This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like problem-solving, and increases student independence and self-esteem. Potential shortcomings include projects becoming unfocused, difficulty measuring success, and some students not contributing equally.
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENTADITYA ARYA
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENTADITYA ARYA
PROJECT WORK: TOOLS AND TECHNIQUES FOR ASSESSMENT
Project-based assessments are an alternative to tests that allow students to engage with their learning in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing learning process or as a capstone assessment in place of a traditional final exam.
Project-based assessment is often a component of project-based learning (PBL), in which the entire focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like PBL, project-based assessment is student-centered and requires reflection on both the process and the content to be meaningful.
A Teacher has various roles to perform in the classroom. The role usually implies the relationship between the teacher and the learner in the classroom. Such a role is facilitator.
Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
A Teacher has various roles to perform in the classroom. The role usually implies the relationship between the teacher and the learner in the classroom. Such a role is facilitator.
Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
Meaningful learning through internet-based Project work - WorkshopAndres Atehortua
How can I motivate my students? What kind of activities or materials should I design to address a variety of learning styles, How can I encourage my students to participate and become active participants rather than being passive receivers of knowledge?
In this workshop the participants will receive general guidelines as to the implementation of work projects by using internet activities as a means to promote new ways of teaching and learning that not only improve the students’ skills and motivation, but also promote meaningful learning.
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.
a teaching method in which students “acquire knowledge and skills in the course of designing, planning and producing multimedia product”
( Simkins, et al, 2002)
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...Future Education Magazine
PBL stands for project-based learning, which is a student-centered pedagogy that incorporates an active classroom approach. The idea behind this method of teaching is that students would gain a more in-depth knowledge via the active investigation of real-world issues and obstacles.
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------------ -----------------
National Education Policy directs the development of curriculum through problem-based learning. This approach will enable the graduates to acquire needed skills and competencies to meet the needs of the fast growing industries.
Project-based learning (PBL) is a unique approach to learning that provides pupils with the opportunity to experience working collaboratively. It also helps students use critical thinking skills to solve real-world problems. This presentation aims at demonstrating how projects can help EFL students improve their language skills by developing a series of outside-the-classroom assignments designed to reach a desire collaborative environment where students can interweave speaking, reading, listening and writing in a fun but constructive manner. By working together students can also recycle, review and retain new information given in class.
Problem and Project Based Learning in Social StudiesAlynethLawas
Problem-based learning entails using critical thinking to investigate problems that do not have a definitive answer. While in project-based learning, students are challenged to establish a plan and create a product that answers the problem. How can these approaches assist in the facilitation of learning in social studies?
Programed instructional material: Reproduction in PlantsAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Principal languages of IndiaAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Sense organsAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Do Good Have GoodAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: A dog Loves cakeAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Percentage and it's applicationsAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Project based learning
1. Project Based
Learning (PBL)
Jammu University
2 Year B.Ed.
Paper 202/3
Sem: II
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International
License.
2. Project Based Learning (PBL)
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.
Project-based learning (PBL) is a student-
centered pedagogy that involves a dynamic
classroom approach in which students acquire a
deeper knowledge through active exploration of
real-world challenges and problems. Students
learn about a subject by working for an extended
period of time to investigate and respond to a
complex question, challenge, or problem.
3. Definitions:
It is a style of active learning and inquiry-based
learning.
PBL contrasts with paper-based, rote memorization, or
teacher-led instruction that simply presents established
facts or portrays a smooth path to knowledge by
instead posing questions, problems or scenarios.
Thomas Markham (2011): Project-Based Learning
(PBL) integrates knowing and doing. Students learn
knowledge and elements of the core curriculum, but
also apply what they know to solve authentic
problems and produce results that matter. PBL
refocuses education on the student, not the curriculum.
These cannot be taught out of a textbook, but must be
activated through experience."
4. Structure
PBL emphasizes long-term, interdisciplinary and
student-centered learning activities.
Students organize their own work and manage
their own time in a project-based class.
Project-based instruction differs from traditional
inquiry by its emphasis on students' collaborative
or individual artifact construction to represent
what is being learned.
Project-based learning also gives students the
opportunity to explore problems and challenges
that have real-world applications, increasing the
possibility of long-term retention of skills and
concepts.
5. Essential elements of PBL
Key Knowledge, Understanding, and Success Skills -
The project is focused on student learning goals, including
standards-based content and skills such as critical
thinking/problem solving, collaboration, and self-
management.
Challenging Problem or Question - The project is
framed by a meaningful problem to solve or a question to
answer, at the appropriate level of challenge.
Sustained Inquiry - Students engage in a rigorous,
extended process of asking questions, finding resources,
and applying information.
Authenticity - The project features real-world context,
tasks and tools, quality standards, or impact – or speaks to
students’ personal concerns, interests, and issues in their
lives.
6. Student Voice & Choice - Students make some
decisions about the project, including how they
work and what they create.
Reflection - Students and teachers reflect on
learning, the effectiveness of their inquiry and
project activities, the quality of student work,
obstacles and how to overcome them.
Critique & Revision - Students give, receive,
and use feedback to improve their process and
products.
Public Product - Students make their project
work public by explaining, displaying and/or
presenting it to people beyond the classroom.
7. Characteristics of Project-based
Learning:
It is organized around an open-ended driving question
or challenge.
PBL creates a need to know essential content and
skills.
It requires inquiry to learn and/or create something
new.
PBL requires critical thinking, problem solving,
collaboration, and various forms of communication,
often known as "21st Century Skills."
It allows some degree of student voice and choice.
PBL incorporates feedback and revision.
PBL results in a publicly presented product or
performance.
8. Elements
The core idea of project-based learning is that
real-world problems capture students' interest
and provoke serious thinking so that the students
acquire and apply new knowledge in a problem-
solving context.
Teacher as facilitator: works with students to
frame questions, structure meaningful tasks,
coach knowledge development and social skills,
and assess students’ learning from experience.
Typical projects present a problem to solve
(What is the best way to reduce the pollution in
the school?) or a phenomenon to investigate
(What causes rain?).
9. Roles
Student/s:
Determine their projects, encouraged to take
full responsibility for their learning.
This makes PBL a constructivist learning
method.
Students work together.
Use technology to communicate actively with
teacher and peers others.
The student is makes choices on obtaining,
displaying, or manipulating information.
10. Every student has the opportunity to get
involved either individually or as a group.
Student role is to ask questions, build
knowledge, and determine a real-world
solution to the issue/question presented.
Students must collaborate to expand their
skills and engage in focused communication.
Think rationally to solve problems.
PBL forces students to take ownership of their
success.
11. Instructor role:
As a facilitator.
They develop an atmosphere of shared responsibility while
having the overall control of learning.
Regulate student success with intermittent, transitional
goals to ensure student projects remain focused and
students have a deep understanding of the concepts being
investigated.
The students are accountable to the goals through feedback
and assessments.
The ongoing assessment and feedback to ensure the
student stays within the scope of the question and the core
standards the project.
Evaluates the finished product and learning that it
demonstrates
12. Eight Features of Project-Based Learning
Engages students in complex, real-world
issues and problems; where possible, the
students select and define issues or problems
that are meaningful to them.
Requires students to use inquiry, research,
planning skills, critical thinking, and
problem-solving skills as they complete the
project
13. Requires students to learn and apply content-
specific skills/standards and knowledge in a
variety of contexts as they work on the
project
Provides opportunities for students to learn
and practice interpersonal skills as they work
in cooperative teams and, whenever possible,
with adults in workplaces or the community
14. Gives students practice in using the array of
skills needed for their adult lives and careers
(how to allocate time/resources; individual
responsibility, interpersonal skills, learning
through experience, etc.)
Includes expectations regarding
accomplishments/learning outcomes; these
are linked to the learning standards and
outcomes for the school/state and are stated at
the beginning of the project.
15. Incorporates reflection activities that lead
students to think critically about their
experiences and to link those experiences to
specific learning standards
Ends with a presentation or product that
demonstrates learning and is assessed; the
criteria could be decided upon by the
students.
16. Advantages of PBL
More important than learning content, students
need to learn to work in a community, thereby
taking on social responsibilities.
The most significant contributions of PBL have
been in schools in marginalized areas where,
when students take responsibility, or ownership,
for their learning, their self-esteem increases.
It also helps to create better work habits and
attitudes toward learning.
Although students do work in groups, they also
become more independent because they are
receiving little instruction from the teacher.
17. With Project-Based Learning students also learn
skills that are essential in higher education.
The students learn more than just finding
answers, PBL allows them to expand their minds
and think beyond what they normally would.
Students have to find answers to questions and
combine them using critically thinking skills to
come up with answers.
Technology allows learners to search in more
useful ways, along with getting more rapid
results.
18. Shortcomings of PBL
Unfocused and underdeveloped lessons can
result in the wasting of precious class time.
Lecture-style instruction can convey the same
knowledge in less class time.
Instructors can be misled into thinking that as
long as a student is engaged and doing, they
are learning.
If the project does not remain on task and
content driven the student will not be
successful in learning the material.
19. Complex projects need to be on track while
attending to students' individual learning needs.
A frequent criticism of PBL is that when students
work in groups some will sit back and let the
others do all the work.
PBL may be inappropriate in mathematics, as
mathematics is primarily skill-based at the
elementary level.
Not easy to measure success using standard
measurement tools.
In PBL there is also a certain tendency for the
creation of the final product of the project to
become the driving force in classroom activities.