Module 2 PBL Presentation - Megan Moscato Hoff
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This document differentiates between project-based learning (PBL) and problem-based learning (PrBL). PBL is student-driven and involves an extended inquiry process structured around complex questions and designed products. PrBL focuses on solving problem scenarios using theory, hypotheses, and observations. Both approaches are student-centered and involve higher-order thinking, but PrBL specifically uses problems to drive instruction and involves self-directed learning to solve ill-structured problems. The document provides examples of how each approach could be applied in a music classroom project.
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A Video Recording And Viewing Protocol For Student Group Presentations Assis...
This document describes a study that developed and evaluated a protocol for video recording student group presentations. The protocol involved recording student group presentations, uploading the videos to a wiki environment for self-assessment, and surveying students' experiences. Survey results indicated that students found watching their video presentation to be an effective form of feedback that could help improve future group and individual performances. Content analysis of open-ended survey responses revealed that students gained deeper insights and awareness of their presentations through self-assessment. The study provided evidence that the video recording and self-assessment protocol engaged students and benefited their learning.
Student Engagement Through Project Based Learning
This document discusses project-based learning (PBL) and provides examples. It defines PBL as involving complex tasks based on challenging questions that require students to engage in design, problem-solving, decision making or investigations over an extended period of time, culminating in a tangible product or presentation. Key aspects of PBL include being centered around core concepts, driven by questions, involving constructive investigations, giving students autonomy, and addressing real-world problems. Examples provided include students designing an "amazing race" learning experience and investigating climate science through data collection.
Portfolios
Portfolios can create success for students by allowing them to see their learning journey and progress over time. A portfolio is a collection of student work that demonstrates effort, growth, and achievement. When students are involved in selecting portfolio contents and setting standards, it increases ownership over their learning and helps them understand their progress. Teachers, students, and parents can all benefit from reviewing portfolios to understand a student's needs and celebrate their accomplishments. While portfolios require time, they provide meaningful information about individual students when implemented effectively.
Using Digital Instructional Video in a Blended Classroom Teaching Model
This document discusses strategies for incorporating digital video into classroom instruction in a way that promotes productive struggle and academic rigor. It argues that most instructional videos simply replicate passive lectures, rather than giving students opportunities to grapple with problems and build their own understandings. To be effective, videos should incorporate sound instructional design principles and introduce elements of productive struggle that require higher-order thinking from students. The goal should be helping students learn to think for themselves, not just demonstrating skills to replicate.
Learn in action
This document discusses the use of project-based learning in teaching English. It provides examples of video projects students completed and benefits of this approach, including improving English skills, leadership skills, collaboration, critical thinking, creativity, and technology skills. Project-based learning is defined as focusing on central concepts through engaging real-world projects requiring students to apply skills and knowledge to solve problems. It emphasizes student-centered learning through collaborative group work on long-term projects addressing real-world issues.
Project-Based Learning
As a proponent of PBL, I have received many trainings and attended conferences on effective PBL lessons. I placed additional focus on PBL modules in my classes with American College of Education (ACE) to improve my current lessons. This is a presentation explains the purpose of PBL integration and introduces methods to design PBL modules. The purpose is to guide my colleagues in the science department to design and implement effective PBL modules into their instruction.
Ruuninghead Curriculum and Assessment Reyes 1 .docx
Ruuninghead: Curriculum and Assessment Reyes 1
Examination of Curriculum and Assessment
Student
EDU382: Meeting the Needs of Diverse Learners
Instructor Carl Beyer
Date
Ruuninghead: Curriculum and Assessment Reyes 2
After looking at the Immigration Lesson Plan and reviewing the learning objectives, I
believe the entire lesson unit is able to engage the students in learning along with incorporating
the five characteristics to providing a quality curriculum. I know the objectives are aligned
because the lesson can be adapted to the different grades from third to fifth. There is also a list of
the extension activities so the activities can be used. This lesson plan also focuses on improving
and developing student understanding on the immigration era and how the immigrants came to
the United States.
This unit is able to help the students to develop prior knowledge by asking the students if
they know if any of their family members had immigrated or if they know if anyone has. One of
the activities that peaks my interest is the audio tours that would help the student to use their
imagination so they could feel what it is like to be an immigrant.
Some activities that could be added to the lesson would be to recreate a replica in the
classroom of what it was like for immigrants to go through Ellis Island. Assign the student to
learn about a different country then have the students go through the line.
Yes the work asked of the students is simple enough but the lesson plan can also be
adapted using a Knowing, Understand and able to do Chart. In the text it mentions the
importance of using learning tasks that encourage the students to use their essential knowledge
and making sure the students are able to understand the true meaning of what they have learned.
(Sousa, D. A. & Tomlinson, C. A. 2011).
The content can make a difference because this unit lesson actually engages the students
and the different activities can be made to work individually or within a group setting. The goal
of this unit helps to incorporate the students taking a trip and talking to someone who has
immigrated to the United States.
Commented [BC1]: Good job evaluating the alignment of the
learning objectives, the learning activities, and assessments.
Commented [BC2]: You did a good job demonstrating that this
unit is constructed to ensure high relevance to students’ lives and
experiences so that they can build new knowledge on the prior
knowledge or experience they bring to the classroom and providing
examples that shows how this supports the characteristics of a
quality curriculum.
Commented [BC3]: Your evaluation of whether the lesson plan
supports student in becoming thinkers and problem solvers, often
drawing on methods and practices of experts is well done.
Ruuninghead: Curriculum and Assessment Reyes 3
Yes I agree with the assessments because it allows .
Inquiry
The document provides an overview of using an inquiry-based approach to learning in the 21st century classroom. It discusses how this approach is student-centered and focuses on problem-solving, collaboration, and using technology. The summary also outlines the main stages of implementing an inquiry project, including selecting a topic, planning learning experiences, facilitating the process, and using authentic assessment.
Similar to Module 2 PBL Presentation - Megan Moscato Hoff (20)
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Using a Project Wall to Support Gold Standard Project Based Teaching | Blog |...
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A Video Recording And Viewing Protocol For Student Group Presentations Assis...
A Video Recording And Viewing Protocol For Student Group Presentations Assis...
Using Digital Instructional Video in a Blended Classroom Teaching Model
Using Digital Instructional Video in a Blended Classroom Teaching Model
Ruuninghead Curriculum and Assessment Reyes 1 .docx
Ruuninghead Curriculum and Assessment Reyes 1 .docx
Module 2 PBL Presentation - Megan Moscato Hoff
- 1. DIFFERENTIATING PROJECT-BASED LEARNING AND PROBLEM-BASED LEARNING Megan Moscato Hoff Module 2 Application Course DL5103 Sunday, March 6th 2016
- 2. “Project-based learning is a student-driven, teacher facilitated approach to learning” (Bell, 2010, p. 39). According to the BIE (2010), PBL is a “systematic 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” (Ntombela, 2015, p. 32). “PBL can be defined as an individual or group activity that proceeds over a period of time, resulting in a product, presentation, or performance” (Catapano & Gray, 2015, p. 3). WHAT IS PROJECT-BASED LEARNING?
- 3. VIDEO - PROJECT-BASED LEARNING: EXPLAINED Buck Institute for Education, 2010
- 4. According to Pi-Hsia, Gwo-Jen, Yueh-Hsun, Tsung-Hsun, Vogel, Milrad, & Johansson(2014), PBL “focuses on spontaneity, collaboration, and flexible problem-solving skills, is such an approach that engages students in problem-solving scenarios” (p. 316). There are five main characteristics of problem-based learning: problem-driven instruction, authentic and ill- structured problems, problem structured curriculum, self-directed learning, and reflective learning (Hung, 2013). WHAT IS PROBLEM-BASED LEARNING?
- 5. VIDEO - PROBLEM-BASED LEARNING 5kumarkak, 2011
- 6. Student centered Focuses on real life skills and topics High order of thinking Effectively helps student retain and gain valuable knowledge HOW ARE PROBLEM AND PROJECT-BASED LEARNING THE SAME? English & Kitsantas, 2013
- 7. Usually done in small groups Presentations and performances are typically the final result Instructional model can easily be tailored to fit students’ needs and interests Tends to be done more in a communal setting Main focus is to solve a problem Uses theory, hypothesis, and observations to solve the problem PROJECT VS. PROBLEM-BASED LEARNING Galvan & Coronado, 2014
- 8. PBLS: WHAT MAKES THEM DIFFERENT? Schultz, 2014
- 9. VIDEO - PBL: PROJECT OR PROBLEM? IDE Corp, 2016
- 10. Big Idea: Form Students will become composers and record producers to create their own pop song. Groups will be comprised of 2-3 students. Students will be able to utilize various technology tools and recording devices to create their final product (Garage Band, Soundation, Flat, etc.). To create the final product, students will need to identify what they already know and what other resources and knowledge is needed to successfully complete this project as a composer and record producer. Students will present the their final product - the completed pop song - in various forms. A music video or midi file are some examples of the final product. PROJECT-BASED LEARNING PROJECT IN THE MUSIC CLASSROOM
- 11. Big Idea: Form Today’s music all sounds the same due to almost every pop song consisting of the same form. What makes this form so appealing to the ear? As composers, can you construct a new popular form of music that will appeal to your audience? Why will this new form be a hit with your fan base? Students will use theories, come up with a hypothesis, and conduct research to answer this question. In addition, students will work communally and collaboratively through group work and discussion. The final product will not necessarily be a project or performance that can be presented. PROBLEM-BASED LEARNING IN THE MUSIC CLASSROOM
- 12. No matter which one you choose, students be actively learning and engaged throughout the learning process. PROBLEM-BASED OR PROJECT-BASED LEARNING…
- 13. Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. Clearing House, 83(2), 39-43. doi:10.1080/00098650903505415 Catapano, S. & Gray, J. (2015). Saturday School: Implementing Project-Based Learning in an Urban School. Perspectives On Urban Education, 12(1), 88-99. English, M. C. & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal Of Problem-Based Learning, 7(2), 127-150. doi:10.7771/1541-5015.1339 Galvan, M. E., & Coronado, J. M. (2014). Problem-Based and Project-Based Learning: Promoting Differentiated Instruction. National Teacher Education Journal, 7(4), 39-42. REFERENCES
- 14. Hung, W. (2013). Problem-Based Learning: A Learning Environment for Enhancing Learning Transfer. New Directions For Adult & Continuing Education, 2013(137), 27-38. doi:10.1002/ace.20042 Ntombela, B. S. (2015). Project Based Learning: In Pursuit of Androgogic Effectiveness. English Language Teaching, 8(4), 31-38. Pi-Hsia, H., Gwo-Jen, H., Yueh-Hsun, L., Tsung-Hsun, W., Vogel, B., Milrad, M., & Johansson, E. (2014). A Problem-based Ubiquitous Learning Approach to Improving the Questioning Abilities of Elementary School Students. Journal Of Educational Technology & Society, 17(4), 316-334. REFERENCES CONTINUED
- 15. IDE Corp (2016). PBL: Project or Problem. Retrieved from https://www.youtube.com/watch?v=xJIzphbNI70 Buck Institute for Education (2010). Project-Based Learning: Explained. Retrieved fromhttps://www.youtube.com/watch?v=LMCZvGesRz8 5kumarkak (2011). Problem-Based Learning. Retrieved from https://www.youtube.com/watch?v=sNhismExIwU Schultz, A. (2014). PBL vs PBL. Retrieved from http://artschultz.blogspot.com/2014/12/pbl-vs- pbl.html REFERENCES CONTINUED