in Amman. (Dec 2010) – Workshop for youth specialized in IT. (Feb 2011). – Workshop for Al-Hassad Private School teachers (March 2012) – Presentation in the ALC ConferenceWhere you can find us:You may find us on our Facebook iEARN-Jordan. Visit, like and share! Thanks!
    11. 11. Navigating the iEARNCollaboration Center
    12. 12. Examples of iEARN Online Projects• Beauty of the Beasts• Future Citizen Project• My City and Me• To Dam or Not to Dam (Rivers), That is the Question
    13. 13. Online Course• Mechanisms – Six weeks course with instructions, papers to read and assignments – Participating teachers follow the instructors guidelines and can send emails for any inquiry• Where? – On iEARN professional Development Center• How? – Teachers submit their completed assignments on weekly basis – Teachers who complete the course will take certificates
    14. 14. Online CourseTeachers who will participate in the Online Course , iEARN- Jordan Representative will provide necessary support as needed.
    15. 15. Coffee Break
    16. 16. Research on the Role of StudentCharacteristics in Project-Based Learning• There is a frequently voiced claim that Project-Based Learning is an effective method for prompting heretofore reluctant and disengaged students (e.g., low-achieving students) to become motivated and engaged learners (Jones et al., 1997).
    17. 17. Challenges and frustrations! Where do they come from?• The formal education system:– Human: Teacher, Supervisor, Principal, student– Facility: classrooms, computer labs, science labs, library, other (gym, music room,)– Curriculum: standards, textbooks, e-content– Technology and applications: internet?, intranet?, video conferencing, online courses, distance collaboration• Home, neighborhood, self, etc!
    18. 18. How can we bridge the gap?An Introduction to Project –Based Learning
    19. 19. Introduction to Collaborative Project Based Learning through iEARN Handout 9.1 Steps to Planning Successful Online Projects• Project Planning a. Be familiar with the topic you will teach; consult textbooks and other resources for teachers b. Establish a working environment with co-teachers c. Brainstorm ideas• Project Design a. Define the goal of the project - It is very important that the student goals you specify for the activity are: – Tied directly to the curriculum – Could not be accomplished at all, or as well, using more traditional learning tools. The collaboration must bring added value either in content or process. b. Think about the project activities. If this is your first attempt at bringing collaboration into your class, aim for creating a short activity.
    20. 20. Introduction to Collaborative Project Based Learning through iEARN Handout 9.1 Steps to Planning Successful Online Projectsc. Choose the final report format – Writings – Art project (wall chart, poster, mural) – Electronic (slide presentation, website, audio, video) – Performance (debates, games, interviews, panel discussions, plays, songs)d. Choose appropriate assessment methodse. Construct appropriate assessment tools – Assessment rubrics – Peer evaluation forms – Self evaluation formsf. Describe teacher and student rolesg. Decide on student groupings
    21. 21. Introduction to Collaborative Project Based Learning through iEARN Handout 9.1 Steps to Planning Successful Online Projectsh. Create student support materials, such as: • Handouts containing instructions • Project submission forms • Sample student worki. Look into resource or technology availabilityj. Map out the time line for the project and specify time frame for each taskk. Consider balance between homework vs. schoolworkl. Create a group action planm. Create a personal action plan
    22. 22. Introduction to Collaborative Project Based Learning through iEARN Handout 9.1 Steps to Planning Successful Online Projects3. Call for Collaboration – Find teachers who are willing to get their students to participate in your project – Write an invitation that describes who you are, where you are located, why you are doing this project (as part of your curriculum), what the project is about, when the project will start and how long it will last. – Be prepared to answer inquiries from other teachers.4. Implementation – Start the project with an opening activity – Initiate communications – Communicate regularly – Keep communications alive – Have students write progress reports – End with a final, tangible product such as a report, a video, a list of “winners”, shared results, content analysis or a web page. – Schedule a closure date and make sure all class contributions are received in a timely fashion.
    23. 23. Introduction to Collaborative Project Based Learning through iEARN Handout 9.1 Steps to Planning Successful Online Projects5. Facilitation and Collaboration a. Revisit group and personal action plans b. Adjust schedules and activities, as needed5. Evaluation a. Assemble outputs into a portfolio b. Reflect on experiences c. Assess student learning6. Dissemination a. Share experiences with colleagues through publications and presentations b. Update the Project Website
    24. 24. Is PBL Worths Doing?It Really, Actually Changed My Life
    25. 25. Jordan Education Reform for Knowledge Economy• Knowledge Economy• 21st century Skills• Ways of Thinking
    26. 26. Education Trends in 21st centuryhttp://www.p21.org/
    27. 27. Project Based Learning Life Cycle1. Planning2. Design 1. Goals and objectives 2. Activities (collaboration) 3. Final product 4. Assessment methods and tools 5. Roles (teacher & student) 6. Grouping strategies 7. Support material 8. Resources and technology availability 9. Timeline and timeframe 10. Balance between homework vs. schoolwork 11. Group action plan 12. Personal action plan
    28. 28. Project Based Learning Life Cycle3. Call for collaboration4. Implementation5. Facilitation and collaboration6. Evaluation7. Dissemination
    29. 29. The Coming to California ProjectA twelve-week interdisciplinary United States history and English project for 11th and 12th graders. The project focused on immigration into California and included a class mosaic as a product.Source: The Project Based Learning Handbook, Buck Institute for Education. The Arabic version of the Handbook will be issued by March 2013.
    30. 30. The Coming to California Project
    31. 31. Driving QuestionsHow can we answer the Driving Question?
    32. 32. The Coming to Amman Project
    33. 33. The Coming to California ProjectPROJECT OUTCOMESContent Standards • Students read and respond to historically or culturally significant works of literature. • Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. • Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. • Students analyze the relationship among the rise of industrialization, large-scale rural to urban migration, and massive immigration from Southern and Eastern Europe. • Students analyze the major political, social, economic, technological, and cultural developments of the 1920s.Skills• Students will be able to set goals and carry out a project plan.• Students will be able to deliver an oral presentation in front of a large group.• Students will be able to generate an interview plan: who, what, where, when, how.• Students will be able to work effectively in a group and be more disposed to cooperate with peers.Habits of Mind• Students will be more tolerant and understanding of immigrant groups.
    34. 34. Using Bloom’s Taxonomy to Write Assessments LEVEL EMPHASIS GOAL VERBS TO USE 1 recognition and recall -- ability Show that you know list, tell, define, identify, Knowledge to remember facts in the way label, locate, recognize they were first presented 2 grasp the meaning and intent of Show that you understand explain, illustrate,Comprehension information -- the ability to tell describe, summarize, or translate into your own words interpret, expand, convert, measure 3 use of information -- ability to Show that you can use what has demonstrate, apply, use, Application apply learning to new situations been learned construct, find solutions, and real-life circumstances collect information, perform, solve, choose appropriate procedures 4 reasoning -- ability to break Show that you perceive and can analyze, debate, Analysis down information into pick out the most important differentiate, generalize, component parts and to detect points in material presented conclude, organize, relationships of one part to determine, distinguish another and to the whole 5 originality and creativity -- Show that you can combine create, design, plan, Synthesis ability to assemble separate parts concepts to create an original or produce, compile, to form a new whole new idea develop, invent 6 Ability to use criteria or Show that you can judge and compare, decide, Evaluation standards for evaluation and evaluate ideas, information, evaluate, conclude, judgment procedures, and solutions contrast, develop criteria, assess, appraise
    35. 35. AssessmentThe Central Features of Effective RubricsRubrics recommended for use in the classroom are analyticrubrics, which break down the tasks in an assignment intoseparate categories for assessment. For example, an analyticrubric for a research paper might contain criteria for fivecategories:(1) content;(2) Organization;(3) depth of research;(4) use of primary resources; and(5) Writing mechanics.This breakdown allows teachers to facilitate student learningduring the project by giving students more specific feedback.Analytic rubrics do not combine independent tasks in onecriteria.
    36. 36. AssessmentELEMENTS*Any performance or product can be broken down into a set of elements,or individual components. These elements describe variousaspects of a product and become the framework for the rubric. Forexample, the elements below describe five different ways to evaluate apresentation of an idea or a product. These five elements can be listedon the rubric to provide a comprehensive description of performance:• Impact of performance. The success of performance,given the purposes, goals, and desired result.• Work quality and craftsmanship. The overall polish,organization, and rigor of the work.• Adequacy of methods and behaviors. The quality of theprocedures and manner of presentation, prior to and duringperformance.• Validity of content. The correctness of the ideas, skills,or materials used.• Sophistication of knowledge employed. The complexityor maturity of the knowledge displayed.
    37. 37. The Coming to California ProjectPROJECT EVALUATION1.Planned as a 10-week project, the Coming to California Project was completed in 12 weeks, with successful presentations and a strong a sense of student accomplishment.2.A test for content knowledge showed that a majority of students had mastered test and lecture materials on immigration and key historical events, such as the Depression, the New Deal, and the Japanese internments.3.In presentations, students demonstrated passion, tolerance, and understanding as they related the journey and migration stories of the ethnic group they had chosen to investigate.
    38. 38. The Coming to California Project…PROJECT EVALUATION4. Many students were motivated to research their own family history in California and relate their findings to immigration topics.5. As part of the project planning, the teaching team scheduled one 90-minute period with students to reflect on the project and evaluate the learning that had come from the project.6. The evaluation was conducted in a community fashion, with students and teachers in a large circle. Students facilitated the debriefing and recorded the discussion.
    39. 39. The Coming to California ProjectThree management strategies helped make the project successful.• First, teachers closely monitored the pace and direction of project activities using weekly progress reports that included teacher observations, weekly student progress logs, and Friday debriefings.• Second, as the teachers mapped out the project, they used five different grouping strategies to ensure greater productivity and accountability.• Third, different learning contexts helped students stay enthused during a long project. In addition to working in class and at home, students conducted research in the library and in the community, presented to other classrooms and to the community in an all-school assembly, and worked on the mosaic in a studio near the school.
    40. 40. Thank You To know more about iEARN-Jordan, you may contact me through email: iearnjordan@aol.com
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