Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Regional campus faculty presentation 2019

29 views

Published on

Presentation on project based learning

Published in: Education
  • Be the first to comment

  • Be the first to like this

Regional campus faculty presentation 2019

  1. 1. Teaching Using Inquiry and Project-Based Learning in IVC Environments Dr. Marla Robertson, TEAL (Uintah Basin) Dr. Amy Piotrowski, TEAL (Uintah Basin) Presented at the USU Regional Campus Faculty Workshop, April 2019
  2. 2. IVC Context ● Evening courses (4:30 pm, 5:15 pm, 7:15, pm or 8:00 pm) ● 2 ½ hours, once a week or every other week ● Anywhere from 1 to 16 sites per course ● Sometimes 0 students in the origination site (usually 1-3) ● Origination classroom seats between 30-45+ ● Usually have 6 - 33 students in a class ● Regional sites have from 1-12 students ● Small group videoconferencing tool (Acano, CMA, Zoom)
  3. 3. Challenges in IVC ● Teacher-student, partner, and small group interactions ● Students in multiple locations with varying numbers of student in each location ● “Lone wolf” students ● Discussion of content - typically whole class lead by instructor or done on discussion boards ● For us, course objectives include modeling methods that preservice teachers can use in a face-to-face classroom
  4. 4. Our Courses ● Amy’s class: ENGL 4500, Teaching Writing. A course for undergraduate English Teaching students on methods of teaching writing ● Marla’s class: ELED 4030, Teaching English Language Arts. A course for undergraduate elementary students on methods of teaching writing ● We have both implement an inquiry, project-based assignment in our courses
  5. 5. The Multigenre Digital Inquiry Project ● Choice of topic: ○ Our students each chose a topic related to writing instruction ● Individual research: ○ Pedagogical journals for teachers ● Share research with the class: ○ Create a digital artifact - a website in multiple genres to share their research
  6. 6. The Multigenre Digital Inquiry Project Steps we took on this project: 1. Brainstorming ideas (we used an activity from Wickstrom, 2013) 2. Annotated bibliography 3. Discuss different genres 4. Examples of prior projects (http://multigenreinquiryprojects.weebly.com) 5. Students begin drafting pieces 6. Peer conferencing all along the way 7. Publish and share websites
  7. 7. The Multigenre Digital Inquiry Project Brainstorming: ● List things you would like to know about writing instruction ● What do you want to learn more about regarding writing?
  8. 8. The Multigenre Digital Inquiry Project Brainstorming: ● Pick one topic from list - write what you know about it, what you want to find out of it ● Pick a second topic from list - write what you know about it, what you want to find out of it ● Pick a third topic from list - write what you know about it, what you want to find out of it
  9. 9. The Multigenre Digital Inquiry Project Brainstorming: ● Meet with small group to discuss topic, what you want to learn ● Pick topic for project, write about why you chose that topic and how you plan to research it ● Phrase topic in the form of a question
  10. 10. Genre Suggestions
  11. 11. Genres
  12. 12. Planning Sheet
  13. 13. Rubric
  14. 14. Peer Conferencing
  15. 15. What Students Said ● “I was surprised at how much fun it was to get my information out in a way that wasn’t just an essay.” ● “It was surprising to see what kind of information from my research was expressed in different genres. Each genre had a little different insight from my research than the other ones.” ● “I learned that it is hard to write in different genres, but that it makes you think and look at your inquiry from different angles.” ● Instead of a formula to follow, this project challenged students to make decisions about how to communicate what they learned.
  16. 16. Tips For Your Classroom ● Align projects to course objectives ● Find ways to encourage small group discussions among students - it can help to have students write ahead of time and bring to class ● Encourage students to examine topics and issues that apply course content to students’ lives, interests, future career goals ● Provide students time to work through challenges that arise - it’s part of the learning process ● If a semester-long project seems too much, think of a smaller scale project with fewer learning products that meet your course objectives
  17. 17. Questions? ● Dr. Marla Robertson ○ Email: marla.robertson@usu.edu ○ @Dr_Marla_R ● Dr. Amy Piotrowski ○ Email: amy.piotrowski@usu.edu ○ Twitter: @piotrowskiamy ○ Website: amypiotrowski.com

×