The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
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 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 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.
Innovating Pedagogy 2019.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
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.
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.
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.
Authentic Learning - an NPN PresentationPaul Herring
An updated version on my Junior High School Presentation, but without the Second machine Age slides:
Video version here https://dmr.ttedsc.edu.au/AnonymousEmbed/lzlMdPtohrbCj4%2bUrvpiqw%3d%3d
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.
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
Sheryl Nussbaum-Beach explores the importance of blending learning with digital literacy skills to ensure success for our most at-risk students. Come hear about ways of broadening your technology program's reach and effectiveness for a full range of students, including those who have the most to gain from successful implementations.
Innovating Pedagogy 2019.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
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.
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.
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.
Authentic Learning - an NPN PresentationPaul Herring
An updated version on my Junior High School Presentation, but without the Second machine Age slides:
Video version here https://dmr.ttedsc.edu.au/AnonymousEmbed/lzlMdPtohrbCj4%2bUrvpiqw%3d%3d
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.
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
Sheryl Nussbaum-Beach explores the importance of blending learning with digital literacy skills to ensure success for our most at-risk students. Come hear about ways of broadening your technology program's reach and effectiveness for a full range of students, including those who have the most to gain from successful implementations.
Congratulations! You are the Time magazine "Person of the Year."
That's right- the person of the year is "You," as in YouTube and MySpace, and the World Wide Web. Never before has it been easier to create and collaborate via the Web. Come see examples of how to create a classroom learning ecology where teachers and students learn from each other and content experts from around the world.
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.
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------------ -----------------
A revolution in technology has transformed the way we can find each other, interact and collaborate. This wave of tech helps us to create knowledge as connected learners and to develop the social fabric, capacity, and connectedness found in communities of practice and learning networks. Join Sheryl in this interactive presentation as she explores the question- What should professional learning look like in the 21st Century?
Homily: The Solemnity of the Most Holy Trinity Sunday 2024.docxJames Knipper
Countless volumes have been written trying to explain the mystery of three persons in one true God, leaving us to resort to metaphors such as the three-leaf clover to try to comprehend the Divinity. Many of us grew up with the quintessential pyramidal Trinity structure of God at the top and Son and Spirit in opposite corners. But what if we looked at this ‘mystery’ from a different perspective? What if we shifted our language of God as a being towards the concept of God as love? What if we focused more on the relationship within the Trinity versus the persons of the Trinity? What if stopped looking at God as a noun…and instead considered God as a verb? Check it out…
In Jude 17-23 Jude shifts from piling up examples of false teachers from the Old Testament to a series of practical exhortations that flow from apostolic instruction. He preserves for us what may well have been part of the apostolic catechism for the first generation of Christ-followers. In these instructions Jude exhorts the believer to deal with 3 different groups of people: scoffers who are "devoid of the Spirit", believers who have come under the influence of scoffers and believers who are so entrenched in false teaching that they need rescue and pose some real spiritual risk for the rescuer. In all of this Jude emphasizes Jesus' call to rescue straying sheep, leaving the 99 safely behind and pursuing the 1.
What Should be the Christian View of Anime?Joe Muraguri
We will learn what Anime is and see what a Christian should consider before watching anime movies? We will also learn a little bit of Shintoism religion and hentai (the craze of internet pornography today).
Lesson 9 - Resisting Temptation Along the Way.pptxCelso Napoleon
Lesson 9 - Resisting Temptation Along the Way
SBs – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
The Chakra System in our body - A Portal to Interdimensional Consciousness.pptxBharat Technology
each chakra is studied in greater detail, several steps have been included to
strengthen your personal intention to open each chakra more fully. These are designed
to draw forth the highest benefit for your spiritual growth.
The Book of Joshua is the sixth book in the Hebrew Bible and the Old Testament, and is the first book of the Deuteronomistic history, the story of Israel from the conquest of Canaan to the Babylonian exile.
The Good News, newsletter for June 2024 is hereNoHo FUMC
Our monthly newsletter is available to read online. We hope you will join us each Sunday in person for our worship service. Make sure to subscribe and follow us on YouTube and social media.
The PBHP DYC ~ Reflections on The Dhamma (English).pptxOH TEIK BIN
A PowerPoint Presentation based on the Dhamma Reflections for the PBHP DYC for the years 1993 – 2012. To motivate and inspire DYC members to keep on practicing the Dhamma and to do the meritorious deed of Dhammaduta work.
The texts are in English.
For the Video with audio narration, comments and texts in English, please check out the Link:
https://www.youtube.com/watch?v=zF2g_43NEa0
3. Are you Ready for Learning and Leading in the 21st Century? It isn’t just “coming”… it has arrived! And schools who aren’t redefining themselves, risk becoming irrelevant in preparing students for the future.
4.
5. Shifts focus of literacy from individual expression to community involvement.
6. Share Cooperate Collaborate Collective Action According to Clay Shirky, there are four stages to mastering the connected world: sharing, cooperating, collaborating, and collective action.
7. Trend 1 – Social and intellectual capital are the new economic values in the world economy. This new economy will be held together and advanced through the building of relationships. Unleashing and connecting the collective knowledge, ideas, and experiences of people creates and heightens value. Source : Journal of School Improvement, Volume 3, Issue 1, Spring 2002 http://www.decs.sa.gov.au/wallaradistrict/files/links/Ten_Trends_Educating_Child.pdf
8. Shifting From Shifting To A teaching focus A learning focus Teaching as a private event Teaching as a collaborative practice School improvement as an option School improvement as a requirement Mandated accountability Mutual accountability
13. Change is inevitable: Growth is Optional Change produces tension- out of our comfort zone. “ Creative tension- the force that comes into play at the moment we acknowledge our vision is at odds with the current reality.” Senge
14. Real Question is this: Are we willing to change- to risk change- to meet the needs of the precious folks we serve? Can you accept that Change (with a “big” C) is sometimes a messy process and that learning new things together is going to require some tolerance for ambiguity.
28. Questions? Photo Credit: George Lucas Foundation Think BIG! The Question is the Answer! What is the Question or Theme?
Editor's Notes
Advocates also say that the availability of technology that can call up the knowledge of the world's best thinkers with the click of a mouse, that can graph in two seconds what once took hours, and that can put scientific instrumentation in a pocket-sized computer shows that the shift isn’t coming--- it has already happened. It is NOW. In fact we are in the midst of an enormous self-accelerating spiral of technological, economic, and social change.
Project-based learning is truly learning in action. It engages students so that they are no longer passive receptacles of information, but active pursuers of knowledge.
For many of us, our memories of school are of desks neatly arranged in rows. The teachers were standing at the front of the room. They were lecturing, writing on the chalkboard, or assigning written work for us -- the students -- to complete. Students were passive learners, receptacles of the knowledge imparted to them by their teachers.
With project-based learning, students work individually and in groups. They are constructors of knowledge. Children become collaborators building understanding.
As educators, we need to address the content standards that are required for our students. We must always keep in mind these standards when designing a lesson. We must ask ourselves what types of activities support the standards because the content standards provide the foundation of knowledge to build upon. Too often in the past, the lesson was direct instruction with the teacher delivering the content via lecture. With project-based learning the inquiry process lends itself to collaborative projects. With project-based learning the teacher or the students pose a guiding question: What happens at night? What do nocturnal animals do while we’re sleeping? What is cystic fibrosis and how is it caused? [This was a question asked by second graders who had a classmate born with cystic fibrosis.] What would happen if our class formed a business with a real product and started selling stock? What does a high school look like in the year 2050? [This was a question posed by Eeva Reeder to her high school geometry students.] Field trips, experiments, model building, posters, and the creation of multimedia presentations are all viable activities within project-based learning. By creating bridges between subjects, students view knowledge holistically, rather than looking at isolated facts. Project-based learning promotes understanding, which is true knowledge. Students explore, make judgments, interpret, and synthesize information in meaningful ways.
Project-based learning, as with all lessons, requires much preparation and planning. When designing the project and the student question that will launch the project, it is essential that you have in mind exactly which content standards will be addressed. Once these standards are in mind, then devise a plan that will integrate as many subjects as possible and appropriate into the project. Have in mind what materials and resources will be accessible to the students to assist them. Next, what time allotment will be given to the project? Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project? Students will need to be given direction for managing their time, a definite life skill. Finally, have a means for assessing your students’ completion of the project. Did the students master the content? Were they able to apply their new knowledge and skills? The question that launches your project-based learning lesson must be one that engages the students. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution.
The question that launches your project-based learning lesson must be engaging to the students. It is greater than the task at hand. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution. Base your question on a situation or topic that is authentic. What is happening in your classroom? In your community? Make it a one that students can feel that they are making an impact by answering the question or solving the problem. The question should be a “NOW” question -- a question that has meaning for the students in their lives at this moment in time.
Project-based learning, as with all lessons, requires much preparation and planning. When designing the project and the student question that will launch the project, have in mind exactly which content standards will be addressed through your inquiry and project development. Students feel ownership of the project when they have an active role in the decision making for the activities. Devise a plan that will integrate as many subjects as possible and appropriate into the project. Have in mind what materials and resources will be accessible to the students to assist them. For a sample of concept mapping software, visit the Inspiration Web site at www.inspiration.com.
What time allotment will be given to the project? Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project? Give students direction for managing their time. Teach them how to schedule their tasks. Remind them of the timeline. Help them to set deadlines. The “big question” acts as the catalyst. Initiate projects that will let all students meet with success. Allow students to go in new directions, but guide them. Help them stay on course: the path to knowledge.
Teach the students how to work collaboratively. Designate fluid roles for group members. Have students chose their primary roles but assume responsibility and inter-activity for all group roles. Provide resources. Provide guidance. Create team rubrics: Team rubrics state the expectations of each team member. Watch the group dynamics. How well are the members participating? How engaged are they in the process? Create project rubrics: What is required for project completion? What is the final product: a word-processed document? A multimedia presentation? An oral report? A poster? A combination of products? What does a good report/multimedia presentation/poster/product look like? Make the requirements clear to the students so that all can meet with success.
The scoring of traditional testing, such as true-false or multiple choice, is much easier and less time consuming than the scoring of authentic assessment. These tests only show the estimated knowledge of the student once you factor in the element of the student’s guessing at answers. Types of authentic assessment are: Constructed-response items: a student has to state the answer to a problem. These tests often can allow more than one answer letting all students have a chance to demonstrate their new knowledge. Essays: students are asked to analyze and synthesize their new knowledge and then write about it. Performance tasks: students are asked to perform a task that will demonstrate the application of the new knowledge. Exhibitions and demonstrations: these projects can be done individually or within a group and demonstrate the application of the new knowledge. Portfolios: students keep a collection of work that best demonstrates the understanding and application of the new knowledge. Classroom presentations and oral discussion: students can orally demonstrate the application of the new knowledge.
In the busy schedule of the school day, there is often little time for reflection. Yet, reflection is a very important part of the learning process. How do we expect our students to be able to synthesize their new knowledge if they are not given time to reflect upon what they have discovered? Too often, we teachers do not allow ourselves the time to reflect, as well. Set a time that is designated for reflection upon the daily activities. Allow for individual reflection, such as journaling, as well as group reflection and discussion.
Now that you’ve been introduced to Project-Based Learning, do these activities to build on your understanding.