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Project-Based Learning - Eight Essentials
Transcript of Project-Based Learning - Eight Essentials
The project must be meaningful and fulfill an
educational purpose. 2. A Need to Know A good driving question captures the heart of the project in clear, compelling language, which gives students a sense of purpose and challenge. It could be abstract, concrete, or
focused on solving a problem. a video
a lively discussion
a guest speaker
a field trip
a piece of mock correspondence that sets up a scenario 4. Student Voice and Choice This element of project-based learning is key. In terms of making a project feel meaningful to students, the more voice and choice, the better. The learners (students) can select:
what topic to study within a general driving question
choose how to design, create, and present products 5. 21st Century Skills
A project should give students opportunities to build such 21st century skills as:
use of technology
This exposure to authentic
skills meets the second
criterion for meaningful
6. Inquiry and Innovation Students find project work more meaningful if they conduct real inquiry. In real inquiry, students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answers, and ultimately leads to:
generating new questions
drawing their own conclusions
With real inquiry comes innovation:
a new answer to a driving question
a new product, or an individually generated solution to a problem
7. Feedback and Revision 8. A Publicly Presented Product When students present their work to a real audience, they care more about its quality, it becomes more authentic.
Schoolwork is more meaningful when extended beyond the teacher or the traditional test:
Students might replicate the kinds of tasks done by professionals, but even better, they might create real products that people outside school use or view. Formalizing a process for feedback and revision during a project makes learning meaningful. It emphasizes that creating high-quality products and performances is an important purpose of the endeavor.
Students need to learn:
one's first attempts don't result in high quality
revision is a frequent feature of real-world work
In addition to providing direct feedback, the teacher should coach students:
in using rubrics
in sets of criteria to critique peer work By introducing a compelling student project, the reason for learning relevant material becomes clear. Engage the learner with an entry event: "I need to know this to meet the challenge I've accepted." The question should be:
linked to the core of what you want students to learn Learning objective-based (course standards)
well-implemented what they are asked to learn? understand How can we help students really Understanding
is gaining an insight into ideas, people, situations, and processes manifested in various appropriate performances. According to to make sense
of what one
knows. to be able
why it's so. and to have the
ability to use it in
and contexts. To understand is... http://fno.org/nov97/toolkit.html http://www.bie.org/videos/cat/example_projects http://pbl-online.org/pathway2.html