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Project based learning

Project based learning

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Project based learning

  1. 1. Project Based learning An Overview
  2. 2. 2 Project Learning Cycle Review Manage Do Define Plan
  3. 3. 3 The DEFINE Phase Assessment approaches Strategies Links to curricula Outcomes Scope Project Topics Define Phase
  4. 4. 4 The Define Phase: Six Features of Good Essential Questions Open-ended Challenging Relevant to students’ lives Significant Provocative Consistent with Curriculum standards
  5. 5. 5 Some Good Essential Questions How can humans & How can we end hunger animals live together in our world? harmoniously? What role does art or How do you imagine the music play in our lives? school of future? What can we learn from How can we provide the world of sports? access to safe drinking What lessons have you water for everyone in our learned from history? world? How can we take better What beliefs do people care of our world and its have in different parts of resources? the world?
  6. 6. 6 Some Good Essential Questions What lessons have you learned from a favorite book or film? What kind of business would you start to serve your local community? What is life like for people in your locality? What makes a good world citizen? What leader do you most admire, and why? How would you introduce a tourist to your home (or country)? What can you do to lead a healthy life?
  7. 7. The Define Phase: Student Autonomy Autonomy- Ability to control one’s actions and make independent decisions Students’ Autonomy Low Medium High 05 February 2009 7
  8. 8. The Define Phase: Grouping Strategies Group size Students’ skills Ability of students Relationships between students 05 February 2009 8
  9. 9. 9 Developing the Assessment Approach Assessment Approach Authentic Formative Summative Survey Model Portfolio Feedbacks on Meetings Performances Scores on reports Evaluating models Assessing presentation O & A Session Checklist
  10. 10. 10 Assessment Rubrics Ode to the West Wind Excellent 10-7.5 Good 7.4-5 Average 4.9-2.5 Needs Improvement 2.5-0 Presentation Creativity: Catchy PowerPoint, use of right colour combination, use of suitable templates Content: proper headings, subheadings, inclusion of posters, effective narration, content easy to understand, grammatical accuracy Creativity: Catchy PowerPoint, use of right colour combination, use of suitable templates Content: proper headings, subheadings, inclusion of posters and effective narration, minor grammatical errors Creativity: Plain PowerPoint, no thought to colour combination, use of suitable templates Content: no subheadings (only main headings used), no posters, grammatical errors Creativity: Ineffective PowerPoint, no thought to colour combination, blank template Content: paragraphs without headings-subheadings, grammatical errors Resources Used Library: Good use reference books, encyclopaedias, (no plagiarism) Internet: Relevant content downloaded, proper links given, no plagiarism Survey: Good quality of questionnaire, good data collected through survey Library: Good use of reference books, encyclopaedias, (no plagiarism), editing not very effective Internet: Relevant content downloaded, proper links given, no plagiarism Survey: Average questionnaire for the survey Library: Little use of Reference books, encyclopaedias Internet: Quality of content downloaded, proper links not given, plagiarism Survey: Insufficient questionnaire Library: Little or no use of library books Internet: No proper links given, plagiarism Survey: Poor questionnaire Team-work Work distributed according to the skill of the team-members, team-spirit, choosing efficient leader, solving disputes themselves Work distributed according to the skill of the team-members, team-spirit, choosing efficient leader, Teacher’s intervention in solving the disputes Work distributed according to the skill of the team-members, team-spirit, no member showing leadership, Teacher’s intervention in solving the disputes Work not distributed according to the skill of the team-members, lack of team-spirit, no member showing leadership, Teacher’s intervention in solving the disputes
  11. 11. The Plan Phase The Plan Phase Work breakdown, Products & Milestones Role Definition Preparing a Time-line 05 February 2009 11
  12. 12. The Plan Phase Example Tasks and Corresponding Products Task Product Research nuclear energy Research notes or report Survey the community Survey results Create a play Play performance Build a factory model Model Factory Test electrical circuits Test results Present project results Presentation 05 February 2009 12
  13. 13. The Plan Phase- Task Schedule Expanding the Project Plan • Special Activities Plan- Field Trips, Guest Speakers, Exhibitions • Resource Plan- Computers, Software applications, Internet access, Library materials, Paper and art supplies, Tools, Digital or video cameras • Direct Instruction- Basic idea of the project, working guidelines, directions on various activities, regular monitoring • Review & Checkpoints- Short meetings when needed, after reaching every milestone 05 February 2009 13
  14. 14. 14 The Do Phase The Do Phase Launch the Learning Project Demonstration of Final Product Celebration of Project
  15. 15. 15 The Do Phase The Project Launch Assessment Plan Rules Timeline Goals Expectations Essential Question Project Launch
  16. 16. 16 The Do Phase Capturing Artifacts • Student planning sheets • Learning logs • Research notes • Student journal entries • Drawings and sketches • Digital picture and video files • Emails
  17. 17. 17 The Do Phase Celebrating Project Completion Many different types of celebration, from small to large, can be arranged. Examples include: •An award ceremony for students and teams •A reception evening with parents invited •Awards presented by outside experts •A games session for students to enjoy
  18. 18. 18 The Review Phase • What was the most significant thing you learned? • Did you collaborate effectively? • How do you rate the quality of your work? • What skills do you need to practice? • What do you still not understand? ?
  19. 19. 19 The Manage Phase Conflict management Re-planning Progress monitoring Facilitation Process management The Manage Phase
  20. 20. 20 The Manage Phase The Project Manager Role in Learning Projects Project Manager- •Defines the objectives, expectations, and timelines for the project •Facilitates people and other resources, like computers or library time •Schedules regular checkpoints and project reviews •Manages conflict between individuals or groups
  21. 21. 21 Facilitation Techniques Teachers as Facilitators Scaffolding—Give all support Resource Facilitation Formative Assessment
  22. 22. 22 The Manage Phase Causes of Conflict in Learning Projects Conflict often arises due to participation problems with one or more students in a group. These problems may arise from: •Lack of self-discipline and self-management skills •Preference for working alone •Behavioral and/or emotional issues •Inability to get along with certain classmates •Diversity of learning needs within the classroom •Missing prerequisite skills •Lack of motivation to learn •Long absence of an academic challenge
  23. 23. 23 The Manage Phase Managing Conflict Group Contract Articulate goals Negotiation Skills Defeat enemy Emphasize on Team approach Through Collaboration
  24. 24. 24 Get set… Review Manage Do Define Plan

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