Bct collab process
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The document provides guidance on facilitating collaboration as a cycle leader or participant. It outlines the COLLATE process for planning collaborative projects which includes: considering relevant topics; outlining the purpose; listening to each other; listing key features; assessing feasibility; building a project outline; organizing support teams; reviewing progress; assembling the project; using technology; and evaluating and sharing the final project. Participants are encouraged to share and listen, be reliable and flexible, and take risks while having a good sense of humor.
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The document discusses building collaborative projects and communities through telecollaboration. It emphasizes the importance of 21st century skills like communication, critical thinking, teamwork, and technology application. It provides tips for designing collaborative projects, including considering relevant topics, outlining goals, listening to each other, organizing support teams, continuously communicating, and integrating technology. The overall process is described as an uphill journey but with a great view from the top.
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The document discusses Project-Based Learning (PBL) as integrated into the NAF curriculum. It defines PBL as involving student-driven inquiry projects that teach central concepts through solving realistic problems. The NAF curriculum incorporates PBL through culminating projects at the end of each course that encourage cross-disciplinary collaboration. The document outlines essential elements of high-quality PBL projects and steps instructors can take to plan and support successful student-driven PBL in the classroom.
Project based-learning by Liliana Nederita
Project-based learning involves students investigating and responding to an engaging question, problem or challenge over an extended period of time. It is student-centered and results in a tangible product or presentation. Key characteristics include being problem-focused, inquiry-based and self-directed. The teacher acts as a guide, while students work individually or collaboratively to conduct research, find sources, and take responsibility for their own learning. Project-based learning develops important skills for students' future like problem solving, collaboration, and lifelong learning. It also makes teaching more authentic and accommodates different learning styles.
Project management
The document discusses strategies for effectively managing problem/project-based learning to enhance student learning. It emphasizes the importance of social learning, prior knowledge, and cognitive accelerators like cognitive conflict, metacognition, and social construction. Challenges in project-based learning include lack of problem-solving guidance and moderators. Recommendations include facilitating the problem-solving process, accessing student prior knowledge, designing for cognitive development, establishing routines, and responding flexibly to emerging situations. Project management involves launching projects, teaching processes, critiquing products, and presenting final projects.
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...
Projects may be carried out by both individuals and within groups. The outputs might include a report, presentation, poster, artefact or prototype (physical or digital). Project based learning is โa teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.โ (BIE 2015).
When undertaking a project, seven distinct stages have been identified that the project owner(s) go through. These are: the question, plan, research, produce, improve, present and evaluate. At each stage students may engage in a variety of activities. This multifaceted form of learning presents opportunities to participate in authentic and meaningful problems and to develop a range of skills along the journey. Reflecting upon these experiences, can encourage students to reconstruct what they have learned, and go on to confidently articulate the skills they have developed (or have yet to develop), and how they can apply these in other situations. Learning how to self-reflect on these experiences and developing a habit of doing so, can have a profound impact on learning. However for some this does not come easily and is often undervalued.
In my talk I will share the Project Based Learning (PjBL) Toolkit and how resources within this can be used to scaffold effective and meaningful multimedia reflective practice, develop confident communication skills and digital capabilities.
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The document summarizes a professional development session for teachers on integrating technology into instruction. It includes discussions on developing lesson plans, choosing assessments, and selecting learning activities and instructional strategies. Teachers worked in groups to design demonstrations of learning and shared examples of using technology like Google Earth, BrainPop, and SMART notebooks. The goal was to help teachers think about using technology to engage students and support higher-order thinking skills.
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This document provides guidelines for effective e-learning implementation from the perspective of several educational standards and policy briefs. It discusses that teachers should:
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This document summarizes a presentation about humanizing online courses. It discusses establishing instructor, social, and cognitive presence to improve the educational experience. Instructor presence is created through setting a supportive climate, such as introducing oneself and providing feedback. Social presence is developed by having students introduce themselves and incorporating collaborative learning. Cognitive presence encourages deep learning through critical thinking strategies like problem-based learning and reflection. The goal is for these three types of presence to work together to support discourse and learning according to the Community of Inquiry framework.
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This document provides 10 tips and a bonus tip for assessing project-based learning. It begins by describing a project presented by 9th grade students to design a model city of the future. It notes that authentic assessment strategies are needed to adequately evaluate real-world learning experiences like this. The tips are organized around the stages of a project: planning, active learning, presentation, and reflection. The first tip emphasizes planning authentic products for students to demonstrate their learning. Subsequent tips provide formative assessment strategies, focusing on teamwork, tracking progress, growing audiences, and professional development around assessment. The document encourages sharing assessment ideas and discusses how project-based assessments align with current reforms.
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The document discusses personalised learning and proposes a model called "Personalisation by Pieces" (PbyP). Some key points:
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This document provides 10 tips and a bonus tip for assessing project-based learning. It discusses the importance of planning assessment strategies from the beginning of a project to guide teaching and learning. Authentic products that reflect real-world tasks are recommended over traditional tests to demonstrate what students have learned. Formative assessment throughout the project and feedback from audiences during culminating presentations are also emphasized. The tips are meant to inspire new approaches to comprehensive assessment of student learning in project-based models.
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Bct collab process
- 2. C onsiderย O utline L isten L ist A ssess B uild O rganize R eview A ssemble T echnology E valuate
- 4. O utline the Purpose Establish a clear purpose for the project so everyone has common understanding
- 6. L ist the Key Features Outline the main elements of the project
- 7. A ssessment Is the project doable and realistic? ย How will you assess what the students are learning?
- 11. A ssemble the Project In your class, follow through with the with the steps as outlined in your planning.
- 12. T echnology in Action Integrate technology tools to take your project one step further. Warning! The waters will not always be smooth with technology. Your teammates are there to help when the waves hit!
- 13. E valuate the Project and Share it Encourage your students to share their learning with others!
Editor's Notes
- facilitate communication project development Support members support ideas Be reliable-signing up for a project do your part communicate with each other on an ongoing basis be prepared to adjust yourself along the way don't be afraid to make mistakes don't be afraid to ask questions
- Sharing of resources and techiniques of evaluation rubrics, self evaluations...
- distribute stencil to group