Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Problem-based Learning engages students in the process of critical thinking in an attempt to analyze and evaluate problems that have no definite response as they were provided a problem with preliminary information only. On the other hand, in Project-based Learning, students are assigned or provided with a complex problem with prospective solutions and exploring opportunities where they are tasked to build a plan and construct a product that addresses the problem after studying the given problem.
Technology tools used for PBL in social studiesMariePeafiel
Social Studies is comprise of complex ideas, concepts and problems. Using PBL as an approach in teaching Social Studies maximizes its complexity into simple ideas. Moreover, encouraging students to collaborate and formulate solutions on societal issues. With the emergence of technology, these helps classes become more entertaining as well as engaging.
21st century student engagement and success through collaborative project-bas...Beata Jones
How do we empower our students to thrive in the 21st century? How do we design student-centered learning environments in our courses that take advantage of the best, still relevant aspects of the Industrial Age education and infuse them with the necessary elements for our undergraduates to thrive in the Robotic Age? The presentation will explain the framework for course design and classroom strategies to aid in successful implementation of such student-centered, collaborative project-based learning environment in university courses.
This presentation is geared towards providing an overview on PjBL and on giving a practical example on how this instructional approach or strategy was used to teach mobile app development to K-12 students in a blended learning environment.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Problem-based Learning engages students in the process of critical thinking in an attempt to analyze and evaluate problems that have no definite response as they were provided a problem with preliminary information only. On the other hand, in Project-based Learning, students are assigned or provided with a complex problem with prospective solutions and exploring opportunities where they are tasked to build a plan and construct a product that addresses the problem after studying the given problem.
Technology tools used for PBL in social studiesMariePeafiel
Social Studies is comprise of complex ideas, concepts and problems. Using PBL as an approach in teaching Social Studies maximizes its complexity into simple ideas. Moreover, encouraging students to collaborate and formulate solutions on societal issues. With the emergence of technology, these helps classes become more entertaining as well as engaging.
21st century student engagement and success through collaborative project-bas...Beata Jones
How do we empower our students to thrive in the 21st century? How do we design student-centered learning environments in our courses that take advantage of the best, still relevant aspects of the Industrial Age education and infuse them with the necessary elements for our undergraduates to thrive in the Robotic Age? The presentation will explain the framework for course design and classroom strategies to aid in successful implementation of such student-centered, collaborative project-based learning environment in university courses.
This presentation is geared towards providing an overview on PjBL and on giving a practical example on how this instructional approach or strategy was used to teach mobile app development to K-12 students in a blended learning environment.
The Rum Diary Facebook & Livestream Real-Time Event ProposalFin
This is a proposal that I put together for the launch of Jonny Depp's The Rum Diary. Unfortunately, this project wasn't accepted due to time restrictions but I figured to at least share it for others to take insight from. Hope this helps you in your next pitch!
Resumen de estudiante panameño sobre manglares tropicales, que permite conocer mas a fondo esta especie forestal tropical que esta siendo eliminada de nuestras costas,este documento permite en clase de ecologia conocer en síntesis este árbol- buen trabajo de clase
The article deals the different type of project-based learning and its pedagogical principles. The importance of project-based learning method and its effectiveness was written here. Saidova M.R and Ergasheva D.K 2020. Differentiated instruction, project-based learning, constructivist pedagogy principles . International Journal on Integrated Education. 2, 6 (Mar. 2020), 209-212. DOI:https://doi.org/10.31149/ijie.v2i6.157. Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/157/153 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/157
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
Many researchers have focused on online collaborative learning, crosscultural
communication, project-based learning, digital literacy, and digital
storytelling but there is no pedagogical framework that incorporates these
elements for English as Foreign Language (EFL) teaching. This study based
on the qualitative design established a pedagogical framework from three
different types of cross-cultural collaborative projects with the collected data
including students’ artifacts and project structures. We have found that the
pedagogical framework proposed here serves as a guide to facilitate different
types of cross-cultural projects in their classrooms. The multiple cases of
cross-cultural online collaborative projects in an EFL class were taught
according to the theories of project-based learning and content language
integrated learning alike, proved to follow this pedagogical framework.
Implementation is also described to give more details on how the projects
were conducted. In the end, opportunities and challenges are provided for
future implementation of online collaborative EFL projects.
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...Future Education Magazine
PBL stands for project-based learning, which is a student-centered pedagogy that incorporates an active classroom approach. The idea behind this method of teaching is that students would gain a more in-depth knowledge via the active investigation of real-world issues and obstacles.
Enhancing Student Learning Experience and Satisfaction Using Virtual Learning...M H
The paper presents a project that aims to enhance students experiences and satisfaction through the use of a Virtual Learning Environment. Particularly, it aims at developing a blended learning community to support diverse student population, including students with special learning needs. This project focuses on the teaching/learning aspects of students experiences and satisfaction. Other aspects are geared towards use by student support staff and those whose main responsibility is technical or system administration support. Various methods were used to measure the success of the project and its implementation. Evaluation results show a significant increase in student satisfaction and enhanced progression rate.
Project based learning in school education for promoting experiential learningRajeev Ranjan
Blumenfeld et al. says that, "Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts.
www.rajeevelt.com
School Education
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Instructional Design Quality Evaluation of Eastern Mediterranean University O...Andrew Yoila
Online learning is taking the place of class room teaching by creating the availability of open course materials for learners to access via different platforms. this research helps instructors in designing instructional learning material for learners.
-Provide an overview of the Future Ready Process
-Share related resources and assessment questions
-Share how this process aligns with concurrent initiatives
-Discuss how this process improves collaboration amongst the
leadership team.
Challenges:
Everchanging devices and platforms
The broad content area needs across K-12
Student data privacy Concerns & equity
Cost-effectiveness/streamlining delivery
Teacher time to curate content
Ensuring quality & equity
This presentation will focus on your next steps of evaluating a range of OER resources so that you can enhance the use of OER for your purposes.
Learn how you can efficiently evaluate these resources for:
quality
content
appropriateness
reputation
pedagogical methods
customization & refinement
Freely accessible, openly licensed documents and media that are useful for teaching, learning, and assessing as well as for research purposes. It is the leading trend in distance education/open and distance learning domain as a consequence of the openness movement.
A Rubric For District Robotics Success: A Buyer's Guide & Hands On Experience...Dr. Daniel Downs
Looking to invest in robotics for your district? This presentation will provide participants with a hands-on buying guide to help review the largest robotics platforms Lego EV3, VEX EDR and Tetrix platforms with a hands on demonstration of their different building options, required programming skills and controller capabilities. In addition to these platforms a range of low cost options for elementary robotics will also be discussed and shown such as the Edison and Bee-Bot platforms. Leave this presentation informed on the features of these platforms and a rubric to help you select robotics platforms based on your educational and financial goals.
This presentation will also highlight the essential 21st Century Skills and Computer Science skills that robotics bring to a students learning. View classroom videos, robotics challenges and experience these platforms for yourself.
Sharing & Scaling The Language Of Digital LearningDr. Daniel Downs
Embedding Digital Citizenship, Computer Science and Makerspaces across your district provides amazing opportunities for students and teachers but it also requires that everyone is on the same page in terms of academic vocabulary related to educational technology. The presentation will detail the process the North Reading Digital Learning Team uses K-12 to scale a broader understanding of key digital learning terms into shared co-teaching lesson plans, digital learning curriculum sequence development and scaling teacher's knowledge base in the areas of digital learning and innovative teaching. Strategies for sequencing digital learning lessons based on refining key student vocabulary will be discussed.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Learn more
GlobalSchoolNet.org
GlobalSchoolNet engages
teachers and students in
"project learning exchanges"
with people around the
world.
ThinkQuest.org A learning
platform where teachers and
students can create learning
projects, participate in a
website competition, and
browse a library of student
projects.
OnlineInternetInstitute.org
Web-based professional
development and classroom
activities aimed at infusing
technology into the curricula.
BuckInstituteforEducation.org
The Buck Institute provides a
project-based learning model
which draws on research,
teacher experience and
instructional models.
RELATED PAGES
Don't put it down, put it up!:
In a fifth grade classroom
based around projects,
everything has its place. This
classroom profile shows you
the design and purpose of
Debra Harwell-Braun's fifth-
grade classroom.
Wall-to-wall project-based
learning: A conversation
LEARN NC
Project-based learning
BY HEATHER COFFEY
Project-based learning is a teaching approach that engages students in sustained,
collaborative real-world investigations. Projects are organized around a driving question,
and students participate in a variety of tasks that seek to meaningfully address this
question.
History of project-based learning
According to the Buck Institute for Education (BIE), project-based learning has its roots
in experiential education and the philosophy of John Dewey. The method of project-
based learning emerged due to developments in learning theory in the past 25 years. The
BIE suggests, “Research in neuroscience and psychology has extended cognitive and
behavioral models of learning — which support traditional direct instruction — to show
that knowledge, thinking, doing, and the contexts for learning are inextricably tied.”1
Because learning is a social activity, teaching methods can scaffold on students’ prior
experiences and include a focus on community and culture. Furthermore, because we live
in an increasingly more technological and global society, teachers realize that they must
prepare students not only to think about new information, but they also must engage them
in tasks that prepare them for this global citizenship. Based on the developments in
cognitive research and the changing modern educational environment in the latter part of
the 20th Century, project-based learning has gained popularity.
Project-based learning defined
BIE defines project-based learning as “a systematic teaching method that engages
students in learning knowledge and skills through an extended inquiry process structured
around complex, authentic questions and carefully designed products and tasks.” This
process can last for varying time periods and can extend over multiple content areas.
John Thomas (2000) explains that project-based learning requires “complex tasks,
based on challenging questions or problems, that involve students in design, problem-
solving, decision making, or investigative activities; give students the opportunity to
work relatively autonomously over extended periods of time; and culminate in realistic
products or presentations.”2
According to Ronald Marx et. al. (1994), project-based instruction often has a
“‘driving question’ encompassing worthwhile content that is anchored in a real-world
problem; investigations and artifacts that allow students to learn concepts, apply
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3. Student role in project-based learning
Students generally work in small, collaborative groups in the project-based learning
model. They find sources, conduct research, and hold each other responsible for learning
and the completion of tasks. Essentially, students must be “self-managers” in this
approach to instruction.6
Results of project-based learning research is mixed. Some studies suggest that it is
an engaging instructional approach, but numerous studies have also claimed that students
are not motivated by this type of learning, and that it places a great amount of stress on
teachers.
Notes
“Project-based learning.” http://www.bie.org/index.php/site/PBL/pbl_handbook_introduction/#history. Buck Institute
for Education. Date Accessed: 12 November 2008. [return]
1.
Thomas, J. (2000). A Review of the Research on Project-Based Learning. The Autodesk Foundation. [return]2.
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Blunk, M., Crawford, B., Kelley, B., & Meyer, K. M. (1994). Enacting
project-based science: Experiences of four middle grade teachers. Elementary School Journal. 94(5): p. 518. [return]
3.
Ravitz, J., Mergendoller, J., Markham, T., Thorsen, C., Rice, K., Snelson, C., & Reberry, S. (2004). Online
professional development for project based learning: Pathways to systematic improvement. Association for
Educational Communications and Technology Annual Meeting. Chicago, IL. [return]
4.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-
based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26 (3 & 4), 369-398. [return]
5.
Mergendoller, J. & Thomas, J. (2000). Managing project based learning: Principles from the field. Date accessed: 13
November 2008. http://www.bie.org/index.php/site/RE/pbl_research/29. [return]
6.
LEARN NC, a program of the University of North Carolina at Chapel Hill School of
Education, finds the most innovative and successful practices in K–12 education and
makes them available to the teachers and students of North Carolina — and the world.
For more great resources for K–12 teaching and learning, visit us on the web at
www.learnnc.org.
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