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
How can we connect between student, teacher, curriculum, and 21st century demands?
Pbl 21 centuryskills.mar9.2013
The 17th Symposium on English Language Teaching“Language for life; Matching Classroom Strategies to Real World Needs” Building Students’ 21st Century Skills through Project-Based Learning Khitam Al-Utaibi iEARN-Jordan Representative March 9th , 2013 Amman, Jordan
International Education and Resource Network Learning with the world, not just about it
Learning with the world, not just about it…2 million Students 40,000 Educators 130 Countries 300 Projects 30 Languages
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 about Millennium Development Goals Project
Projects in all Curriculum Areas Arts & Literature Social Studies Math & Science Languages & ESL Adaptable to meet national (state) standards
Collaboration Centre for communication and sharing
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!
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!
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
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).
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!
Introduction to Collaborative Project Based Learning through iEARN Handout 9.1 Steps to Planning Successful Online Projects1. 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 ideas2. 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.
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
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.
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 needed6. Evaluation a. Assemble outputs into a portfolio b. Reflect on experiences c. Assess student learning7. Dissemination a. Share experiences with colleagues through publications and presentations b. Update the Project Website
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.
Thank You To know more about iEARN-Jordan, you may contact me through email: email@example.com