Problem based learning
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Problem-based learning is an alternative teaching method that presents students with problems rather than explanations of course content. The teacher introduces an authentic problem for students to solve, requiring them to conduct research and process new information to find a resolution. This student-centered approach encourages independent learning as students take the lead in searching for answers, rather than passively receiving information from the teacher. Problem-based learning shifts the focus from presenting information to providing problems, making students responsible for acquiring new knowledge to solve real-world issues.
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InstructionsProject based learning is being recognized as a metho.docx
Instructions:
Project based learning is being recognized as a method of instruction which leads to students developing deeper level thinking. Developing and delivering a project based lesson is different than the process utilized for traditional lessons. This assignment is designed to introduce you to the concept and provide practice developing a lesson which will use project based learning.
In this assignment you will develop a project based lesson plan by either transforming a current lesson, or creating a new lesson plan using the project based approach. Be sure to include the seven components of successful Evidence Based Practice (EBT) included in the Edutopia’s link included in the assignment resources. Also, please be sure to review this and other resources provided, from these you will learn more about project based learning, help guide you and give examples of successful project based lesson plans.
Project based lessons consider a real life concept or problem for which students work with one another to derive a solution. As such, students are likely to derive different solutions since they are in charge of their learning.
Use the resources for the assignment as well as the many available on the web for project based learning and lesson planning
Include at the end a reflection on the learning expected by students from the plan you developed, and your understanding for how project based lesson will improve student learning in general.
Length: 3-5 pages depending on the project lesson or unit, not including title and reference pages.
APA Format
References: minimum of 3 scholarly resources.
Your lesson plan should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current
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to refresh your knowledge of how to achieve academic integrity.
Upload your assignment using the Upload Assignment button below.
Seven components of project-based learning to the lesson plan
http://www.aems-edu.org/policyAndAdvocacy/marylandStateDepartmentOfEducationFineArtsPolicy/index.html
1
Define the Content.
What do you want students to learn by the end of the assignment? Expectations should correspond with students' current research and reasoning skills.
2
Identify the Context.
Brainstorm a list of real-life activities in which learners could apply the intended content. Be aware of any time or location constraints in these situations.
3
List Possible Problems.
Create a list of problems or projects that could occur in each context from Step Two. Select the problem or project that best presents the content objectives and that will be appealing and relevant to learners.
4
Describe Potential
Solution
s.
Fully describe the most viable solution to the proble.
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InstructionsProject based learning is being recognized as a metho.docx
Instructions:
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In this assignment you will develop a project based lesson plan by either transforming a current lesson, or creating a new lesson plan using the project based approach. Be sure to include the seven components of successful Evidence Based Practice (EBT) included in the Edutopia’s link included in the assignment resources. Also, please be sure to review this and other resources provided, from these you will learn more about project based learning, help guide you and give examples of successful project based lesson plans.
Project based lessons consider a real life concept or problem for which students work with one another to derive a solution. As such, students are likely to derive different solutions since they are in charge of their learning.
Use the resources for the assignment as well as the many available on the web for project based learning and lesson planning
Include at the end a reflection on the learning expected by students from the plan you developed, and your understanding for how project based lesson will improve student learning in general.
Length: 3-5 pages depending on the project lesson or unit, not including title and reference pages.
APA Format
References: minimum of 3 scholarly resources.
Your lesson plan should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current
APA standards
. Be sure to adhere to Northcentral University's Academic Integrity Policy. Review NCU's
Academic Integrity Tutorial
to refresh your knowledge of how to achieve academic integrity.
Upload your assignment using the Upload Assignment button below.
Seven components of project-based learning to the lesson plan
http://www.aems-edu.org/policyAndAdvocacy/marylandStateDepartmentOfEducationFineArtsPolicy/index.html
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What do you want students to learn by the end of the assignment? Expectations should correspond with students' current research and reasoning skills.
2
Identify the Context.
Brainstorm a list of real-life activities in which learners could apply the intended content. Be aware of any time or location constraints in these situations.
3
List Possible Problems.
Create a list of problems or projects that could occur in each context from Step Two. Select the problem or project that best presents the content objectives and that will be appealing and relevant to learners.
4
Describe Potential
Solution
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Fully describe the most viable solution to the proble.
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chetic metodologia
Este documento presenta la información sobre un curso llamado CHeTIC sobre el aprendizaje y uso de herramientas de comunicación mediadas por tecnología. El curso tiene varios objetivos como lograr buena comunicación mediada por texto, apropiar el uso de herramientas web 2.0 con fines pedagógicos, y reflexionar sobre prácticas docentes. El curso contiene varios temas con lecturas, recursos visuales, y actividades conceptuales, reflexivas y colaborativas para lograr los objetivos. Se recomienda dedicar
Pro tic
Este documento describe un curso llamado ProTIC que profundiza en las tecnologías de la información y la comunicación (TIC) y las competencias para la tutoría virtual, el diseño de materiales y la investigación educativa. Los objetivos del curso son apropiar metodologías y recursos didácticos para adquirir competencias de tutoría y diseño de materiales, e investigar sobre las mejores prácticas en estos campos. El curso se centra en la adquisición de habilidades para la tutoría virtual, el diseño de materiales y la investig
Nuevo tutorial wikispaces
El documento proporciona instrucciones en 14 pasos para crear un wiki en Wikispaces con la nueva interfaz. Los pasos incluyen registrarse como maestro, confirmar la dirección de correo electrónico, seleccionar la categoría de educación superior, completar los detalles del wiki, editar la página de inicio, crear nuevas páginas, y utilizar las herramientas de la barra de herramientas para agregar estilos, imágenes y guardar los cambios. El documento también advierte sobre algunas funciones como "Proyectos"
Aprendizaje basado en problemas
El documento describe el aprendizaje basado en problemas, donde se presenta un problema a los estudiantes para que busquen e investiguen información que les permita resolverlo. Esto es diferente a la enseñanza tradicional donde se enseñan primero los contenidos y luego se piden actividades. El aprendizaje basado en problemas es una concepción del aprendizaje donde los estudiantes adquieren conocimientos a través de la resolución de problemas en lugar de recibir información de forma pasiva.
Desafios de la web 2.0 2
La Web 2.0 permite a los usuarios convertirse en protagonistas y productores de contenido en lugar de meros espectadores o lectores. Esto nos permite colaborar y construir conocimiento colectivo a través de redes de aprendizaje y trabajo en lugar de ser solo estudiantes o profesores individuales. Un desafío es discernir cuáles alternativas de la Web son realmente útiles para nosotros sin sentirnos "a la deriva", al mismo tiempo que abrirnos a nuevas formas de aprender y comunicarnos.
Criterios para hacer buenos aportes en los foros como tutores
Este documento presenta algunos criterios para hacer buenos aportes en foros de discusión, como modificar el asunto según el contenido del mensaje, usar correcta redacción y ortografía, evitar diálogos personales, reflexionar sobre las lecturas e integrar experiencias, generar más diálogo, y no promocionarse a sí mismo o temas ajenos a la discusión. Se incluyen ejemplos como dos intercambios entre compañeros que integran aportes de otros para generar más debate. El objetivo es brindar pautas para contribuir de manera
Ayuditas para la Ayuda de facebook
Este documento proporciona instrucciones sobre cómo usar la página de ayuda de Facebook para obtener información sobre cómo registrarse, encontrar amigos, administrar la privacidad y la seguridad, y cómo crear una red de aprendizaje. Explica los diferentes enlaces en la página de ayuda de Facebook y cómo cada uno proporciona información sobre un tema diferente como el registro, la búsqueda de amigos y la gestión de la privacidad.
Buenos aportes en los foros
Este documento proporciona algunos criterios y ejemplos para hacer buenos aportes en foros de discusión, incluyendo modificar el asunto según el contenido, usar una redacción correcta, reflexionar sobre las lecturas y la experiencia, generar más diálogo, construir sobre los aportes de otros e integrar contribuciones ajenas. El objetivo final es promover discusiones de calidad que enriquezcan el aprendizaje colectivo.
Pasos para diseño de módulo
El documento describe las 9 fases del proceso de diseño para elaborar materiales educativos virtuales: 1) Definir el objetivo y público, 2) Conocer las características del público, 3) Estructurar el contenido general, 4) Definir los componentes didácticos, 5) Diseñar el formato, 6) Desarrollar cada página, 7) Probar en diferentes navegadores, 8) Experimentar con usuarios, 9) Publicar el material en internet. El proceso implica identificar el contexto, audiencia, objetivos y contenidos para
Equipo de diseño
El documento describe los roles y relaciones de los miembros de un equipo de diseño de materiales para e-learning. Se recomienda un equipo transdisciplinario que incluya expertos en contenidos, didáctica con TIC, multimedia, tutorías, plataformas y evaluación. Cada experto desempeña un rol específico en el diseño y desarrollo del curso en línea trabajando de forma colaborativa con los otros miembros del equipo.
Algunas definiciones e ideas ti a distancia o virtual chetic
Este documento discute las diferencias entre tecnologías de la información (TI) y tecnologías de la información y comunicación (TIC), así como las similitudes y diferencias entre educación a distancia y educación virtual. Las TI se refieren a medios tecnológicos para producir, manipular y almacenar información, mientras que las TIC median la producción, procesamiento y transmisión de datos a través de recursos digitales y electrónicos. La educación a distancia usa medios tradicionales o electrónicos no interactivos, mientras que
Algunas definiciones e ideas ti tic a distancia o virtual prestic
Este documento discute las diferencias entre educación a distancia y educación virtual, y sus recursos respectivos. La educación a distancia usa medios tradicionales como el correo y la televisión, mientras que la educación virtual usa tecnologías interactivas como plataformas en línea. Los materiales de educación a distancia son principalmente texto impreso o recursos unidireccionales, mientras que los de educación virtual son recursos multimedia interactivos. Para ser efectivos, los materiales deben fomentar la autonomía, participación y aprendizaje col
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Problem based learning
- 5. explaining them, and leading students to perform some activities to show they understood what you developed. Edith Litwin.
- 8. The teacher presents a problem
- 11. To achieve new knowledge
- 13. It is not just a teaching techinique
- 14. But a student-centered pedagogy
- 15. Instead of I present information They process it Therefore they learn
- 16. They learn They search and process information I present a problem
- 17. Images from: http://www.dreamstime.com/ Under Creative Commons License– Attribution – Non commercial – Share alike You are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material for non commercial purpose. Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. Author: Monica Zega de Krutli