Peer and self-assessment are important parts of the project-based learning process. Rather than simply assessing what students learned during or after instruction, assessment may also be used AS a means for learning. Consider the famous quote from John Dewey: “We do not learn from experience… we learn from reflecting on experience.” During the process of… Read More Peer & Self-Assessments in PBL
One of the great attributes of the project-based learning model is the opportunity educators have to “live” PBL in front of their students. This is particularly true as the project comes to an end in the classroom. Now it’s time to reflect upon the project itself! How did it go? Did you and your students… Read More PBL Debriefing
Will my role in the teaching/learning process change? Project-Based Learning is student-centered. Rather than instruction from a teacher lecturing and sharing knowledge with the whole classroom (often referred to as the “sage on the stage“), students learn from exploring information, solving problems, and creating products. Teachers become facilitators by coaching and providing support and scaffolding… Read More Adapting Into the Role of as Facilitator
Proper scaffolding is essential to supporting students while they construct their learning. Students are guided in the right path, and for the right purpose, in order to keep the educational struggle manageable and productive. Without scaffolding, students may chase unreliable or extraneous information that does not lead them to a solution to a problem or… Read More Scaffolding in PBL
Effective assessments, according to data from “What Kids Can Do,” are for students, faithful to the work students actually do, public, and promotes ongoing self-reflection and critical inquiry. Reflection and self-evaluation of the planned assessments for my EDTECH 542 project “Campus Beautification Project” appear to be on the right track. For quality one, assessments for… Read More Effective Assessments in PBL
Honestly, my first reaction to this question was a frown and discouragement. How can every project have an “authentic audience?” Are simulations not project-based learning? Will my NASA project require me to find an astronaut or rocket scientist? A quick Google search did not provide much relief from my first reactions. Overwhelmingly, the answer to… Read More Question: Is it still PBL without an authentic audience?
I believe even since I become a New Tech teacher two years ago, the number of resources for math teachers wanting to use PBL has grown significantly. One resource I am excited about is http://betterlesson.com/. This website is searchable by Common Core Standard and all of the lessons I have explored included all of the documents… Read More PBL Reflection: How & Why for Math?
A learning environment for behaviorism is based on students providing in the correct response to a particular stimulus, and then generalizing the correct response to similar stimulus appropriately. A focus is made on “mastering early steps before progressing to more complex levels of performance” (Ertmer & Newby, 1993, p. 56). In the realm of educational… Read More 3 Theories of Learning
What do the numbers say? How many K-12 teachers/students/schools/programs are involved in the move toward PBL? The actual “numbers” are difficult to find beyond the occasional article that claims the number of teachers or schools using PBL is growing. Educational foundations such as Edutopia and the Buck Institute for Education (BIE) offer a plethora of… Read More What are the current and potential issues surrounding the use of Project Based Learning in traditional or nontraditional schools?
PART ONE: COURSE REFLECTION One of the remarkable thing about Edtech 541 is the amount of thinking, planning, and designing that has already taken place for the classes I will begin teaching tomorrow (August 17). Honestly, the requirement to choose one class and group of students to focus on while we created our products proved… Read More EDTECH 541 Course & Blog Posts Reflection