This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
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 “a 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.” (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.
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
The Project Based Learning (PjBL) Toolkit: Integrating digital and social med...Sue Beckingham
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 “a 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.” (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.
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
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.
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
What shade of instructional designer are you? How can you focus your practice and refine your shade? Session slides from an eLearning Guild Online Forum on January 20, 2016.
This presentation sketches how evaluation can be embedded into learning design and provide smart ways for monitoring learning behaviours in order to monitor the comprehension and transformation.
Presented at the 4th DCAF Workshop on Gender-responsive Evaluation in Military Education.
Planning Structured Activities - Project-Based Learning, Service Learning, an...PhillyOST
This presentation accompanies an interactive youth development and curriculum development workshop that supports staff members and the planning process for three structured activities approaches: project-based learning, service learning, and experiential learning. It applies planning using materials, cycles and strategies for success.
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
PBL 101: The PBL Experience Day 1 PresentationRhitt Growl
This slide deck was used to deliver information to participants in our PBL 101 workshop. The goal of the workshop was to introduce a small group of teachers from our parish to the PBL process.
Selected instructional design models are considered, including ASSURE, Morrison Ross & Kemp, Dick, Carey, and Carey, Delphi, DACUM, and rapid prototyping. Drs. Sharon Smaldino, Gary Morrison, Rob Branch, Walt Dick, and Steve Ross offered quotes to include in this presentation about their models and instructional design.
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
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.
Instructional Systems Design (ISD) ADDIE 2.0Wong Yew Yip
If you design and develop learning solutions to meet the learning needs of your organization or you evaluate the suitability of training programs presented by learning providers/trainers, this brief on Instructional Systems Design (ISD) ADDIE 2.0 may be of interest to you.
What shade of instructional designer are you? How can you focus your practice and refine your shade? Session slides from an eLearning Guild Online Forum on January 20, 2016.
This presentation sketches how evaluation can be embedded into learning design and provide smart ways for monitoring learning behaviours in order to monitor the comprehension and transformation.
Presented at the 4th DCAF Workshop on Gender-responsive Evaluation in Military Education.
Planning Structured Activities - Project-Based Learning, Service Learning, an...PhillyOST
This presentation accompanies an interactive youth development and curriculum development workshop that supports staff members and the planning process for three structured activities approaches: project-based learning, service learning, and experiential learning. It applies planning using materials, cycles and strategies for success.
This presentation provides a brief introduction to Instructional Design and touches upon; History of Instructional Design, some popular Learning theories, and Instructional Design Models among some additional, related useful information.
PBL 101: The PBL Experience Day 1 PresentationRhitt Growl
This slide deck was used to deliver information to participants in our PBL 101 workshop. The goal of the workshop was to introduce a small group of teachers from our parish to the PBL process.
These ideas and images communicate the Connected Gardening Project to parents, students, and other community families who participated in the Balsz Elementary School District Wellness Fair on February 26, 2014. To learn more about our efforts, visit us on twitter at @ConnectedGarden
Impact of School Gardening on Learning ~ Shoalhaven Schools
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For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
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Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
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Free School Gardening Art Posters
http://scribd.com/doc/239851159`
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Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
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Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
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City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
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Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. AGENDA Why PBL? What is and isn’t PBL? Pedagogy within PBL Experience PBL Design PBL Unit
3. • Defining projects Components of projects Managing projects Creating projects Grading projects The realities of projects
4. Other Objectives Make you think and question things Put you in some PBL learning situations Expose you to some technology support tools Have you build a unit for next year
10. Reflector/Evaluator – Will assess group and individual contribution/engagementRecord these rolls on the Google Site Under Group Work – Group Numbers are on the Table- This page will be your working location.
11. Task 2 What is PBL? What are the essential ingredients? Give an example. Why these images? Did you include these things- http://goo.gl/5ZUAY Be mindful of your role.
12. Task 3 Role Discussion How did each member perform their role? Fill out the assessment on the Group Site- It’s a Google Form-
16. 7 Cs + 3Rs Content Understanding Critical Thinking Cross Cultural Understanding Collaboration Communication Computing Skills Career and Civic Learning and Self-Reliance
17. Partnership for 21st Century Skills Must be defined with Essential/Driving Questions! http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120
18. 21st Century Skills (Engage) Basic, Scientific and Technological Literacy Visual and Information Literacy Cultural Literacy and Global Awareness Inventive Thinking: Digital Age Literacy: Adaptability and Managing Complexity Curiosity, Creativity and Risk Taking Higher Order Thinking and Sound Reasoning Effective Communication: High Productivity: Teaming, Collaboration and Interpersonal Skills Personal and Social Responsibility Interactive Communication Prioritising, Planning and Managing Results Effective Use of Real World Tools High Quality, Meaningful Results
20. Skill Inventory What skills do your students need more practice with? Which 1-2 skills do you teach well and how do you do that? Individual Writing- Everyone contribute to the google doc- (we’ll do it anonymously but in PBL, I’d have kids logged in) http://goo.gl/o6Bbe
21. Consider Dispositions and Habits Perkins Learning Dispositions for Good Thinking The Disposition to be curious and questioning The Disposition to think broadly and adventurously The Disposition to reason clearly and carefully The Disposition to organize one’s thinking The Disposition to give time to thinking From The Thinking Classroom-Learning and Teaching in a Culture of Thinking, Perkins, Tishman, Jay
22. Habits of Mind 3P Grading Grading for Product Grading for Process (Habits of Mind) Grading for Progress (Skills Development) How do you assess these?
24. Seven BIG Learning Messages Intelligence is not fixed Effort (Motivation) is as important as ability Learning is strongly influenced by emotion We all learn in different ways Deep learning is an active process Learning is messy Learning is Social Photo Credit: Stockphoto/VasiliyYakobchuk)
25. Chapter 2: How the Brain Processes Information What strikes you as consistent or inconsistent with the way we teach skills and content now?” What might this have to do with PBL? Recorder contributes thoughts on EtherPad http://ietherpad.com/XmxidQ6b8y
33. PBL, Projects, IBL, ProjectBL, Exercises Let’s visit the PBL Google Site- Exercises vs. Problems and the Role of HW- Vatterott Chapter 4 – Rethinking HW
78. Successful Inquiry Involve students in initial planning Sharing learning goals Negotiating success criteria Planning questions which further learning Using strategies which maximise student thinking and articulation
101. What is assessment? An ongoing process aimed at understanding and improving student learning Evidence that students know, can do and understand It’s more than just collecting data
102. Assessment Focus on how we come to know, as opposed to what we know Focus on the development of information-processing and problem-solving skills
103. Authentic assessment Assessing the students’ ability to use what they’ve learning in tasks similar to those in the outside world.
104. What can be assessed? Student learning characteristics -Ability differences -Learning styles Student motivational characteristics -Interest -Effort -Goal orientation Learning -Content knowledge -Ability to apply content knowledge -Skills -Dispositions and attitudes -Performances
106. Importance of Assessment To find out what the students know (knowledge) To find out what the students can do, and how well they can do it (skill; performance) To find out how students go about the task of doing their work (process) To find out how students feel about their work (motivation, effort)
107. Ways we can assess True –False Item Multiple Choice Completion Short Answer Essay Practical Exam Papers/Reports Projects Questionnaires Inventories Checklist Peer Rating Self Rating Journal Portfolio Observations Discussions Interviews
109. Self Assessment Evidence of Data Gathering Have I gathered enough information? Do I have sufficient evidence of research? Have I described/defined the problems that are at the core of my inquiry?
110. Self Assessment Evidence of Understanding Do I understand the information/material I am researching? Have I used my own words to summarise my research?
111. Self Assessment Evidence of Reflection/Analysis Does my work show that I have used the information to form my own ideas? Have I addressed the issues at the core of my inquiry? Have I drawn conclusions?
112. Self Assessment Evidence of Creativity Have I created anything that shows my own views and opinions of my inquiry? Have I taken any action to do something about my findings?
113. AssessmentConversations “When kids are given choices in what they read and what they write, and time to think about what they are doing, their writing and reading get better. When we trust them to set goals and to evaluate their learning in progress, we will begin to realize that they know much more than we allow them to tell us through our set curriculums, our standardized tests, our writing samples.” Linda Reif
114. ‘In times of change the learners will inherit the earth, while the knowers will find themselves beautifully equipped to deal with a world that no longer exists.’ Eric Hoffer
115. Working in your team - Looking at your inquiry plan for next year: Decide on exactly what it is that you are going to assess Decide the best way that the skill, understanding, knowledge, application, attitude, performance, etc. can be assessed. List the criteria you will assess against. Design an authentic task to assess that skill, understanding, knowledge, application, attitude, performance, etc.
125. Attention Keller attention can be gained in two ways: (1) Perceptual arousal – uses surprise or uncertainly to gain interest. Uses novel, surprising, incongruous, and uncertain events; or (2) Inquiry arousal – stimulates curiosity by posing challenging questions or problems to be solved. Methods for grabbing the learners’ attention include the use of: Active participation -Adopt strategies such as games, roleplay or other hands-on methods to get learners involved with the material or subject matter. Variability – To better reinforce materials and account for individual differences in learning styles, use a variety of methods in presenting material (e.g. use of videos, short lectures, mini-discussion groups). Humor -Maintain interest by use a small amount of humor (but not too much to be distracting) Incongruity and Conflict – A devil’s advocate approach in which statements are posed that go against a learner’s past experiences. Specific examples – Use a visual stimuli, story, or biography. Inquiry – Pose questions or problems for the learners to solve, e.g. brainstorming activities.
126. Relevance Establish relevance in order to increase a learner’s motivation. To do this, use concrete language and examples with which the learners are familiar. Six major strategies described by Keller include: Experience – Tell the learners how the new learning will use their existing skills. We best learn by building upon our preset knowledge or skills. Present Worth – What will the subject matter do for me today? Future Usefulness – What will the subject matter do for me tomorrow? Needs Matching – Take advantage of the dynamics of achievement, risk taking, power, and affiliation. Modeling – First of all, “be what you want them to do!” Other strategies include guest speakers, videos, and having the learners who finish their work first to serve as tutors. Choice – Allow the learners to use different methods to pursue their work or allowing s choice in how they organize it.
127. 3. Confidence Help students understand their likelihood for success. If they feel they cannot meet the objectives or that the cost (time or effort) is too high, their motivation will decrease. Provide objectives and prerequisites – Help students estimate the probability of success by presenting performance requirements and evaluation criteria. Ensure the learners are aware of performance requirements and evaluative criteria. Allow for success that is meaningful. Grow the Learners – Allow for small steps of growth during the learning process. Feedback – Provide feedback and support internal attributions for success. Learner Control – Learners should feel some degree of control over their learning and assessment. They should believe that their success is a direct result of the amount of effort they have put forth.
128. 4. Satisfaction Learning must be rewarding or satisfying in some way, whether it is from a sense of achievement, praise from a higher-up, or mere entertainment. Make the learner feel as though the skill is useful or beneficial by providing opportunities to use newly acquired knowledge in a real setting. Provide feedback and reinforcement. When learners appreciate the results, they will be motivated to learn. Satisfaction is based upon motivation, which can be intrinsic or extrinsic. Do not patronize the learner by over-rewarding easy tasks.