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Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
Introduction to Project Based Learning
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Introduction to Project Based Learning

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These are the slides that I use when running workshops introducing teachers to Project Based Learning.

These are the slides that I use when running workshops introducing teachers to Project Based Learning.

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Transcript

  • 1. http://www.youtube.com/watch?v=LMCZvGesRz8
  • 2. DRIVING QUESTION *N.B.: a variety of verbs can substitute these three
  • 3. BIE: 8 ESSENTIAL ELEMENTS OF PBL
  • 4. SIGNIFICANT CONTENT
  • 5. STUDENT VOICE & CHOICE
  • 6. DRIVING QUESTION
  • 7. DRIVING QUESTIONS: • What makes a book a good read? • Can people use their voices to bring about positive change? • How can I shape the way the world sees me? • How can we raise awareness In our local community about a charity or cause we feel passionately about? • Can Cyborgs Write Poetry? • Can stories help young people in the 21st century develop resilience? • What makes an individual powerful? • Why do emos write poetry? • How can we make a film for an online community to change people's view on individuals and authority?
  • 8. NEED TO KNOW
  • 9. IN-DEPTH INQUIRY
  • 10. 21st CENTURY SKILLS
  • 11. REVISION & REFLECTION
  • 12. REAL-WORLD PRODUCTS: • Anthology of short stories published as an eBook and hardcover • Book trailers shown in assembly and uploaded to YouTube • Promotional posters, a documentary, a short film, a blog, a website for a social media campaign to raise awareness for cause/community • Own cyborg poem transformed into YouTube video • Promotional material for theatre • Short films • iTunes podcasts • Collection of protest poems published online: "Poems for the Silenced." Selected poems published in OzTeacher magazine • Exhibition of ideas for local community
  • 13. REAL WORLD AUDIENCE
  • 14. • ASSESSMENT: AS LEARNING OF LEARNING FOR LEARNING (p.184 English K-10 Syllabus)
  • 15. The Australian Curriculum: English assists students to develop the skills necessary to investigate, analyse and communicate ideas and information related to sustainability, and to advocate, generate and evaluate actions for sustainable futures. The personal and social capability involves students in a range of practices including recognising and regulating emotions, developing empathy for and understanding of others, establishing positive relationships, making responsible decisions, working effectively in teams and handling challenging situations constructively.
  • 16. OUR SHITTY WORLD
  • 17. The HSC is a blunt instrument ... … and we are all being beaten to death by it one mindless, preprepared essay at a time.
  • 18. PBL = BOREDOM KILLER
  • 19. creative
  • 20. frustration of students lack of team-work skills from students lack of research skills in students passive learners parents: is my child learning? resistance from students frustration with systems
  • 21. • EDUTOPIA: http://www.edutopia.org/project-basedlearning • BUCK INSTITUTE FOR EDUCATION: http://www.bie.org/ • PBL ONLINE: http://pbl-online.org/ • BIE edmodo community
  • 22. twitter: #pblchat on twitter @biancah80 @betamiller @newtechnetwork @edutopia @biepbl @suzieboss @gingerlewman
  • 23. YOUR TURN
  • 24. DQ: How can we use PBL to empower our students to ‘own’ their learning?
  • 25. YOUR TASKS …
  • 26. • • • • DISCOVER: What is your project’s Driving Question? Which KLA are appropriate? Which year group is suitable? What will be your Hook? (5 minutes)
  • 27. • • • • DISCOVER: What will students create? Who will be their audience? What will they ‘need to know’ to succeed? (content & skills) Who will be the project ‘rock star’? (15 minutes)
  • 28. GALLERY WALK: • Share a rough outline of your project on paper • Check out the rough plans for each project • Give star/star/wish feedback on at least TWO projects (10 minutes)
  • 29. CREATE: • Refine your project based on the feedback you received. • Evaluate your project using the PBL Check-list. • Design an awesome ‘project outline’ using the D.C.S.! (15 mins)
  • 30. SHARE: • Pitch your project sketch to the group with a 2 min Pecha Kucha • Applaud your peers! (15 minutes)
  • 31. ROLES: Facilitator: Responsible for getting the group started, keeping it on task, and involving all members. Timekeeper: Responsible for keeping group on task and on time (particularly with in-class activities). Reality checker: Responsible for noting group decisions and whether they are realistic. Devil’s advocate: Responsible for pointing out alternate viewpoints and asking tough questions. Creative genius: Responsible for creating a visually appealing project outline and contributing outlandishly creative ideas! Presenter(s): Responsible for pitching final project to the other groups.

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