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Project based learning

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Malgorzata Chrzan

on 14 September 2016

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Transcript of Project based learning

Project based learning definitions
There are many definitions. Below, you will find examples of those.
21st century skills
A project should give students opportunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life. This exposure to authentic skills meets the second criterion for meaningful work—an important purpose. A teacher in a project-based learning environment explicitly teaches and assesses these skills and provides frequent opportunities for students to assess themselves.
How students feel and act
Students find project work more meaningful if they conduct real inquiry,
which does not mean finding information in books or websites and pasting it onto a poster.
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 often ultimately leads to
generating
new questions,
testing
ideas, and
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. The teacher does not ask students to simply reproduce teacher- or textbook-provided information in a pretty format.
So, what skills do students need?
In learning language and literature we refer to:
A:
Analysing

analyse the content, context, language, structure, technique and style of text(s) and the relationships among texts
analyse the effects of the creator’s choices on an audience
justify opinions and ideas, using examples, explanations and terminology
evaluate similarities and differences by connecting features across and within genres and texts.
B:
Organizing

employ organizational structures that serve the context and intention
organize opinions and ideas in a sustained, coherent and logical manner
use referencing and formatting tools to create a presentation style suitable to the context and intention.
C:
Producing text
produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process
make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience
select relevant details and examples to develop ideas.
D:
Using language

use appropriate and varied vocabulary, sentence structures and forms of expression
write and speak in a register and style that serve the context and intention
use correct grammar, syntax and punctuation
spell (alphabetic languages), write (character languages) and pronounce with accuracy
use appropriate non-verbal communication techniques.

Source: IBO, 2016
PROJECT BASED LEARNING
Do not give a fish, give a rod to fish.

homework:
INNOVATIVE THINKING:
Think of one project you can develop with your students/ colleagues, bring your ideas to the next class.
Project based learning refers to any programmatic or instructional approach that utilizes multifaceted projects as a central organizing strategy for educating students. When engaged in project-based learning, students will typically be assigned a project or series of projects that require them to use diverse skills—such as researching, writing, interviewing, collaborating, or public speaking—to produce various work products, such as research papers, scientific studies, public-policy proposals, multimedia presentations, video documentaries, art installations, or musical and theatrical performances, for example. Unlike many tests, homework assignments, and other more traditional forms of academic coursework, the execution and completion of a project may take several weeks or months, or it may even unfold over the course of a semester or year.
The Glossary of Education Reform Online, 2016
Project Based Learning
is a teaching method in which students gain
knowledge
and
skills
by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge. In Gold Standard PBL,
Essential Project Design Elements
include:

Key Knowledge, Understanding, and Success Skills
- The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, collaboration, and self-management.

Challenging Problem or Question
- The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge.

Sustained Inquiry
- Students engage in a rigorous, extended process of asking questions, finding resources, and applying information.

Authenticity
- The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students’ personal concerns, interests, and issues in their lives.

Student Voice & Choice
- Students make some decisions about the project, including how they work and what they create.

Reflection
- Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.
Critique & Revision
- Students give, receive, and use feedback to improve their process and products.
Public Product
- Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom.
Buck Institute for Education Online, 2016
ASCD (Association for Supervision and Curriculum Development), Online, 2010
ASCD, 2010
Project-based learning is a
meaning-oriented
and
student-centered
instructional approach that allows students to discover content, engage in higher-level thinking, make personal connections, construct their own meaning, and reflect on what they have learned.
Project Foundry Online, 2016
Why should we care?
There are numerous national and international institutions that promote project based learning, e.g. the EU (European Qualifications Framework). Their aim is to take education into the 21st century and make it meaningful for the ever modernizing societies as well as individuals.
What are the needs in modern education?

COMMUNICATION SKILLS
Q: How can students communicate through interaction?
A: Exchanging thoughts, messages and information effectively through interaction


Give and receive meaningful feedback
Use intercultural understanding to interpret communication
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences
Interpret and use effectively modes of non-verbal communication
Negotiate ideas and knowledge with peers and teachers
Participate in, and contribute to, digital social media networks
Collaborate with peers and experts using a variety of digital environments and media
Share ideas with multiple audiences using a variety of digital environments and media

Collaboration skills
Q: How can students collaborate?
A: Working effectively with others


Use social media networks appropriately to build and develop relationships
Practise empathy
Delegate and share responsibility for decision-making
Help others to succeed
Take responsibility for one’s own actions
Manage and resolve conflict and work collaboratively in teams
Build consensus
Make fair and equitable decisions
Listen actively to other perspectives and ideas
Negotiate effectively
Encourage others to contribute
Exercise leadership and take on a variety of roles within groups
Give and receive meaningful feedback
Advocate for one’s own rights and needs

Project based learning in language learning? Really?
GET PREPARED FOR A PRACTICAL CLASS, NOT A LECTURE
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prezi.com
and sign up - as free of charge. Watch the tutorial.
Bring a pendrive net time
Organization skills
Q: How can students demonstrate organization skills?
A: Managing time and tasks effectively

Plan short- and long-term assignments; meet deadlines
Create plans to prepare for summative assessments (examinations and performances)
Keep and use a weekly planner for assignments
Set goals that are challenging and realistic
Plan strategies and take action to achieve personal and academic goals
Bring necessary equipment and supplies to class
Keep an organized and logical system of information files/notebooks
Use appropriate strategies for organizing complex information
Understand and use sensory learning preferences (learning styles)
Select and use technology effectively and productively


Information literacy skills
Q: How can students demonstrate information literacy?
A: Finding, interpreting, judging and creating information

Collect, record and verify data
Access information to be informed and inform others
Make connections between various sources of information
Understand the benefits and limitations of personal sensory learning preferences when accessing, processing and recalling information
Use memory techniques to develop long-term memory
Present information in a variety of formats and platforms
Collect and analyse data to identify solutions and make informed decisions
Process data and report results
Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
Understand and use technology systems
Use critical literacy skills to analyse and interpret media communications
Understand and implement intellectual property rights
Create references and citations, use footnotes/endnotes and construct abibliography according to recognized conventions
Identify primary and secondary sources

Critical thinking skills
Q: How can students think critically?
A: Analysing and evaluating issues and ideas

Practise observing carefully in order to recognize problems
Gather and organize relevant information to formulate an argument
Recognize unstated assumptions and bias
Interpret data
Evaluate evidence and arguments
Recognize and evaluate propositions
Draw reasonable conclusions and generalizations
Test generalizations and conclusions
Revise understanding based on new information and evidence
Evaluate and manage risk
Formulate factual, topical, conceptual and debatable questions
Consider ideas from multiple perspectives
Develop contrary or opposing arguments
Analyse complex concepts and projects into their constituent parts and synthesize them to create new understanding
Propose and evaluate a variety of solutions
Identify obstacles and challenges
Use models and simulations to explore complex systems and issues
Identify trends and forecast possibilities
Troubleshoot systems and applications

Transfer skills
Q: How can students transfer skills and knowledge among disciplines and subject groups?
A: Utilizing skills and knowledge in multiple contexts

Utilize effective learning strategies in subject groups and disciplines
Apply skills and knowledge in unfamiliar situations
Inquire in different contexts to gain a different perspective
Compare conceptual understanding across multiple subject groups and disciplines
Make connections between subject groups and disciplines
Combine knowledge, understanding and skills to create products or solutions
Transfer current knowledge to learning of new technologies
Change the context of an inquiry to gain different perspectives

Resources come from:

European Qualifications Framework
The Glossary of Education Reform Online
Buck Institute for Education Online
Project Foundry Online
ASCD Online
IBO OCC
Full transcript