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Project-Based Learning

Project-Based Learning. Jessica Langvardt. LifeSkills Center. Population Young men and women ages 16-22 Varying abilities/needs Circumstances Have a child/children Need to work to provide for family Have been kicked out of traditional school(s) Are too old to attend public school.

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Project-Based Learning

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  1. Project-Based Learning Jessica Langvardt

  2. LifeSkills Center • Population • Young men and women ages 16-22 • Varying abilities/needs • Circumstances • Have a child/children • Need to work to provide for family • Have been kicked out of traditional school(s) • Are too old to attend public school

  3. Curriculum Graduates • Computer-based • Book-based • Subdued not motivated • Content not driven

  4. What is Project-Based Learning? Do you ever feel like you’re pushing your students through the course you teach, or herding reluctant cattle with a combination of encouragement, rewards, and threats? In Project Based Learning, it’s different. Students are pulled through the curriculum by a meaningful question to explore, an engaging real-world problem to solve, or a design challenge to meet. Before they can do this, they need to work with other students to inquire into the issues raised, learn content and skills, develop an answer or solution, create high-quality products, and then present their work to other people. This process creates a strong need to know and understand the material. And that’s the key to increasing students’ motivation to learn in PBL – give them a real need to know, understand, and demonstrate what they learn, beyond simply getting a good grade. - PBL Starter Kit

  5. Keys to Implementation • BEGIN WITH THE END IN MIND • CRAFT THE DRIVING QUESTION • PLAN THE ASSESSMENT • MAP THE PROJECT • MANAGE THE PROCESS

  6. Implementation • Significant Content • Need to Know • Driving Question • Student Voice and Choice • 21st Century Skills • Inquiry and Innovation • Feedback and Revision • Publicly Presented Product

  7. Implementation • State Standards • Critical Friends • Entry Event • Engagement, Expectations, Vocabulary • “Need to know” List • Rubric • Timelines, Essential Elements • Group Contract • Research and Collaboration • Assessment and Adjustment • Presentations • Final Assessment

  8. Assessment Categories • Learning Outcomes • Written Communication • Oral Communication • Collaboration • Critical Thinking • Work Ethic • Technology Literacy • Numeracy/Integration • Global Awareness/Community engagement

  9. Variations Student inquiry Teacher Question Student Projects Teacher Projects 8 weeks 3 days Social Studies L.A. Math Science Integration

  10. Results/Benefits • Students practice written and verbal communication • Problem-solving • Collaboration • Higher-Level Thinking • Improve long-term retention of content

  11. How is this God honoring? God reflecting?

  12. Students as Image-Bearers • Recognizes creativity • Acknowledges ability to think rationally and critically • Dependency/Collaboration • Encourage individual strengths • Grace in assessment

  13. Reality of PBL • Teachers cannot “cover” as much material as they could using lectures, worksheets, and textbooks

  14. Questions • Do you have the freedom in your classroom to implement PBL? • Will you make the time to collaborate with colleagues and/or students to implement PBL effectively? • Is your desire for your students to develop deep understanding stronger than “covering” material?

  15. Resources • Edutopia http://www.edutopia.org/stw-project-based-learning-best-practices • Buck Institute of Education http://www.bie.org/about/what_is_pbl

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