5. Making the case for PBL[g]! Instead of learning from others who have the credentials to “teach” in this new networked world, we learn with others whom we seek (and who seek us) on our own and with whom we often share nothing more than a passion for knowing. In this global community, we are at once all teachers and learners—changing roles as required, contributing, collaborating, and maybe even working together to re-create the world, regardless of where we are at any given moment. These learning transactions require a shifted understanding of traditional literacies and the skills they employ, as well as new literacies and practices that learning in networks and online social communities demands. 21stCentury Skills: Rethinking How Students Learn(R. Brandt, 2010)
10. Project-Based Learning Embraces the concept of learning, contains the following elements: Presents complex questions around key content understandings that stimulate students’ “need to know” and keep them engaged Fosters in-depth learning and authentic student collaboration on projects worth doing thatemulate real world tasks and challenges. Promotes the use of innovative learning strategies by integrating supportive technologies, inquiry- and problem-based approaches and higher order thinking skills. Provides multiple means for ongoing demonstration of student learning and growth and allows for customization of learning and assessments honoring student voice and choice Enables students to demonstrate learning through the creation of products/ performances forauthentic audiences through completion of a final project or summative assessment.
