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PROJECT BASED LEARNING
Transcript of PROJECT BASED LEARNING
What is Project-Based Learning?
- Require students to document their individual contributions
to the group project throughout the semester
- Have students practice manipulating key concepts for the
project in alternative settings
- Don't assume college students know how to manage time
on projects. Incorporate multiple benchmarks so the instructor
knows the student/group is on progress and on target.
- Invite faculty to observe classes when doing PBL and have
them write up a teaching evaluation on their observations.
PBL instruction tells a different story (or an added dimension)
to the IDEA teaching evaluations.
- Work with Collegues and FLDS to create a PBL activity for your class
How can I better prepare my students to apply gender theory to and prepare for
their team projects?
What: Students in Soc/Crim 250 must document, analyze, and apply theory to the way
that they do gender in various aspects of their daily lives.
Why: In the past, students have struggled with two particular parts of this project:
1. applying the social theory to their own experiences
2. pacing their projects.
When: This project took place during Semester II of the 2013-2014 school year.
Where: Students utilized time both inside and out of class for the project.
How: I incorporated additional discussions of gender theory throughout
the semester and required students to turn in individual
pre-assignments to ensure they were on track within
Driving Question: How can I enhance the learning experiences and engage improvement in the quality of work for both Theatre & General Education students enrolled in THE 124 Theatrical Make up?
THE 124 Theatrical Makeup is comprised of Theatre students & Gen Ed students from across multiple disciplines.
Basic working knowledge of Theatrical Make Up application & intro to Make up design
Incorporates a blending of Color Theory & Corson make up methods
7 Theatrical Make Up projects that could apply to a character with in a play or film.
Why: In the past there have been some common challenges for students,
especially those from outside the discipline.
Little or no artistic experience
Limited knowledge of elements/ principles of design, 2D & 3D art, etc.
Limited knowledge of the theatrical medium.
How to level the playing field between the Theatre & Gen Ed. students
Where: THE 124 Theatrical Make Up
When: Semester II 2014
UINDY Faculty Learning Community
6 A's of Project-Based Learning
* Academic Rigor
* Adult Connections
* Active Exploration
* Applied Learning
* Assessment Practices
in Higher education
Challenges & Recommendations
Topic of Focus:
Successes, Challenges & Recommendations
Topic of Focus:
Topic of Focus:
Diaries of 5 Assistant Professors & their adventures in PBL
A systematic teaching method that engages students in learning and skills through an extended inquiry process.
Structured around complex,
questions and carefully designed products and tasks.
Markham, T., Larmer, J., & Ravitz, J. (2003). Project-based learning handbook: A guide to standards-focused project based learning, 2nd edition. Novato, CA: Buck Institute for Education. Pg. 4
- Requiring individuals to demonstrate their individual efforts for the group throughout increased group harmony
- Asking students to provide written feedback on the questions they had about the project throughout the semester helped the instructor identify common concerns to address at the class-level
K–12 schools have begun using PBL as an effective instructional model.
Higher education has been much slower in adopting PBL, despite original work with inquiry processes that started in college and university settings.
PBL can serve an essential role in higher education.
Potential to marry the goals of liberal education and professional education.
More research is needed
regarding how PBL is used across disciplines, as well as the effectiveness of particular PBL practices and processes.
Real meaning for the student?
Driving Question: How can I better prepare my WW Fellows to possess a productive PBL disposition throughout their clinical residency experience?
Dispositions refer to the tendency or inclination to think or behave in particular ways. For future teachers to develop a productive disposition in PBL, I want to investigate what supports WW Fellows need to possess a productive PBL disposition.
Dispositions can significantly influence attitudes and behavior. Changing one's disposition takes time, and finding ways to assess their growth will help me be a better facilitator when providing professional development for teachers.
Fellows design a 3-4 week long PBL unit in Fall 2013. Fellows implement these units in Winter 2014.
Series of four reflection prompts throughout the 2013-2014 academic year, submitted via ACE.
A method to assess students' progress on understanding certain issues/topics
Need-to-Knows via Post-Its
Need-to-Knows via Padlet
Getting Information from Relevant Community
From PBL Teachers
From PBL Parents
From PBL Students
I began the fall semester by “trusting the process” as I still knew very little about this instructional method. Then, by the end of the semester, I found myself not needing to trust the process but rather to embrace it. --WW Fellow
Not Letting Students Sink or Swim: Intentional Scaffolding to Support Students' Learning
Ensure best practice in teaching & learning the content
Confirm mentoring teacher's support in the design of a unit on a particular STEM-related concept
Verify students provide meaningful feedback and listen to each other
Confirm the involvement of an authentic community partner for each project
PBL offers a distinct and effective departure from the ordinary learning experience.
PBL helps me become a more reflective thinker and better educator. --
PBL is a great way to engage & invest students in their own learning process.
While PBL can be a fair bit of work to plan, it promotes much deeper learning among students.
"I enjoyed incorporating PBL into my nursing courses. It allowed the students to "dig" deeper into the material than traditional teaching strategies.
We share our successes and challenges of PBL implementation in higher education settings.
Provided frequent and immediate feedback on Fellows' progress.
Provided many small deadlines that led up to the project submission.
Having Fellows talk to parents, teachers, students, and alumni helped them see the short term and long term benefits (and challenges) of PBL.
Designing and implementing PBL units afforded Fellows to develop their teaching identity earlier than traditional students.
Fellows saw their mini-submissions as small products, and were initially reluctant to revise their work based on feedback
Creating rubrics with precise language was difficult.
Having Fellows develop a liking to PBL while developing their teaching identity and learning about managing a classroom is a lot of work!
Fellows (graduate students) had a difficulty in managing their time to complete the project.
Invite a former PBL Community partner to come in and speak with the Fellows about his/her experience with PBL prior to EDUC 631. This way, Fellows could begin to form a better idea of the role of the community partner and what attributes might they look for in the future community partner(s).
Continue having structured critical friends protocol and defined group roles to increase productive collaborative engagement.
Don't assume graduate students (or undergraduates) know how to manage time on projects. Incorporate multiple benchmarks so the instructor knows the student/group is on progress.
Relevant skills, Challenging, Critical Thinking?
Interaction with people who have specific experience in the field?
Investigations using a variety of methods? Presentation or performance?
Teamwork, appropriate use of technology, problem solving and communication?
Real-world, regular, and diverse?
Topic of Focus:
How to incorporate a personally and/or professionally relevant experience to Pre-Health Care student which
specifically involves Human Physiology?
BIO 330 Project-Based Learning
How this came about…
PBL Unit Rubric
PBL Presentation Rubric
Entry Event Rubric
Driving Question Rubric
Diaries of 5 Assistant Professors & their adventures in PBL
Topic of Focus:
MAKE UP MORGUES
Make up morgues are personal reference manuals & portfolios that document the students progress through out the class
Asks students to spend significant amounts of time doing field based work
Requires students to engage in real investigations , using a variety of methods, media & sources
Expects students to communicate what they are learning through formal exhibitions
Involves learning that takes place in the context of a semi-structured problem, grounded in the real world issues an settings.
Lead students to aquire and use competencies expected in high performance work organizations.
Requires students to develop organizational & self management skills
Aged to 50yrs
Custom Age Make up Charts
Age Project Examples
Finished Multi-Gender Project
Detailed Custom Make up Charts
Famous Painting Examples
Famous Painting & Transparency
Title of Painting & Artist information
Disaster Day / Special Effects
Disaster/ FX Examples
Finished Project with FX Prosthetic
Injury Research &
Custom Make up Charts
Initial reluctance towards Active Exploration
Unrealistic Expectations of Self
& Applied Learning
Project Post Mortems
Acceptance & Participation in Active Exploration
The divide between Theatre & Gen Ed students is not as vast as it first seems.
Active Exploration & Applied Learning are integrated within the other
(Corrective, Illness, Age, Famous Painting,
Gender Bender, Disaster/ FX & Animal)
Need to knows
Requirements, Class Discussions
Custom Make up Charts & Instructions of application
Interpretation of Charts & Application of Product
Finished Charts, Backstory, Research & Photo
Feed back session on project execution
Effects of physical & behavioral aging on face and skin
Differences in anatomical structures between male & female
Using sculpting techniques in order to 2Dimensionally alter bone structure
Study of Elements & Principles of Design
Interpreting 2D Painting on a 3D surface
Exploring Minor Injuries- Cuts, Bruises, Scrapes, burns, etc.
Creating & applying small special effects (FX) prosthetics
Evidence of Progression through
Active Exploration & Applied Learning
Final Team Projects
Project 1-------------------------------Mid term-------------------------End of semester
How can I assist my RN-BSN students to achieve the optimal community health experience?
What: Licensed Registered Nurses seeking a BSN degree are a diverse multigenerational population with various learning styles. Although these students bring personal and professional experiences to the classroom, they may lack the theoretical concepts that drive their practice. The need to apply the nursing process is critical when working in Community Health settings.
Why: Problem based learning (PBL) stimulates the formation of critical thinking skills in an active learning approach. The need to know current evidence based practice is critical to solving problems in the community.
When: This teaching strategy were applied in Community Health nursing courses in different academic settings.
Where: PBL was utilized in private and public academic institutions in Midwest urban settings.
How: A small group of 5-6 students were presented with an evolving realistic and complex community health case study over a six week time period. Each week, self-directed individual students were given specific details of the case that required research of the literature. Students were asked to present the newly acquired knowledge at each class meeting. As the weeks progressed, the solution to the problem intensified and the student was driven by need to seek answers, without assistance from the instructor. After six weeks, the small group reconvened with the facilitator who led the discussion of the problem. Students collaborated on best practices to address the health problem. This approach to teaching was centered on the student, not the instructor who remained passive throughout the information seeking process.
A small group of 5-6 students were presented with an evolving realistic and complex community health case study over a six week time period.
Each week, self-directed individual students were given specific details of the case that required research of the literature.
Students were asked to present the newly acquired knowledge at each class meeting.
As the weeks progressed, the solution to the problem intensified and the student was driven by need to seek answers, without assistance from the instructor.
After six weeks, the small group reconvened with the facilitator who led the discussion of the problem.
Students collaborated on best practices to address the health problem.
This approach to teaching was centered on the student, not the instructor who remained passive throughout the information seeking process.
• Students took ownership of their learning.
• Students synthesized the researched information.
• Students evaluated holistic population focused care.
• Students were driven by the need to find solutions to the problem.
• Students utilized prior practical experiences with autonomous problem-solving skills.
• Students retained the information in greater depth.
• Students evaluated personal goals for professional development.
• Students felt competent to practice in the community setting after the course.
• Students who enjoyed working in groups were challenged to work independently.
• Students who were accustomed to a passive form of teaching did not enjoy the active learning style.
• Instructors were challenged to be flexible when students’ did not meet weekly objectives as intended. The instructor’s ability to adapt was essential due to the process and content driven method of PBL.
• Students who did not meet the weekly objectives were disappointed in themselves. The students’ ability to be self-directed was the ultimate goal as knowledge acquisition was the driving force for solving problems.
This type of teaching/learning strategy is very effective in any content specific course with an applied practicum component such as Community Health. Due to the majority of the students being mature, they were able to effectively communicate with each other and displayed strong group dynamics. I recommend PBL in rural settings where access to resources may be limited but the need to know information remains critical.
Active Exploration &
- I highly recommend PBL to be utilized in any course where content
specific material is taught!"
Looking for a way to unite personal interests with Physiology, which students tend to view as an abstraction.
PBL Stepwise Progression
Assessment, by class instructor, students, and faculty, other professionals.
Like a TED Talk – 6 minutes
1.) Live Presentation (November 15th & 22nd)
Parameters for Project Completion
2.) Graphic, Audio, or Video Presentation
Parameters for Project Completion
The students generally came up with interesting, engaging and unexpected topics.
Very creative "products"
Some students refused to take the whole audience into account. Sought to "please" the instructor.
Some students believed that completion was more important than level of excellence