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    Pblconstructivism Pblconstructivism Presentation Transcript

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