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  • 1. A LOW-RISK APPROACH TO EDUCATING AT-RISK STUDENTS - Project Based Learning to involve all levels, interests, and abilities of students. by.Tom Ward University of Nebraska at Kearney EDAD 831 Project Learning Cooperative Learning Learning Environments Experiential Real World Investigations Project Based Instruction Comprehensive Instruction Student Directed Learning Hands On A definition . . .
  • 2.
    • a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.
    Project Based Learning
  • 3. Why Project Based Learning? (PBL)
    • an effective way to reach at risk students
    at-risk detached failing problematic
    • a program where learning is driven by challenging open-ended questions, where students work in small collaborative groups, and where teachers take on the role of learning facilitators
    • the core idea of project-based learning is that real-world problems capture students' interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context
  • 4. Points of PBL
        • a multi-disciplinary approach to teaching
          • it is the process and not the product that is the goal of the program. It isn't the answer, but learning how to develop steps to reach the answer
          • learner centered rather than teacher centered
          • could be a few hands-on activities or an entire curriculum
          • explores real-world problems and challenges
    • develops cross-curriculum skills while working in small collaborative groups.
  • 5. Also known as -
    • ELOB
    • 21st Century Skills
    • Case Based Learning
    • Cooperative Learning
    • Learning Environments
    • Experiential
    • Real World Investigations
    • Comprehensive Instruction
    • Student Directed Learning
    • Hands On
  • 6. PBL vs Traditional . . .
  • 7. Traditional
    • Textbook education
    • Present material, review, test, moves on
    • Single Subject Classes - Specializations
    • Hands on projects usually unidisciplinary
  • 8. Project Based Learning
          • provides more rigor and relevance
          • helps students to acquire the range of skills the modern economy demands of them
          • PBL exposes students to problems that are relevant
          • allows for interdisciplinary approach and transdisciplinary approaches
          • performance assessment goes beyond traditional boundaries
          • focuses on four areas of growth:
            • problem analysis
            • self-directed learning
            • brainstorming
            • solution testing
  • 9. Benefits to PBL
          • I. teaches students how to integrate what is learned from various subjects
          • II. teaches interpersonal and workspace skills
          • III. students learn to work with people from other cultures; to solve problems creatively; write and speak well; think in a multidisciplinary way; evaluate information critically
          • IV. students learn punctuality, dependability, industry
          • V. allows for higher-order thinking; technology literacy; self-direction; global awareness
          • VI. reduced school stress
    VII. the link between performance and student economic level disappeared
  • 10. Drawbacks and Cautions to PBL
          • I. need a couple of years to really get things going
          • II. requires teachers to embrace new attitudes, hone new skills, risk failure
          • III. teachers need to not worry about "covering the material", but let the project allow for the material to be covered
          • IV. all assignment assessments are based on rubrics
          • V. a lot of preparation goes into preparing a project
          • VI. avoid project parodies that aren't multidisciplinary or problem centered
          • VII. teachers have to be careful not to completely disregard the lecture to convey information the student will need to complete the project
          • VIII. need a coach or trainer to help develop programs that have the right depth
    IX. projects solutions aren’t spelled out step by step - students have to find the steps and trust themselves
  • 11. References 1 of 2
        • David, J. L. (2008, February). Project-based learning. Educational Leadership, 65 (5), 80-82. Retrieved from EBSCO database (31501220): http://search.ebscohost.com/.aspx?direct=true&db=tfh&AN=31501220&site=ehost-live
        • Gewertz, C. (2007, June 12). ‘Soft skills’ in big demand. Education Week, 26 (40), 25-27. Retrieved from EBSCO database (25622820): http://search.ebscohost.com/.aspx?direct=true&db=tfh&AN=25622820&site=ehost-live
        • Igo, C., Moore, D. M., Ramsey, J., & Ricketts, J. C. (2008, January). The problem-solving mystery. Techniques: Connecting Education & Careers, 83 (1), 52-55. Retrieved from EBSCO database (28407330): http://search.ebscohost.com/.aspx?direct=true&db=tfh&AN=28407330&site=ehost-live
        • Keller, B. (2007, September 19). No easy project. Education Week, 27 (4), 21-23. Retrieved from EBSCO database (26692623): http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=26692623&site=ehost-live
  • 12. References 1 of 2
        • Massa, N. M. (2008, Winter). Problem-based learning (PBL). New England Journal of Higher Education, 22 (4), 19-20. Retrieved from EBSCO database (31904123): http://search.ebscohost.com/.aspx?direct=true&db=tfh&AN=31904123&site=ehost-live
        • Royal, K. (2007, March). At-risk students succeed. District Administration, 43 (3), 100-100. Retrieved from EBSCO database (24340058): http://search.ebscohost.com/.aspx?direct=true&db=tfh&AN=24340058&site=ehost-live://
        • Sternberg, R. J. (2008, Winter). Interdisciplinary problem-based learning. Liberal Education, 94 (1), 12-17. Retrieved from EBSCO database (30103344): http://search. ebscohost .com/. aspx ?direct=true& db=tfh &AN=30103344& site=ehost-live
        • Tozer, S. E., Senese, G., & Violas, P. C. (2009). School and Society: Historical and Contemporary Perspectives (6th ed.). Boston: McGraw Hill. (Original work published 1993)