1 / 15

PBLi Project Based Learning Inquiry & Innovation

PBLi Project Based Learning Inquiry & Innovation. Dr. Joan Mazur Dr. Gerry Swan University of Kentucky College of Education P-20 Innovation Lab Department of Curriculum & Instruction May 16, 17, 18, 2012 Mayfield Kentucky .

tamira
Télécharger la présentation

PBLi Project Based Learning Inquiry & Innovation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. PBLiProject Based LearningInquiry & Innovation Dr. Joan Mazur Dr. Gerry Swan University of Kentucky College of Education P-20 Innovation Lab Department of Curriculum & Instruction May 16, 17, 18, 2012 Mayfield Kentucky

  2. The Big Idea – Where’s The Fit for PBLDefining and Situating Exploring Terms Associated with PBL Inquiry Problem-based Learning Project-based learning

  3. Inquiry Inquiry ALWAYS begins with a QUESTION (interrogatives anyone?) Four Levels of Inquiry (Banchi, 2008; Herron, 1971) • Confirmation • Structured • Guided • Open

  4. Four Levels of Inquiry and Information Given to Students

  5. Problem-based Learning Involves Inquiry (a Question) Goal: To Solve a Problem May or May NOT involve a project Product: A solution (multiple solutions possible)

  6. Project-based Learning • Inquiry – Involves a Question • Usually involves addressing multiple problems in the course of the inquiry • Anchored in making/doing/producing a Product • Product Presented to Panel/External Experts • The Product MATTERS to external audience • Must be an AUTHENTIC endeavor

  7. Service Learning • Is Project-Based Learning • Project is generated by the outside audience • Community relevant – problem is community based • Can often be leveraged for opportunities for external funding • Product Presented to Panel/External Experts • Must be an AUTHENTIC endeavor (more on this tomorrow).

  8. The Instructional Core What students do in the learning process What teachers do to facilitate learning What is the level and complexity of the content

  9. NxGLAttributes can be used in many combinations to change the core Anytime/Anywhere S Mastery Learning T Student Voice Systems of Support Knowledge & Skills C Personalized Learning

  10. What are your connections? Anytime/Anywhere S Mastery Learning T Student Voice Systems of Support Knowledge & Skills C Personalized Learning

  11. I-Zone = Changes to the Core S The most powerful applications involve intersections of changes The sweet spot T C

  12. Not all changes are equal S S Not all IZone efforts have to be equally spread across the three areas. T C T C S C An IZone should involve some change in each area even if it’s a secondary focus. For example, take the common core rollout……. …..If you just increase the complexity of the content without changing what students and teachers are doing will you achieve the results you want? T

  13. *When you finish, print this out and put it in the parking lot for others to see What is happening right now? S T C

  14. *When you finish, print this out and put it in the parking lot for others to see What will it look like next year? S T C

  15. ReferencesBanchi, H. & Bell, R. (2008). The many levels of inquiry. Science and Children, October 2008: 46, 2.Herron, M.D. (1971). The nature of scientific inquiry. School Review, 79(2): 171-212.

More Related