PBL presentation
•Download as PPTX, PDF•
0 likes•34 views
This document provides an overview of project-based learning (PBL), including what it is, why it is used, and how to plan a PBL unit. PBL involves students collaborating over an extended period of time to solve an authentic, real-world problem. Unlike short-term projects, PBL incorporates multiple subjects and standards. The document lists several benefits of PBL, such as increased student engagement and the development of life skills. It also outlines the key steps to planning a PBL unit, which includes identifying a driving question, relevant content and standards, and determining an appropriate final product and audience. Examples of possible driving questions, products, and audiences are also provided.
Report
Share
Report
Share
Recommended
Discovery-phase workshops with primary school pupils
User Research with kids on 17th July - by Lesley Fosh (System Concepts) & Ghazaleh Cousin (Discovery Education)
Analysis cookbook
This project teaches students key knowledge about likes/dislikes, present simple tense, writing commands, and conducting surveys. Students will create an original recipe which requires critical thinking and problem solving skills. The project uses both individual and collaborative methodologies. Students will ask questions to complete various "missions" like learning activities and explain their learning process in a diary. Creating an original recipe connects to students' real world experiences of reading and following recipes. Students are given creativity and choice in browsing websites to clarify ideas before their project. They will reflect on each mission in their diary and receive feedback, including during weekends. The final product is a published recipe book shared online to demonstrate students' work and the effectiveness of textbook-less teaching.
Project based learning
Project-based learning defined and discussed. Examples and esources for multiple iterations of PBL provided.
Project-Based Learning - Mandarin Classroom (K-12)
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
PBL in Math
This document discusses project-based learning (PBL) in math education for the 21st century. It explains that PBL leads students to gain essential knowledge and concepts by confronting realistic dilemmas that allow for more than one solution. Students become intrigued by and motivated to solve problems by working with peers and teachers. They demonstrate new standards-based knowledge in authentic formats. The document outlines the PBL process, including crafting driving questions, planning assessments, mapping the project, managing the process, and introducing PBL while focusing on standards and developing 21st century skills.
Project based learning-(pbl)
Project-Based Learning (PBL) is a student-centered approach that engages students in exploring meaningful questions through investigations and collaborations. PBL involves students investigating authentic problems in an open-ended manner over a long-term period using interdisciplinary skills which requires critical thinking, incorporates feedback and revision, and results in a publicly presented product. PBL relies on learning groups where students determine their own projects and take responsibility for their learning in a constructivist manner by working together to accomplish goals. Benefits of PBL include increased attendance, academic gains, development of complex skills and access to broader learning, while risks include lack of preparation, requiring more time, potential anxiety and group dynamics issues.
Moving from Presentations to Presentations of Learning
Transform the process by building in feedback and reflection. Read more at: http://creativeeducator.tech4learning.com/2014/articles/PBL-and-Presentations
Project-Based Learning Activity
This document outlines a project-based learning activity for a 10th grade Humanities class in Uganda. Students will research current issues in Africa like poverty, disease, conflict, and the environment. They will work in groups to choose an issue, research it, devise solutions, and present their findings to the class using a multimedia presentation. The goals are for students to learn deeply about African issues and develop 21st century skills like collaboration, communication, critical thinking, and creativity.
Recommended
Discovery-phase workshops with primary school pupils
User Research with kids on 17th July - by Lesley Fosh (System Concepts) & Ghazaleh Cousin (Discovery Education)
Analysis cookbook
This project teaches students key knowledge about likes/dislikes, present simple tense, writing commands, and conducting surveys. Students will create an original recipe which requires critical thinking and problem solving skills. The project uses both individual and collaborative methodologies. Students will ask questions to complete various "missions" like learning activities and explain their learning process in a diary. Creating an original recipe connects to students' real world experiences of reading and following recipes. Students are given creativity and choice in browsing websites to clarify ideas before their project. They will reflect on each mission in their diary and receive feedback, including during weekends. The final product is a published recipe book shared online to demonstrate students' work and the effectiveness of textbook-less teaching.
Project based learning
Project-based learning defined and discussed. Examples and esources for multiple iterations of PBL provided.
Project-Based Learning - Mandarin Classroom (K-12)
Project-based learning is a very effective model for student learning. Teachers, learn how to implement the 8 essential elements of PBL and how students can learn effectively.
PBL in Math
This document discusses project-based learning (PBL) in math education for the 21st century. It explains that PBL leads students to gain essential knowledge and concepts by confronting realistic dilemmas that allow for more than one solution. Students become intrigued by and motivated to solve problems by working with peers and teachers. They demonstrate new standards-based knowledge in authentic formats. The document outlines the PBL process, including crafting driving questions, planning assessments, mapping the project, managing the process, and introducing PBL while focusing on standards and developing 21st century skills.
Project based learning-(pbl)
Project-Based Learning (PBL) is a student-centered approach that engages students in exploring meaningful questions through investigations and collaborations. PBL involves students investigating authentic problems in an open-ended manner over a long-term period using interdisciplinary skills which requires critical thinking, incorporates feedback and revision, and results in a publicly presented product. PBL relies on learning groups where students determine their own projects and take responsibility for their learning in a constructivist manner by working together to accomplish goals. Benefits of PBL include increased attendance, academic gains, development of complex skills and access to broader learning, while risks include lack of preparation, requiring more time, potential anxiety and group dynamics issues.
Moving from Presentations to Presentations of Learning
Transform the process by building in feedback and reflection. Read more at: http://creativeeducator.tech4learning.com/2014/articles/PBL-and-Presentations
Project-Based Learning Activity
This document outlines a project-based learning activity for a 10th grade Humanities class in Uganda. Students will research current issues in Africa like poverty, disease, conflict, and the environment. They will work in groups to choose an issue, research it, devise solutions, and present their findings to the class using a multimedia presentation. The goals are for students to learn deeply about African issues and develop 21st century skills like collaboration, communication, critical thinking, and creativity.
The how and_why_of_pbl
Project-based learning is an inquiry process that uses collaborative projects to address academic content standards and lead to real-world problem solving, while accommodating different learning styles and promoting lifelong learning. It fosters higher-order thinking skills and develops essential 21st century skills through an organized process of determining an essential engaging question, planning standards-based projects, monitoring student progress, assessing outcomes, and reflecting on the experience. Upon completion, projects are celebrated.
Pdsa expectations
The document outlines a PDSA cycle for a learning plan, including expectations for teachers and students at each stage. It discusses using visual representations and differentiation strategies during the "Plan" and "Do" stages in kindergarten. Feedback would be captured during the "Act" stage to inform data analysis and adjustments to assessments, standards, and the current plan during the "Study" stage. The goal is to develop a learning configuration that meets the needs of all students.
Designing an advert (analysis and screenshots)
Here are some screenshots retrieved from http://cedec.ite.educacion.es and the analysis of this open educational project.
Project Based Learning
Project-based learning involves student inquiry in response to an open-ended question or challenge. Students learn key academic content and 21st century skills like communication, collaboration, and critical thinking by researching and creating an end product or performance. Some fundamentals of project-based learning include beginning with a vision of the final product, incorporating student voice and choice, and providing feedback and opportunities for revision. Proponents argue that it leads to deeper understanding, builds workplace skills, and motivates students. Teachers have flexibility in how much and how often they incorporate project-based learning into their curriculum.
Preparing for class effectively
The document provides guidance on effectively preparing and conducting a lesson using media. It recommends:
1) Planning the lesson in advance by preparing the materials, ensuring the environment supports learning, and preparing the learners.
2) When preparing materials, make sure to understand the technology tool being used, test that it works properly, and there are adequate resources for students.
3) Providing an environment conducive to learning involves proper lighting, classroom safety, functioning tools, internet access, and ability for students to interact with each other and the teacher.
4) Follow up is important and involves providing students feedback and conducting daily reflections.
Project based learning
This document outlines a project-based learning activity for students to learn about the solar system. It will have students divided into groups to study the characteristics of different planets. Each group will develop a model of their assigned planet to demonstrate their understanding. The goals are for students to communicate, collaborate, think critically, and develop a long-lasting understanding of the solar system through this hands-on project.
PBL 101: The PBL Experience Day 1 Presentation
This document outlines the itinerary and objectives for Day 1 of a PBL 101 workshop. The itinerary includes sessions on understanding PBL and the PBL process, developing a project idea, and identifying an authentic challenge. Participants will work in groups to analyze a video using a 3-2-1 strategy, discuss the differences between projects and PBL, and give feedback on their learning using a self-evaluation rubric. The overall goals are for teachers to gain strategies for incorporating PBL in their classrooms in a way that engages students and connects to real-world issues.
Project based learning
Project-Based Learning (PBL) is an instructional strategy that focuses on engaging students in relevant content to solve real problems. It benefits students by developing their 21st century skills as teachers take a coaching role and students drive their own instruction. A common PBL format introduces the project, provides a rubric, has students generate a know/need to know document, includes project work and lectures/labs/homework, and culminates in a student-created product and presentation. Important aspects are the know/need to know document that evolves throughout, and ensuring there is always a presentation component. Resources for PBL include the Buck Institute for Education and New Tech Network websites.
Project Based Learning (PBL) Acids and Bases
Project Based Learning (PBL) is a student-centered pedagogy where students explore learning standards themselves within a timeframe to achieve project goals. For a PBL on acids and bases, grade 10 students will identify acids and bases in everyday life, make an acid-base indicator using household substances, understand neutralization reactions and how they explain antacids, and investigate the uses of acids and bases. Students will conduct inquiry-based labs, work collaboratively, use media and technology for research and presentations, and apply their learning to real-life challenges like identifying acidic and basic substances. They will produce a final poster or presentation and receive feedback through self-reflection and a rubric. The instructor acts as a facilitator to
Project based learning
Project Based Learning (PBL) is a student-centered model that involves learners in projects rather than isolated skills activities. It engages students as stakeholders in self-directed learning activities. The role of the teacher is to guide students as problem solvers and decision makers as they discover and integrate information to present their findings. PBL allows for varied learning styles and develops real-world skills as students move from following orders to carrying out self-directed activities and assessments.
Iowa PBL Slides (bare bones)
The document outlines objectives for a presentation on project-based learning (PBL). It will provide principles for effectively engaging students in PBL, examine examples of PBL in different classroom settings, and preview tech tools that support PBL. It also gives examples of different types of PBL projects that could be implemented, from modifying existing activities to incorporate PBL elements to tackling real-world problems. The presentation aims to help participants select a PBL approach, identify key skills, plan a project, try it out, and get feedback from others on next steps.
PBL Project Planning
This document provides guidance for preparing a project-based learning (PBL) project. It outlines key questions to consider in five areas: 1) the essential driving question for the project, 2) the content students will learn, 3) how students will conduct original research and demonstrate their learning, 4) real-world connections, and 5) personalization for students. The document emphasizes starting with an open-ended essential question, allowing the content to drive the activities, involving students in developing rubrics, providing personalization and choice for students, and assessing learning rather than just responsibility.
Project Based Learning Webinar
This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
Project based learning
Project-Based Learning is a unique approach in terms of teaching strategy wherein the educator provides the students with an opportunity to do an assignment independently.
T syeh marhaban project based learning
Project-based learning is an approach that engages students by having them work in groups to solve an authentic problem. It involves developing a project idea, determining the scope, selecting standards, incorporating simultaneous results, working from design criteria, and creating an optimal learning environment. Key principles are assigning collaborative groups, presenting a real-world problem students can connect with, setting parameters for completion, providing teacher consultation and feedback, and sharing the final product. Project-based learning focuses on the process of working together to solve tasks rather than just the end results of students' work.
Powerful Projects
This document discusses project-based learning and ways to provide more authentic experiences in education. It addresses various types of learning experiences like direct, simulated, and vicarious experiences. It also discusses tools and strategies teachers need to implement project-based learning effectively, such as allowing student struggle, giving choices, and differentiation. The document provides examples of projects like designing a new bird species and using GPS to walk a historical battlefield. It also notes how one-to-one devices can provide feedback during the project process.
Homework
The document discusses strategies for making homework more effective. It suggests that homework policies should be flexible, promote student learning, and involve students. The amount of homework should vary by grade level and be clearly communicated. Feedback is important, and technology can support homework in some ways. The overall message is that homework works best when it reinforces lessons, has a clear purpose, and involves minimal parental involvement beyond occasional assistance.
Project based learning presentation
Project-based learning is a teaching method where students investigate and respond to an engaging question or challenge over an extended period of time. It requires the use of both fundamental skills and 21st century skills like teamwork, problem-solving, and research. Example projects include having students build robots by assembling them and collaborating with classmates. Project-based learning helps develop skills needed for living in a knowledge-based society and allows students more control over their learning.
Project Based Learning Explained
This document defines project-based learning (PBL) and its key elements. PBL involves students investigating an open-ended question or problem over an extended period of time. The core elements include developing significant content and 21st century skills through student-driven inquiry, having a driving question to guide the project, incorporating student voice and choice, and presenting to a public audience. Studies show PBL improves standardized test scores and engagement.
Project Based Learning.pptx
This document provides guidance on developing project-based learning (PBL) lessons. It recommends that teachers 1) ensure the project concept fits what was taught, 2) incorporate student interests into project topics, and 3) consider available resources and space before planning a project. The document also outlines developing a project outline with timelines and materials needed. Finally, it stresses presenting projects to students as fun opportunities rather than extra work.
Project based learning
This document provides an overview of project-based learning (PBL) and its use in intervention classrooms. It begins with common questions about PBL and then discusses how PBL is different from traditional teaching in that it uses extended, student-driven inquiries structured around complex questions. Research supports that PBL increases student motivation, engagement, and retention of knowledge compared to traditional instruction. The document provides examples of how teachers facilitate PBL by framing questions, managing activities, and ensuring high quality outcomes through tasks and goals set by students. It concludes by emphasizing the importance of PBL for engaging students with real-world problems in a way that mirrors life outside of school.
Lakeview pbl
This document discusses curriculum design using a project-based learning (PBL) approach. It defines PBL as a teaching method that engages students through inquiry-based projects centered around essential questions. Five key criteria for PBL projects are outlined, including being central to the curriculum and focused on driving questions. The document also discusses designing curriculum using Understanding by Design framework, employing formative and summative assessments, and developing driving questions and authentic projects for students.
More Related Content
What's hot
The how and_why_of_pbl
Project-based learning is an inquiry process that uses collaborative projects to address academic content standards and lead to real-world problem solving, while accommodating different learning styles and promoting lifelong learning. It fosters higher-order thinking skills and develops essential 21st century skills through an organized process of determining an essential engaging question, planning standards-based projects, monitoring student progress, assessing outcomes, and reflecting on the experience. Upon completion, projects are celebrated.
Pdsa expectations
The document outlines a PDSA cycle for a learning plan, including expectations for teachers and students at each stage. It discusses using visual representations and differentiation strategies during the "Plan" and "Do" stages in kindergarten. Feedback would be captured during the "Act" stage to inform data analysis and adjustments to assessments, standards, and the current plan during the "Study" stage. The goal is to develop a learning configuration that meets the needs of all students.
Designing an advert (analysis and screenshots)
Here are some screenshots retrieved from http://cedec.ite.educacion.es and the analysis of this open educational project.
Project Based Learning
Project-based learning involves student inquiry in response to an open-ended question or challenge. Students learn key academic content and 21st century skills like communication, collaboration, and critical thinking by researching and creating an end product or performance. Some fundamentals of project-based learning include beginning with a vision of the final product, incorporating student voice and choice, and providing feedback and opportunities for revision. Proponents argue that it leads to deeper understanding, builds workplace skills, and motivates students. Teachers have flexibility in how much and how often they incorporate project-based learning into their curriculum.
Preparing for class effectively
The document provides guidance on effectively preparing and conducting a lesson using media. It recommends:
1) Planning the lesson in advance by preparing the materials, ensuring the environment supports learning, and preparing the learners.
2) When preparing materials, make sure to understand the technology tool being used, test that it works properly, and there are adequate resources for students.
3) Providing an environment conducive to learning involves proper lighting, classroom safety, functioning tools, internet access, and ability for students to interact with each other and the teacher.
4) Follow up is important and involves providing students feedback and conducting daily reflections.
Project based learning
This document outlines a project-based learning activity for students to learn about the solar system. It will have students divided into groups to study the characteristics of different planets. Each group will develop a model of their assigned planet to demonstrate their understanding. The goals are for students to communicate, collaborate, think critically, and develop a long-lasting understanding of the solar system through this hands-on project.
PBL 101: The PBL Experience Day 1 Presentation
This document outlines the itinerary and objectives for Day 1 of a PBL 101 workshop. The itinerary includes sessions on understanding PBL and the PBL process, developing a project idea, and identifying an authentic challenge. Participants will work in groups to analyze a video using a 3-2-1 strategy, discuss the differences between projects and PBL, and give feedback on their learning using a self-evaluation rubric. The overall goals are for teachers to gain strategies for incorporating PBL in their classrooms in a way that engages students and connects to real-world issues.
Project based learning
Project-Based Learning (PBL) is an instructional strategy that focuses on engaging students in relevant content to solve real problems. It benefits students by developing their 21st century skills as teachers take a coaching role and students drive their own instruction. A common PBL format introduces the project, provides a rubric, has students generate a know/need to know document, includes project work and lectures/labs/homework, and culminates in a student-created product and presentation. Important aspects are the know/need to know document that evolves throughout, and ensuring there is always a presentation component. Resources for PBL include the Buck Institute for Education and New Tech Network websites.
Project Based Learning (PBL) Acids and Bases
Project Based Learning (PBL) is a student-centered pedagogy where students explore learning standards themselves within a timeframe to achieve project goals. For a PBL on acids and bases, grade 10 students will identify acids and bases in everyday life, make an acid-base indicator using household substances, understand neutralization reactions and how they explain antacids, and investigate the uses of acids and bases. Students will conduct inquiry-based labs, work collaboratively, use media and technology for research and presentations, and apply their learning to real-life challenges like identifying acidic and basic substances. They will produce a final poster or presentation and receive feedback through self-reflection and a rubric. The instructor acts as a facilitator to
Project based learning
Project Based Learning (PBL) is a student-centered model that involves learners in projects rather than isolated skills activities. It engages students as stakeholders in self-directed learning activities. The role of the teacher is to guide students as problem solvers and decision makers as they discover and integrate information to present their findings. PBL allows for varied learning styles and develops real-world skills as students move from following orders to carrying out self-directed activities and assessments.
Iowa PBL Slides (bare bones)
The document outlines objectives for a presentation on project-based learning (PBL). It will provide principles for effectively engaging students in PBL, examine examples of PBL in different classroom settings, and preview tech tools that support PBL. It also gives examples of different types of PBL projects that could be implemented, from modifying existing activities to incorporate PBL elements to tackling real-world problems. The presentation aims to help participants select a PBL approach, identify key skills, plan a project, try it out, and get feedback from others on next steps.
PBL Project Planning
This document provides guidance for preparing a project-based learning (PBL) project. It outlines key questions to consider in five areas: 1) the essential driving question for the project, 2) the content students will learn, 3) how students will conduct original research and demonstrate their learning, 4) real-world connections, and 5) personalization for students. The document emphasizes starting with an open-ended essential question, allowing the content to drive the activities, involving students in developing rubrics, providing personalization and choice for students, and assessing learning rather than just responsibility.
Project Based Learning Webinar
This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
Project based learning
Project-Based Learning is a unique approach in terms of teaching strategy wherein the educator provides the students with an opportunity to do an assignment independently.
T syeh marhaban project based learning
Project-based learning is an approach that engages students by having them work in groups to solve an authentic problem. It involves developing a project idea, determining the scope, selecting standards, incorporating simultaneous results, working from design criteria, and creating an optimal learning environment. Key principles are assigning collaborative groups, presenting a real-world problem students can connect with, setting parameters for completion, providing teacher consultation and feedback, and sharing the final product. Project-based learning focuses on the process of working together to solve tasks rather than just the end results of students' work.
Powerful Projects
This document discusses project-based learning and ways to provide more authentic experiences in education. It addresses various types of learning experiences like direct, simulated, and vicarious experiences. It also discusses tools and strategies teachers need to implement project-based learning effectively, such as allowing student struggle, giving choices, and differentiation. The document provides examples of projects like designing a new bird species and using GPS to walk a historical battlefield. It also notes how one-to-one devices can provide feedback during the project process.
Homework
The document discusses strategies for making homework more effective. It suggests that homework policies should be flexible, promote student learning, and involve students. The amount of homework should vary by grade level and be clearly communicated. Feedback is important, and technology can support homework in some ways. The overall message is that homework works best when it reinforces lessons, has a clear purpose, and involves minimal parental involvement beyond occasional assistance.
Project based learning presentation
Project-based learning is a teaching method where students investigate and respond to an engaging question or challenge over an extended period of time. It requires the use of both fundamental skills and 21st century skills like teamwork, problem-solving, and research. Example projects include having students build robots by assembling them and collaborating with classmates. Project-based learning helps develop skills needed for living in a knowledge-based society and allows students more control over their learning.
What's hot (18)
Similar to PBL presentation
Project Based Learning Explained
This document defines project-based learning (PBL) and its key elements. PBL involves students investigating an open-ended question or problem over an extended period of time. The core elements include developing significant content and 21st century skills through student-driven inquiry, having a driving question to guide the project, incorporating student voice and choice, and presenting to a public audience. Studies show PBL improves standardized test scores and engagement.
Project Based Learning.pptx
This document provides guidance on developing project-based learning (PBL) lessons. It recommends that teachers 1) ensure the project concept fits what was taught, 2) incorporate student interests into project topics, and 3) consider available resources and space before planning a project. The document also outlines developing a project outline with timelines and materials needed. Finally, it stresses presenting projects to students as fun opportunities rather than extra work.
Project based learning
This document provides an overview of project-based learning (PBL) and its use in intervention classrooms. It begins with common questions about PBL and then discusses how PBL is different from traditional teaching in that it uses extended, student-driven inquiries structured around complex questions. Research supports that PBL increases student motivation, engagement, and retention of knowledge compared to traditional instruction. The document provides examples of how teachers facilitate PBL by framing questions, managing activities, and ensuring high quality outcomes through tasks and goals set by students. It concludes by emphasizing the importance of PBL for engaging students with real-world problems in a way that mirrors life outside of school.
Lakeview pbl
This document discusses curriculum design using a project-based learning (PBL) approach. It defines PBL as a teaching method that engages students through inquiry-based projects centered around essential questions. Five key criteria for PBL projects are outlined, including being central to the curriculum and focused on driving questions. The document also discusses designing curriculum using Understanding by Design framework, employing formative and summative assessments, and developing driving questions and authentic projects for students.
Lakeview pbl
This document discusses curriculum design using a project-based learning (PBL) approach. It defines PBL as a teaching method that engages students through inquiry-based projects centered around essential questions. Five key criteria for PBL projects are outlined: they are central to the curriculum, focused on driving questions, involve constructive investigation, are student-driven, and feel realistic. The document provides examples of PBL projects and emphasizes the importance of assessment, collaboration, and reflection in the PBL process.
projectbasedlearning.pptx
This document discusses project-based learning (PBL) and its use in intervention classrooms. It begins by outlining key questions about PBL, such as what it is, why it is appropriate for intervention classrooms, how PBL units are designed, and how research supports PBL. The document then provides examples of how teachers can explain PBL, plan units around driving questions and projects. It lists benefits of PBL, such as increasing achievement and improving retention of knowledge. In closing, it references resources on PBL and includes a quote about how PBL engages students in life's problematic situations.
Online course.pptx
The document discusses project based learning (PBL), an instructional approach where students gain knowledge and skills by working to investigate and respond to an engaging problem or challenge. It defines PBL and explains its key elements, structures, and advantages. PBL shifts the classroom from teacher-centered to student-centered, with the teacher taking a facilitating role and students determining the project, collaborating, and taking responsibility for their own learning and success. The document provides examples of challenging PBL projects and their flexible nature to embed other learning methods.
What Is Powerful Learning Pbl
The document discusses powerful, personalized, project-based learning. It defines project-based learning and discusses its key elements and benefits. Project-based learning focuses on central concepts through problem-solving investigations and meaningful tasks. It allows students to construct their own knowledge and fosters skills like critical thinking, problem solving, finding and evaluating information, and communication. Teachers take more of a facilitator role in project-based learning.
Handbook
This document provides lesson plans and guidelines for teachers to incorporate technology into a 4th grade project-based learning simulation about the California Gold Rush. It introduces project-based learning and digital storytelling. The timeline outlines lessons that have students create blogs, PowerPoints, and a digital story. Guidelines are provided for activities like maintaining a miner's blog to reflect on simulation experiences and creating a PowerPoint on aspects of the Gold Rush. Rubrics are included to assess student work. The goal is for students to gain knowledge across subjects while taking on roles in the simulation.
01 Ubd Pd Jan 2010
This document summarizes a professional development session for teachers on implementing backwards design and project-based learning in the classroom. The goals of the session are to equip teachers to use backwards design, connect classroom instruction to lifelong goals, develop classroom mission statements, and create hands-on learning experiences. Backwards design involves starting with the desired learning outcomes, then planning assessments, and finally lessons and activities. It is presented as a way to make learning more relevant and efficiently use instructional time. The session models backwards design by having teachers plan units using the three stages of backwards design.
Trabajo claudia
Project-based learning (PBL) is a teaching method where students explore real-world problems and challenges while working in collaborative groups. It develops cross-curricular skills and integrates technology. PBL inspires deeper engagement and knowledge retention compared to traditional textbook learning. Students develop confidence, self-direction, and skills like organization, research, communication, and seeing community impact. Effective PBL includes defining the problem, project purpose and criteria, participant roles, and evaluations of both the learning process and products. The teacher acts as a facilitator rather than director, allowing student ideas and action to drive learning and their development of skills like critical thinking, problem-solving, teamwork and communication.
Project Based Learning
Project-based learning is a student-centered pedagogy that involves a dynamic classroom approach where students acquire a deeper knowledge through active exploration of real-world challenges and problems. It is curriculum driven and standards-based, focusing on posing meaningful questions for students to investigate through hands-on learning experiences. Teachers take on the role of facilitator, mentoring students as they collaboratively plan their projects, establish timelines, monitor progress, and reflect on what they learned through varied assessments. The goal is for students to not just learn facts but also develop abstract thinking by exploring complex issues through project-based investigations.
Problem_Based_Learning what is principles and examples.ppt
its all about PBL what is principles and examples
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...
This document outlines an agenda for a series of teacher training meetings on using homework as an educational strategy. The objectives of the first meeting are to define homework, reflect on its impact on English learning, and design homework tasks according to the proposed taxonomy. Teachers will discuss definitions of homework, its purposes and types. They will also complete reflection activities in groups. Subsequent meetings focus on designing differentiated homework for heterogeneous classes, selecting materials for language skills, and evaluating the implemented strategies. The meetings model instructional strategies like collaborative work and use of online resources to support differentiated homework planning.
Day1 quito
This document provides an overview of a 3-day workshop introducing the Primary Years Programme (PYP) curriculum model. The workshop aims to develop understandings of key aspects of the PYP including its purpose, components, learner profile, and definition of curriculum. Participants will engage in collaborative discussions and inquiry-based activities to explore these concepts. Each day will focus on a different transdisciplinary theme and include opportunities for reflection and feedback.
Pbl
Project-Based Learning (PBL) is an instructional approach that engages students in learning through hands-on projects related to real-world problems or situations. It asks students to answer a driving question through investigation of complex issues and topics. The PBL process involves students planning projects, monitoring their work, assessing their progress, and evaluating their results. Effective PBL fosters collaboration, allows for student voice and choice, and incorporates multiple subjects to solve a problem or answer an essential question.
Pbl
Project-Based Learning (PBL) is an instructional approach that engages students in learning through hands-on projects related to real-world problems or situations. It asks students to answer a driving question through investigation of complex issues and topics. The PBL process involves students planning projects, monitoring their work, assessing their progress, and evaluating their results. Effective PBL fosters collaboration, allows for student voice and choice, and incorporates multiple subjects to solve a problem or answer an essential question.
Edutopia pbl presentation
This document provides an overview of project-based learning (PBL). It defines PBL as curriculum that is fueled by standards and asks essential questions that students investigate. The key aspects of PBL are that it allows students to explore real-world problems through hands-on experiences and abstract intellectual tasks. The document outlines the basic process of PBL, including asking an essential question, planning activities, creating a schedule, monitoring progress, assessing learning, and evaluating the project. It encourages teachers to design engaging PBL questions and provides examples of potential projects for students.
Planning & building curriculum constructor
What does it really mean to develop and have a curriculum in early childhood education? Where does self-regulation and executive functioning come into play? Come and take a look!
Online PBL: Is this like e-learning with more problems?
Davidson, A.-L., Naffi, N. (2014). Online PBL: Is this like eLearning with more problems? E.scape, Knowledge, Teaching, Technology. Conference theme: Innovations in teaching: getting the most out of online learning. Concordia University. http://www.concordia.ca/events/conferences/escape-2014/master-class-series.html
Similar to PBL presentation (20)
Problem_Based_Learning what is principles and examples.ppt
Problem_Based_Learning what is principles and examples.ppt
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...
Etr pathworks- la tarea escolar como estrategia educativa - meetings 1, 2 a...
Online PBL: Is this like e-learning with more problems?
Online PBL: Is this like e-learning with more problems?
More from Efraín Suárez-Arce, M.Ed
Liderazgo Instruccional_11_Lideres Maestros.pptx
El documento describe las características de un maestro líder y ofrece recomendaciones para convertirse en un líder transformacional. Un maestro líder debe ser observador, empático y motivador. Además, debe comprometerse con el desarrollo profesional continuo, observar otras clases, modelar la utilidad de lo que enseña y cuidar a los estudiantes más allá del aula.
Liderazgo Instruccional_10_Estandares Academicos.pptx
El documento describe las responsabilidades de los directores escolares en establecer estándares académicos claros, monitorear su implementación y asegurar que los maestros sigan los estándares. Los directores efectivos poseen conocimiento del currículo, pasan tiempo en las aulas para promover buenas prácticas docentes, y comparten su conocimiento con los maestros para mejorar la calidad de la enseñanza.
Liderazgo Instruccional_9_ El Modelo de Volante.pptx
El documento describe el modelo de liderazgo instruccional propuesto por Paulo Volante, el cual consiste en influir intencionalmente a una comunidad educativa para mejorar las prácticas de enseñanza y el aprendizaje de los estudiantes. Estudios muestran que el liderazgo instruccional de directores, profesores está positivamente relacionado con el rendimiento y ambiente escolar. Las siete prácticas claves incluyen alinear a la comunidad en torno a una visión compartida, definir aprendizajes clave, estable
Liderazgo Instruccional_08_Areas del Modelo de Glickman.pptx
El modelo de Glickman se enfoca en el conocimiento, tareas y destrezas necesarias para dirigir una escuela eficiente. El conocimiento incluye revisar literatura sobre escuelas exitosas, entender las propias creencias y filosofía educativa, y conocer el currículo. Las tareas principales son supervisar la enseñanza, desarrollar al personal y currículo, establecer equipos, y mejorar el clima escolar y la comunidad. Las destrezas clave son la comunicación interpersonal, toma de decisiones, establecimiento
Liderazgo Instruccional_07_Desarrollo de las Teorías de Liderazgo.pdf
1) El documento describe las principales teorías organizacionales sobre el liderazgo, incluyendo las teorías clásicas, las teorías de las relaciones humanas y la teoría de sistemas. 2) Dentro de las teorías clásicas se encuentran la gerencia científica, la gerencia administrativa y la gerencia burocrática. 3) La teoría de las relaciones humanas surge como respuesta a las teorías clásicas y se basa en estudios como los de Hawthorne que mostraron la importancia de los factores sociales
Liderazgo Instruccional_06_Como ser recurso instruccional.pptx
El documento describe las responsabilidades y cualidades de un líder instruccional efectivo. Un líder instruccional administra procesos organizacionales para crear un clima de aprendizaje, trabaja con los maestros y sus currículos, y se mantiene actualizado a través de la educación continua. Un líder efectivo busca soluciones para ayudar a los maestros, escucha sus preocupaciones, y asigna recursos para apoyar los programas educativos. Comparte información sobre investigaciones y mejores prácticas a través del interc
Liderazgo Instruccional_05_Teorías Cientificas.pptx
Este documento resume las principales teorías de la administración científica desde Taylor y Fayol hasta las teorías modernas, incluyendo el estudio de la fatiga humana, el enfoque de las relaciones humanas de Hawthorne, la importancia de los grupos informales, el liderazgo, la motivación y el desarrollo organizacional, así como las teorías de sistemas que ven a la organización como un conjunto de elementos interrelacionados.
Liderazgo Instruccional_04_Torias de Liderazgo.ppt
El documento resume diferentes teorías sobre el liderazgo en organizaciones. Inicialmente presenta las teorías de los rasgos, las cuales sugieren que los líderes nacen con ciertas características de personalidad. Luego describe las teorías del comportamiento de las universidades de Ohio, Michigan y Texas, las cuales se enfocan en los comportamientos de los líderes. Finalmente, introduce las teorías contingentes de Fiedler, Evans y House, y Hersey y Blanchard, las cuales proponen que el estilo de liderazgo depende de la situación
Liderazgo Instruccional_03_Principales Teorías de Liderazgo.pdf
Este documento resume las principales teorías de liderazgo, incluyendo el enfoque de atributos, el enfoque de destrezas, el enfoque de estilo, la teoría de contingencia, la teoría de medios y fines, la teoría de intercambio líder-miembro y el liderazgo transformacional. Cada teoría se describe brevemente y se resaltan sus fortalezas y críticas. El documento provee una visión general de las diferentes perspectivas teóricas sobre el liderazgo.
Liderazgo Instruccional_02_Conceptos Basicos sobre Liderato.pdf
Este documento presenta una introducción a varios conceptos básicos sobre el liderazgo. Explica la naturaleza del liderazgo, las fuentes de poder de un líder, y el liderazgo como influencia. Además, describe varios estilos de liderazgo comunes como el liderazgo autoritario, participativo, y el que delega responsabilidades. Finalmente, ofrece algunos ejemplos para ilustrar las características y ventajas/desventajas de cada estilo.
Liderazgo Instruccional introduccion.pptx
Este curso se enfoca en el liderazgo instruccional y el mejoramiento de la enseñanza. Cubre temas como teorías de liderazgo, estilos de liderazgo transformacional, factores que determinan el liderazgo instruccional como la inteligencia emocional y visión, y el liderazgo centrado en principios. El objetivo es mejorar los sistemas que apoyan el éxito académico de los estudiantes a través de un liderazgo instruccional colaborativo.
LIDERAZGO INSTRUCCIONAL_Altas Expectativas
Este documento trata sobre el establecimiento de altas expectativas para estudiantes y maestros. Define qué son las expectativas y explica que estas juegan un papel importante en el rendimiento académico. También discute teorías sobre expectativas de autores como Vroom, Hofer, Tolman y Lewin. Finalmente, ofrece recomendaciones para que directores establezcan altas expectativas en la comunidad escolar a través de observaciones en el aula, retroalimentación y metas de mejora continua.
La Escuela Puertorriqueña del Siglo XXI (2022)
1) La escuela tradicional fue diseñada para la era industrial y no satisface las necesidades de la sociedad actual basada en el conocimiento.
2) Se propone una nueva escuela centrada en el estudiante, con enfoque interdisciplinario y uso de tecnología, que desarrolle destrezas como el pensamiento crítico.
3) Esta nueva escuela tendría metas intelectuales, morales y personales para el desarrollo del estudiante.
Naturaleza del Liderazgo
El documento presenta una discusión sobre la naturaleza del liderazgo. Comienza definiendo el liderazgo según varios autores y teóricos. Luego describe las cinco fuentes de poder de un líder según French y Raven. Más adelante introduce un nuevo concepto de poder propuesto por Diane Tracey, el cual involucra compartir poder con los subordinados. Finalmente, distingue entre gerentes y líderes, y describe varios modelos y estilos de liderazgo.
El Contexto Individual del Cambio
El documento presenta una discusión sobre diferentes enfoques y teorías del cambio individual. Brevemente describe las citas de Heráclito sobre el cambio constante. Luego presenta cuatro enfoques del cambio personal según Cameron y Green: conductual, cognitivo, psicodinámico y humanístico-psicológico. También discute el modelo de aprendizaje experiencial de Kolb y diferentes estilos de aprendizaje. Finalmente, analiza en mayor profundidad los enfoques cognitivo, conductual y psicodinámico del cambio individual
Organizational Change Process of Lamissimo Textile CO
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Stakeholders- Analisis de los interesados PARTE 2
El documento describe el análisis de interesados (stakeholders) como una herramienta importante para gestionar el cambio. Explica que es necesario identificar a los interesados, categorizarlos según su nivel de influencia y priorizar su atención. Luego, detalla los pasos para realizar un análisis de interesados que incluye identificar quiénes se verán afectados por el cambio, quiénes son responsables y quiénes pueden influir en el proceso.
Megatendencias de Nuestra Epoca y las respuestas de la escuela
Este documento resume 10 megatendencias que están influyendo en nuestra época, incluyendo la globalización, el paso de una sociedad industrial a una basada en la información, y el cambio de una democracia representativa a una más participativa. También describe cómo estas megatendencias están llevando a una mayor descentralización del poder, opciones más diversas para los individuos, y un papel más prominente para las mujeres en la sociedad y la economía.
El Proceso de Cambio (2023)
El documento describe el proceso de cambio en escuelas, organizaciones e individuos. Explica que el cambio es un proceso continuo que puede ser planificado y que se ve afectado por fuerzas internas y externas. Luego detalla los pasos clave en el proceso de cambio como establecer una visión, analizar la situación actual, identificar un proceso para lograr la visión, y clasificar el tipo de cambio. Finalmente, analiza diferentes teorías y estrategias para gestionar el cambio de manera efectiva.
Change Management Panel
This document summarizes a presentation on change management models and their application to an immunization eLearning initiative. It discusses several common change management models, including Kotter's 8 steps, Lewin's 3 stages of "Unfreeze-Change-Refreeze", and Prosci's 3 phases. It then reviews preparation work done by WHO and UNICEF to understand training needs and barriers to adopting an eLearning program. The presentation outlines change management strategies used, such as identifying influencers, developing communications, and providing incentives, to help achieve goals of high training participation and acceptance of online learning. It shares some promotional materials and engagement activities used and discusses pilot programs at WHO and GAVI's change management efforts.
More from Efraín Suárez-Arce, M.Ed (20)
Liderazgo Instruccional_10_Estandares Academicos.pptx
Liderazgo Instruccional_10_Estandares Academicos.pptx
Liderazgo Instruccional_9_ El Modelo de Volante.pptx
Liderazgo Instruccional_9_ El Modelo de Volante.pptx
Liderazgo Instruccional_08_Areas del Modelo de Glickman.pptx
Liderazgo Instruccional_08_Areas del Modelo de Glickman.pptx
Liderazgo Instruccional_07_Desarrollo de las Teorías de Liderazgo.pdf
Liderazgo Instruccional_07_Desarrollo de las Teorías de Liderazgo.pdf
Liderazgo Instruccional_06_Como ser recurso instruccional.pptx
Liderazgo Instruccional_06_Como ser recurso instruccional.pptx
Liderazgo Instruccional_05_Teorías Cientificas.pptx
Liderazgo Instruccional_05_Teorías Cientificas.pptx
Liderazgo Instruccional_04_Torias de Liderazgo.ppt
Liderazgo Instruccional_04_Torias de Liderazgo.ppt
Liderazgo Instruccional_03_Principales Teorías de Liderazgo.pdf
Liderazgo Instruccional_03_Principales Teorías de Liderazgo.pdf
Liderazgo Instruccional_02_Conceptos Basicos sobre Liderato.pdf
Liderazgo Instruccional_02_Conceptos Basicos sobre Liderato.pdf
Organizational Change Process of Lamissimo Textile CO
Organizational Change Process of Lamissimo Textile CO
Megatendencias de Nuestra Epoca y las respuestas de la escuela
Megatendencias de Nuestra Epoca y las respuestas de la escuela
Recently uploaded
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Recently uploaded (20)
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
PBL presentation
- 1. PBL Jovita Flores Palos English Program Directora GOBIERNO DE PUERTO RICO DEPARTAMENTO DE EDUCACIÓN Subsecretaría para Asuntos Académicos
- 2. Objetive What is Project-Based Learning? Why PBL? PBL Steps Planning with PBL
- 3. Project Based Learning Is a learning experience in which your students collaborate to solve a problem in the real-world. It incorporates standards across content areas, and takes place over an extended period of time. In contrast, a project (not to be confused with PBL), may only take a day or two, only incorporate one subject area, and may not require your students to collaborate. Projects have value, but they are not the same as project based learning
- 4. Reasons PBL makes school more engaging for students. PBL improves learning. PBL builds success skills for college, career, and life. PBL helps address standards. PBL provides opportunities for students to use technology. PBL makes teaching more enjoyable and rewarding. PBL connects students and schools with communities and the real world. PBL promotes educational equity.
- 5. Steps
- 6. Planning PBL Topic What are your students interested in? What science/Social studies units are coming up? What problem are you encountering in your classroom? Content What standards connect well to the unit? What knowledge and skills do you want your students to gain through this experience? Driving Question This will guide your unit. The final product should do something to answer this question. Product/Audience What might your students create to showcase what they learned, communicate to the audience, and answer the driving question? When planning a PBL unit, it is key to think of something that is relevant and meaningful to your students. You will simply begin with the standards you need to cover. In either case, it’s important to map out the standards and processes you want to cover across the content areas right from the start. You’ll want to map out the following:
- 7. Possible Driving Questions How can we plan for and throw a class celebration? How can we teach others in our building how to reduce, reuse, recycle? How can we prepare for a class pet? How can we create an escape plan in our homes in case of emergency? How can we teach others what we’ve learned about ___? How can we create a cookbook to showcase our favorite recipes? What is the best kind of seed to plant that will be ready for Mother’s Day?
- 8. Possible Products A poster A play A book (written or published on writereader.com) A pamphlet A blog post (if you use kidblog or something similar)
- 9. Possible Audiences Older students in your school Another class (invite another class over!) Parents (you can invite them in on your own or plan PBL units around open house, back-to-school night, etc. so they will already be there) Other teachers The internet (think class twitter or Instagram account, school Facebook page, etc.) Community members Local businesses