NTLT 2013 - Marjolein Schaddelee - Learning through project-based learning
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Project-based learning (PBL) involves students working in groups on interdisciplinary projects over an extended period of time. PBL improves students' skills, increases completion and retention rates, and is most effective when implemented in the first year. Students respond positively to PBL, enjoying working in groups, receiving feedback, and meeting with mentors. However, early implementations suffered from disorganization which stressed students. Improved preparation, managing expectations, and modeling team behaviors led to better student perceptions in the following year. While more work is needed, PBL appears to provide benefits despite implementation challenges.
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The document discusses integrating project-based learning with Web 2.0 tools in education. It describes project-based learning as a constructivist model where learning is social, collaborative, authentic, and students construct knowledge. When combined with Web 2.0 tools, this allows students to work on driving questions, in real-world contexts, while collaborating and creating artifacts. Benefits include increased motivation, focus, skills, and deeper understanding for students.
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This document discusses problem-based learning (PBL) pedagogy and its application to a Calculus curriculum. PBL aims to develop students' problem solving skills through inquiry-driven problems. It encourages creativity, communication, collaboration and critical thinking. PBL is directly related to Common Core standards involving problem solving, reasoning, argumentation and using appropriate tools. The document outlines aspects of PBL including discourse, assessment, pedagogy and creating a safe environment for risk-taking. Challenges of applying PBL to the AP Calculus syllabus are also discussed.
Creating a Class Website with Weebly
These slides accompany a hands-on workshop for creating a K-12 class website with Weebly, a web 2.0 tool.
Pbl research summarized
The document reviews research on the efficacy of project-based learning (PBL) in 3 sentences:
PBL has been shown to improve student learning outcomes compared to traditional instruction, with studies finding that PBL students perform equally well or better on standardized tests of content knowledge. Research also indicates PBL can help close achievement gaps for underserved groups. Multiple studies found PBL students gained as much or more content knowledge while also improving other skills like problem-solving abilities compared to traditionally taught students.
PBL Pecha Kucha
This document appears to be a presentation about project-based learning given by two head teachers, Johanna Ashton and Clarinda Brown, at Cumberland High School on November 28, 2011. It discusses various aspects of implementing project-based learning such as using data to drive projects, working in groups, leveraging existing school structures, creating flowcharts and posters, developing student leadership, seeing issues from different perspectives, effective communication, networking, starting small and allowing the process to take time, ensuring staff understand and support changes for sustainability, and maintaining consistent effort.
International pbl conf_5b-c_kizaki
The document summarizes a project-based learning activity on collaborative software development using an agile process in a distributed environment. Students worked in teams over 4 months in 2010 and 2011 to develop software projects. In 2011, improvements were made such as introducing ticket-driven development, participation of industry professionals, and agile coaching to address challenges in 2010 related to project manager workload and student motivation. While some goals were achieved, maintaining student motivation and balancing work assignments remained problems.
Learning PBL by Doing PBL to Create PBL
This document discusses using project-based learning (PBL) and challenge-based learning to design curriculum. It recommends following the Understanding by Design framework, using differentiated instruction, research-based strategies, and formative assessment. Teachers should provide hands-on activities, problem solving opportunities in a broad range of challenges. Support for PBL implementation includes experiential learning, coaching, commitment, resources, collaboration, technology, assessment, sharing best practices, continuous improvement, recognition, and leadership. Next steps involve using these recommendations and asking questions.
3 marjolein schaddelee
Project-based learning (PBL) involves students working in groups on interdisciplinary real-world projects over an extended period of time. PBL aims to improve students' skills and increase completion and retention rates. Students provide feedback that working in groups, receiving feedback, and meeting with mentors are beneficial aspects of PBL. However, students also report issues with disorganization, unclear expectations, and working with the same groups for too long. In response, educators implemented changes like improved preparation, managing expectations better, and modeling effective team behaviors. While PBL requires more work, its benefits may be worth the costs if it helps students develop skills in a way that enhances learning and academic performance.
Third READ Conference, Eschborn, Germany
National examination results in Singapore are used in three key ways to support student learning: 1) Ensuring close alignment between the curriculum and examinations; 2) Providing school performance data to identify areas for improvement; and 3) Informing student placement into appropriate pathways. Over time, the uses of assessment have expanded from a sole reliance on examinations to incorporating multiple assessment methods to better support each student's learning.
Student resilience and instructor feedback
Presentation at the UCLA David Geffen School of Medicine Annual Problem Based Learning Instructor Conference
CHER 2015 – If PBL is the answer, then what is the problem?
Slides from a presentation at the CHER 2015 (Consortium of Higher Education Researchers) conference, 7 September 2015.
Students in the director's seat: Teaching and learning across the school curr...
Schuck, S. & Kearney, M. (2004). Students in the director's seat: Teaching and learning across the school curriculum with student-generated video. (This study was funded by a UTS Industry Links Research Grant with Apple Computers Australia. )
This project investigated the value and use of student-generated digital video for enhancing pedagogy in K-12 schools. It aimed to identify, examine and analyse pedagogical practices in relation to use of this technology in five case schools. A further aim was to articulate the principles, contexts and approaches underlying these practices. An understanding of the practices and approaches which enhance or constrain pedagogy in these five cases will contribute to a future larger study. Principles of good practice developed in this study will be used to inform future research on models for enhancing pedagogy with digital video in education.
FA_ReflectionsOnPBL_Dec2015_NoBleed
This article discusses the implementation of problem-based learning (PBL) in the mechanical engineering program at Bahrain Polytechnic. The curriculum was designed with PBL embedded through short projects in the first two years, building up to a full-time year 3 design project modeled after an authentic industry experience. Both individual and group components were included to develop foundational knowledge and employability skills. The learning environment was an open workshop simulating industry. An evaluation assessed the impact of the PBL approach on graduate quality and employability through surveys of students and analysis of graduate destinations data. The research aimed to provide evidence on the efficacy of PBL and share lessons learned in implementing PBL in mechanical engineering.
PBL: Why, What and How
Project-based learning (PBL) engages students in solving real-world problems through extended inquiry. It develops deeper learning skills like critical thinking, collaboration, and communication. High-quality PBL includes complex, student-influenced questions; carefully designed products and tasks; and scaffolding as needed. Teachers can implement PBL by determining learning objectives, developing authentic projects around driving questions, and assessing student mastery of skills through multiple measures rather than just final products. PBL prepares students for the future by developing skills like self-directed learning that will be essential for their success.
Pbl, common core, & eval tool
The document discusses tying project-based learning (PBL) and the Common Core State Standards together through the lens of teacher evaluation. It explores how the skills needed to be a proficient PBL learner are the same as those required by the Common Core, such as being able to research, use media, think critically, and develop strong content knowledge. An example is given of a 3rd grade classroom where students engaged in an inquiry-driven PBL project on penguins that incorporated many Common Core standards and elements of active student engagement evaluated in teacher reviews. The main points are that PBL and the Common Core prepare students for the 21st century, distinguished active engagement is essential to both, and the three systems of Common Core,
Literacy 2.0 leadership
The document discusses the concept of "Literacy 2.0" which represents a shift from literacy 1.0's focus on access to information to literacy 2.0's focus on finding, using, producing, and sharing information with a global audience. It asserts that students must go beyond traditional literacy skills and develop abilities like locating, evaluating, and sharing information accurately in today's environment of information overload. The Common Core standards aim to support these changes by including information literacy skills and recognizing technology as part of literacy.
Online PBL: Is this like e-learning with more problems?
Davidson, A.-L., Naffi, N. (2014). Online PBL: Is this like eLearning with more problems? E.scape, Knowledge, Teaching, Technology. Conference theme: Innovations in teaching: getting the most out of online learning. Concordia University. http://www.concordia.ca/events/conferences/escape-2014/master-class-series.html
Putting the Passion in PBL: October 2013 Illinois Science Conference
This document provides an overview of a workshop on integrating Problem Based Learning (PBL) into standards-based curriculum. The workshop objectives are to provide background on PBL and how to create PBL projects. The agenda includes introductions, a PBL overview, and examples of PBL projects. The document then discusses various components of designing and implementing PBL including developing essential questions, building background knowledge, research approaches, student groupings and final products, and assessment.
Authentic Assessment
This presentation describes what authentic assessment is and explains its methods and characteristics.
Case Study PowerPoint Unit 4
This case study examines a preschool called Forever Growing that aims to implement new educational technologies to improve students' readiness skills. It will evaluate whether conditions for successful implementation exist based on an 8-factor framework. A strategy will be developed to address any deficiencies and ensure technologies become fully institutionalized. The school has grown steadily but faces financial challenges inhibiting resource acquisition. Additional technologies may help overcome knowledge gaps in students. The case study will generate recommendations to guide Forever Growing through the implementation and institutionalization of new innovations.
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CHER 2015 – If PBL is the answer, then what is the problem?
CHER 2015 – If PBL is the answer, then what is the problem?
Students in the director's seat: Teaching and learning across the school curr...
Students in the director's seat: Teaching and learning across the school curr...
Online PBL: Is this like e-learning with more problems?
Online PBL: Is this like e-learning with more problems?
Putting the Passion in PBL: October 2013 Illinois Science Conference
Putting the Passion in PBL: October 2013 Illinois Science Conference
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LAK18: Jennifer Tan & Elizabeth Koh — Formative learning analytics to foster ...
LAK18: Jennifer Tan & Elizabeth Koh — Formative learning analytics to foster ...Society for Learning Analytics Research
LEARNING ANALYTICS IN SCHOOLS
https://latte-analytics.sydney.edu.au/school/ for updates.
Date: Monday 5 March, 2018
Time: 8.30am—3.15pm
Venue: SMC Conference & Function Centre, 66 Goulburn Street, Sydney NSW 2000
In association with the 8th International Conference on Learning Analytics & Knowledge, Society for Learning Analytics Research
Briefing papers: https://latte-analytics.sydney.edu.au/wp-content/uploads/2017/10/k12_papers-1.pdf
You are warmly invited to join this inaugural event!
The data and analytics revolutions are disrupting and already transforming many sectors in society: finance, health, shopping, politics. Data is not new to education, but for many, it is still challenging to articulate the connection between the potential of using data to support decision making, and the every day-to-day operations occurring in learning environments.
School leaders, teachers, data analysts, academics, policy makers and all other interested parties are invited to join a professional learning and development day focused on the practical applications of Learning Analytics in school (K-12) education.
Drawing on national and international expertise, speakers include innovative school leaders and teachers, school data analysts, university researchers, government and software companies. Whether you already know a bit about Learning Analytics, are brand new to it, or already use it in the classroom, there will be insightful sessions with pertinent applications for all levels of knowledge and understanding.
You will leave with a deeper understanding of:
The diverse forms that Learning Analytics can take, and especially how technology extends this far beyond conventional school data to create better feedback
How such data is being used by school leaders to support strategic reflection
How new kinds of data are being used by teachers to support their practice
The practicalities of initiating such work in your own school
This is the first event of its kind in Australia, and a new initiative for the international LAK conference, so you will make many professional connections as we forge this new network.
CLI Presentation to PDST National Meeting
This document summarizes the Collaborative Learning Initiative in Ireland North West. It describes the purpose and methods of the initiative, which uses collaborative action research to help teachers solve classroom problems. Teachers identify issues, investigate them, take actions, and evaluate results. Findings are then shared. The initiative aims to build teacher capacity and drive sustainable improvements in practice and student outcomes. It is seen as effective because it is teacher-driven, collaborative, grounded in practice, and supported over time. Participating teachers remained engaged and want to continue the process.
Developmental observation training upload version
This document outlines guidance for developmental observations of teaching at Coventry University. It discusses the purpose of observations as supportive rather than for performance review. Key areas for observation and feedback are identified as evidence of planning, learning activities, assessment and feedback, classroom management, progress made, and quality of teaching. Formats for observation and expectations of effective versus excellent teaching are explored. Guidance is provided on evaluating each observation area, with an emphasis on student-centered learning and using theory and research to inform teaching practice. Tips for developmental feedback that encourages two-way dialogue are also included.
AHDS Conference November 2014 - Keynote by Alistair Smith
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do.' Keynote by Alistair Smith.
A Focus on Learning
My presentation from the ND Education Academy.
Many people think that we have a student learning problem in schools. I believe we have an adult learning problem. To truly increase student achievement it must start with the adults in the building. We must develop a culture of learning that begins with teachers and trickles down to students. In this session I will provide practical ideas that will help your district create a focus on learning.
Spc june 14 world class learners
Outlining the process, and background toward the revisioning of school to AUthenitc deep learning and a global thinking environment for secondary students. One schools journey.
Cpd -sook tesol
This document discusses alternatives in continuing professional development for teachers. It begins by defining key terms like professional, development, and continuing. It then discusses areas of professional development like subject matter knowledge and understanding learners. The document outlines employer expectations and concerns around professional development as well as potential "limits". It proposes a 4-step cycle for professional development and provides resources from the KOTESOL Professional Development Special Interest Group.
student engagement and success through collaborative PjBL
This document discusses using collaborative project-based learning (PjBL) to engage 21st century students and ensure their success. It notes that today's students have shorter attention spans, resist memorization, and see learning as a social activity. PjBL emerges as an effective practice that involves confronting real-world problems, collaborating to create solutions, and presenting results. The document provides examples of PjBL design principles like formulating learning outcomes, creating authentic projects, facilitating collaboration, and utilizing classroom technology and other resources to support significant learning through PjBL.
Pedagoo london2014mar8coaching
This document outlines an approach to coaching teachers to improve the quality of teaching in a whole school. It discusses establishing a coaching team to work with teachers at all levels. The coaching program involves observations, learning walks, professional development, and lesson study where teachers jointly plan and observe lessons. By building trust and focusing on improving practice rather than grading, the goal is to help all teachers achieve consistently outstanding teaching. Evaluations found the coaching had a positive impact on teacher practice and student learning.
Spc June 14 world class learners
This document discusses building deeper learning in schools through developing a vision of creating world class, global students. It discusses researching models like High Tech High that focus on authentic, project-based learning to develop skills like creativity, innovation, and global competence. The principal shared their journey of bringing this vision to their school by consulting with teachers, students, and parents to determine what classrooms should look like. Milestones included curriculum development, professional learning with international partners, and incorporating student voice, choice, and authentic products into learning.
What Is Powerful Learning Pbl
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
World Class Team Presentation2
This document outlines the vision and goals for a school district to become world-class. It discusses defining academic rigor, writing, and planning through professional learning communities. Data is presented showing the importance of postsecondary education for future careers. Teachers engage in an activity to define what a world-class school system means for students, families, teachers, and the community. The document discusses building teacher collaboration and data-driven instruction through professional learning communities to increase student achievement and ensure all students learn.
Chris-Farrell-Plenary-Slides-2018 -2019.ppt
This document discusses teacher development and the "right things" to focus on. It examines workshops, action research groups, professional development groups, and mentoring. Workshops are criticized for being too top-down and not allowing for implementation and evaluation. Action research is praised for being reflective, practical, and collaborative. Professional development groups are intended to better inform training through discussion. Mentoring is discussed in terms of support for teachers' development and roles. The document advocates for teacher development that is impactful, needs-based, sustained, peer-collaborative, in-practice, and reflective.
Presentation at International School of Eindhoven
Ángel Suárez Fernández and Dr. Fleur Prinsen are researchers from the Technology Enhanced Learning Innovation (TELi) department who are interested in nurturing communities of inquiry through inquiry-based learning. They are developing a tool called DojoIBL to provide resources, tools, and structure to support inquiry-based learning. They plan to conduct research using DojoIBL with students to study the effects on engagement, collaboration, motivation and understanding. Their goal is to help both teachers and students through facilitating self-directed learning and acquiring inquiry skills.
9.03.08.Power Of Pl Cs
This PowerPoint was used on the Wednesday, September 3, 2008 training. The PLC roll out began in August, 2008.
BC GELP Presentation
Presentation given on June 16, 2012 in Helsinki, Finland. Presenters - Rod Allen, Mike Mckay, Cathy Elliott, Chris Kennedy
"Where Are You Going, Where Have You Been?" Strategies for Making the Transit...
This presentation will highlight some of the strategies that Charter Oak State College has adopted for translating traditional on-ground teaching methods to an online environment. In on-ground courses, faculty already know how to engage their students by way of “traditional” face-to-face methods. But when a course moves online, adapting “traditional” methods simply requires using those methods as a compass. Online education may be the future, but entering the future does not mean forgetting the past.
Who are the mooc educators and what are their job tasks? A multi case study
This document summarizes a study on the roles and tasks of educators involved in massive open online courses (MOOCs). Interviews were conducted with 28 educators from 7 MOOCs across various subject areas. Educators included professors, learning designers, PhD students, and others. Their roles varied and included course design, content creation, video production, facilitation, and more. Educators often took on new roles and learned tasks through practice or collaboration as training was limited. Challenges included a lack of expertise in some required tasks and working outside of regular hours for facilitation. Support for educators could include encouraging collaboration, expertise sharing, and short trainings on topics such as copyright, video skills, and facilitation.
classroom
This document outlines goals for modern 21st century classrooms, advocating for student-centered learning where students actively build knowledge through doing and using information, while teachers facilitate learning. It argues classrooms need to change to focus on skills like problem-solving instead of passive learning, and technology can help make student-centered active learning a reality.
Prof development revisited long beach
This document provides information about professional learning opportunities for educators in various school districts. It discusses strategies for sustaining quality professional development, personalizing learning for staff, and sharing best practices between colleagues. A variety of professional learning models are outlined, including summer institutes, flipped staff meetings, virtual learning, and social media platforms for collaboration. Effective tools for reflection like blogging and mentoring programs are also highlighted. The overall goal is to provide continuous, high-quality learning to improve teaching and raise student achievement.
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LAK18: Jennifer Tan & Elizabeth Koh — Formative learning analytics to foster ...
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AHDS Conference November 2014 - Keynote by Alistair Smith
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student engagement and success through collaborative PjBL
student engagement and success through collaborative PjBL
"Where Are You Going, Where Have You Been?" Strategies for Making the Transit...
"Where Are You Going, Where Have You Been?" Strategies for Making the Transit...
Who are the mooc educators and what are their job tasks? A multi case study
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- 1. Learning through project-based learning Marjolein Schaddelee marje.schaddelee@op.ac.nz NTLT Conference 2013
- 2. Project-based learning (PBL) - Why? - How? - What do the students think? - Outcomes and changes….
- 4. Kolmos (2010): Improvement of skills for students Higher completion and retention rates
- 5. And if we needed convincing…. • First year is the best place to start (really?) • Staff reflection and student evaluations • Challenges are good for you • And … the outcome is…. (Yam & Rossini, 2010)
- 6. How do we make it work? Planning: 5 interdisciplinary projects – 1 year – 8 papers
- 7. What do the students think?
- 8. What was working well in 2012 • “being helpful & friendly it’s ideal” • “having Friday off” • “working in groups” • “The feedback we get from our work is great and I can learn a lot from it” • “The course hours are good, it gives us time to work in our groups out of class” • “meeting with mentors is good” • ”working with different businesses”
- 9. What were the issues in 2012 • “ …we feel we have been chucked in it” • “Be more organised” • “ …use Moodle as a medium…” • “keeping groups the same” • “The disorganisation and miss-communication between management & lecturers” • “we are getting a bit sick of one another” • “understanding the questions” • “stop treating us like guinea pigs”
- 10. Changes for 2013 • Better preparation • Managing expectations • Modelling effective team behaviours TEAM LEARNING
- 11. Student perceptions 2013 the story so far…. • “Moodle” • “Talk us through how to answer questions” • “helpful teachers” and “extra care” • “having a mentor” • “use of activity where we apply what we are learning to something” • “less group work, more individual assignment” • “couches, pizza”
- 12. What did we learn? • Having a committed team • Generosity of skills and contributions • Making decisions by consensus • ‘Interdisciplinary’ is not an easy option • Even a self-managing team needs a coordinator AND THE TEAM IS STILL LEARNING….
- 13. More work to do…. • Peer assessment? • Improvement of skills? • Completion and retention? • Benefits worth the costs?
- 14. References Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75. Kolmos, A. (2010). Premises for changing to PBL. International Journal for the Scholarship of Teaching and Learning, 4(1), 1-7. Michaelsen L.K., Knight A.B. & Fink L.D. (Eds). (2004). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA, USA: Stylus. Smith Ducoffe, S.J., Tromley, C.L. & Tucker, M. (2006). Interdisciplinary, team-taught, undergraduate business courses: The impact of integration. Journal of Management Education, 30(2), 276-294. Thomas, J.W. (2000). A review of research on project-based learning. Retrieved from http://www.bie.org/images/uploads/general/9d06758fd346969cb63653d00dca55c0.pdf Yam, L.H.S. & Rossini, P. (2010). Implementing a project-based learning approach in an introductory property course. 16th Pacific Rim Real Estate Society Conference, Wellington, New Zealand, January 2010.