Pblconstructivism

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Pblconstructivism

  1. 1. Project-Based Learning, Constructivism, and Technology <ul><li>Prepared by Carla Piper, Ed. D. </li></ul>
  2. 2. Who are our Students? <ul><li>Watch this YouTube on K-12 Vision of our Students - http://www.youtube.com/watch?v=_A-ZVCjfWf8 </li></ul>
  3. 3. How do we teach our students? How do children learn? <ul><li>Constructivism </li></ul><ul><ul><li>Students learn best by being “active” learners. </li></ul></ul><ul><ul><li>Students learn by constructing their own </li></ul></ul><ul><li>Bloom’s Taxonomy </li></ul><ul><ul><li>Levels of Learning - Taxonomy </li></ul></ul><ul><ul><li>Develop Higher Level Critical Thinking </li></ul></ul><ul><ul><li>meaning </li></ul></ul><ul><li>Diverse Learning Styles </li></ul><ul><ul><li>Multiple Intelligences </li></ul></ul><ul><ul><li>Students learn in different ways. </li></ul></ul>What does the research say?
  4. 4. Constructivism <ul><li>Knowledge is constructed by learner </li></ul><ul><li>Teacher guides learner to construct knowledge </li></ul><ul><li>Teacher provides rich context </li></ul><ul><li>Teacher provides learner centered environment </li></ul><ul><li>Teacher facilitates, learner controls </li></ul>
  5. 5. Constructivism in the Classroom <ul><li>Students construct new ideas by incorporating new material into the concepts and thought processes already in place. </li></ul><ul><li>Allow student thinking to drive lessons </li></ul><ul><li>Ask thoughtful, open-ended questions </li></ul><ul><li>Encourage metacognition - thinking about how they are learning </li></ul><ul><li>Encourage students to interact with each other and YOU – Cooperate and Collaborate. </li></ul><ul><li>Reflect and Predict! </li></ul>
  6. 6. Goals for Students <ul><li>Develop higher level critical thinking </li></ul><ul><li>Understand causes or effects of ideas or actions </li></ul><ul><li>Become engaged in their own learning </li></ul><ul><li>Become active and not passive learners </li></ul><ul><li>Student initiative accepted </li></ul><ul><li>Student ideas respected and encouraged </li></ul><ul><li>Independent thinking encouraged </li></ul><ul><li>Students engage in dialogue </li></ul><ul><li>Students apply knowledge in authentic problem-solving tasks </li></ul>Brahler & Johnson
  7. 7. Goals for Teachers <ul><li>Ask open-ended questions and allow wait time for responses </li></ul><ul><li>Encourage student autonomy, initiative, and collaboration </li></ul><ul><li>Uses raw data and primary material sources </li></ul><ul><li>Provides authentic learning experiences </li></ul><ul><li>Guide and facilitate learning </li></ul>Brahler & Johnson
  8. 8. Constructivist Classroom: Teachers May Experience Difficulties <ul><li>Teacher loses some control over what learners will learn </li></ul><ul><li>May take longer to cover certain topics </li></ul><ul><li>Testing is more difficult because learning is less structured </li></ul><ul><li>Standardized testing relies on factual recall and lower level thinking </li></ul>
  9. 9. Why use Computers in the Classroom? <ul><li>Is your desire to use computers technology-driven or pedagogy-driven? </li></ul><ul><li>Do you want your classroom to be more teacher centered rather than learner centered? </li></ul><ul><li>Do you have a diverse student population - culturally, emotionally, economically, environmentally, physically, intellectually, academically? </li></ul>
  10. 10. Modify Learning Environments with Technology <ul><li>Can “provide pathways into and out of our student’s brains” (Edwards) </li></ul><ul><li>“ The ways in which intelligences combine and blend are as varied as the faces and personalities of individuals” – Gardner </li></ul><ul><li>Providing a nurturing, positive, and stimulating learning environment is important </li></ul><ul><li>Intelligence is changeable – not stagnant </li></ul><ul><li>Constructivism fosters creativity </li></ul>
  11. 11. Constructivist Activities with Technology: 1990s <ul><li>To solve complex and realistic problems </li></ul><ul><li>To work together to solve those problems </li></ul><ul><li>To examine the problems from multiple perspectives </li></ul><ul><li>To take ownership of the learning process (rather than being passive recipients of instruction) </li></ul><ul><li>To become aware of their own role in the knowledge construction process </li></ul><ul><li>To participate in authentic learning tasks that reflect the complexity of the real-world environment in which learners will be using the skills they are learning </li></ul>
  12. 12. How can we use computers in the classroom to promote student learning and still maintain control of behavior?
  13. 13. Project-Based Learning: PBL <ul><li>Allows for a variety of learning styles </li></ul><ul><li>&quot;Real&quot; world oriented - learning has value beyond the demonstrated competence of the learner </li></ul><ul><li>Risk-free environment - provides positive feedback and allow choice </li></ul><ul><li>Encourages the use of higher order thinking skills and learning concepts as well as basic facts </li></ul><ul><li>Utilizes hands-on approaches </li></ul>Kraft - http://www.rmcdenver.com/useguide/pbl.htm
  14. 14. Project-Based Learning: PBL <ul><li>Provides for in-depth understanding </li></ul><ul><li>Accessible for all learners </li></ul><ul><li>Utilizes various modes of communication </li></ul><ul><li>Assessment is congruent with instruction - performance-based </li></ul><ul><li>Students are responsible for their own learning </li></ul><ul><li>Students have ownership of their learning within the curriculum </li></ul><ul><li>Projects promote meaningful learning, connecting new learning to students' past performances </li></ul>Kraft - http://www.rmcdenver.com/useguide/pbl.htm
  15. 15. Project-Based Learning: PBL <ul><li>Learning utilizes real time data - investigating data and drawing conclusions </li></ul><ul><li>The learning process is valued as well as the learning project </li></ul><ul><li>Learning cuts across curricular areas - multidisciplinary in nature </li></ul><ul><li>Teacher is a facilitator of learning </li></ul><ul><li>Student self-assessment of learning is encouraged </li></ul>Kraft - http://www.rmcdenver.com/useguide/pbl.htm
  16. 16. Project Learning: Edutopia <ul><li>According to research: A dynamic approach to teaching </li></ul><ul><li>Explore real-world problems and challenges </li></ul><ul><li>Develop cross-curriculum skills </li></ul><ul><li>Work in small collaborative groups. </li></ul><ul><li>Fosters active and engaged learning </li></ul><ul><li>Inspires students to obtain a deeper knowledge of the subjects they're studying. </li></ul><ul><li>View Video at: http://www.edutopia.org/project-based-learning-overview </li></ul>
  17. 17. Project Learning: Edutopia <ul><li>Develop confidence and self-direction through both team-based and independent work. </li></ul><ul><li>More likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning. </li></ul><ul><li>Read Intro at: http://www.edutopia.org/project-learning-introduction </li></ul><ul><li>Read World Issues Motivate Students - http://www.edutopia.org/start-pyramid </li></ul>
  18. 18. Planning a Project: I <ul><li>Pose an essential question </li></ul><ul><ul><li>Is the topic relevant? </li></ul></ul><ul><ul><li>Is it connected to the real world? </li></ul></ul><ul><ul><li>This is where you begin your in-depth investigation . </li></ul></ul><ul><li>Establish a plan </li></ul><ul><ul><li>Which content standards will be addressed? </li></ul></ul><ul><ul><li>Teachers and students brainstorm activities that support the inquiry. </li></ul></ul><ul><ul><li>Involve students in the planning and project-building process. </li></ul></ul><ul><li>Create a schedule </li></ul><ul><ul><li>Design a timeline for project components. </li></ul></ul><ul><ul><li>What will your benchmarks be? </li></ul></ul><ul><ul><li>Keep it simple and age-appropriate. </li></ul></ul>Mike Bower
  19. 19. Planning a Project: II <ul><li>Monitor student progress and work </li></ul><ul><ul><li>Be a good facilitator and keep things moving </li></ul></ul><ul><ul><li>Have students refer to their rubric to keep them on task. </li></ul></ul><ul><li>Assess the project </li></ul><ul><ul><li>How will you assess the project? </li></ul></ul><ul><ul><li>Use rubrics that address content, process, and timeline. </li></ul></ul><ul><li>Evaluate and reflect on your success </li></ul><ul><ul><li>Have individuals and groups present their report. </li></ul></ul><ul><ul><li>Reflect on what went well and what could be improved. </li></ul></ul><ul><ul><li>Share ideas that will lead to new projects. </li></ul></ul>Mike Bower
  20. 20. References <ul><li>Edutopia: http://www.edutopia.org/ </li></ul><ul><li>Project Learning: http://www.edutopia.org/project-learning </li></ul><ul><li>PBL: Project Based Learning - http://pblchecklist.4teachers.org/index.shtm </li></ul><ul><li>Problem-Based Learning Checklists - http://pblchecklist.4teachers.org/checklist.shtml </li></ul><ul><li>Problem-Based Learning Online Resource - http://pbl-online.org/ </li></ul><ul><li>“ Pedagogy: A Primer on Education Theory for Technical Professionals” – Brahler & Johnson. Washington State University – Download from Microsoft Higher Education Website </li></ul><ul><li>“ Multiple Intelligences and Technology” – Edwards (no longer available) </li></ul><ul><li>Constructivism - http://www.thirteen.org/edonline/concept2class/constructivism/index.html </li></ul><ul><li>Bower, Mike: EDUU451/551 Instructor – Modesto Campus </li></ul>

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