Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.



PM 808 Integrative Capstone 12/1/12

Mary Young

on 2 December 2012

Comments (0)

Please log in to add your comment.

Report abuse


HIGHER EDUCATION Teaching and Learning Summary Grounded in experience – “learn by doing”
Driven by student interest
Model for learning through questioning, inquiry and critical thinking
Engages vertical learning (subject matter knowledge) and horizontal learning (generic skills) Jean Piaget 1896 - 1980
Developmental Psychologist Maria Montessori 1870 - 1952
Physician & Child Development Expert John Dewey 1859 – 1952
Philosopher, Psychologist & Educational Reformer Socrates c. 469 BC – 399 BC
Greek Philosopher Early Proponents Characteristics of PBL Learning is student-centered
Learning occurs in small groups
Instructors are facilitators or guides
Problems are the organizing focus and the stimulus for learning
New information is acquired through self-directed learning Practical Applications PBL is typically a group activity that endures over a period of time and results in a product, performance or presentation
Student-centered with instructors serving as facilitators or guides
Includes timelines, milestones and other characteristics for formal evaluation Engaged Learning Students are engaged in rigorous projects that are carefully planned, managed, and assessed to help students:

Learn key academic content
Practice 21st century skills (collaboration, communication, critical thinking)
Create high-quality, authentic products and presentations Intentional Design Significant content - Critical thinking, problem solving, collaboration, communication
Inquiry as part of the process of learning
Organizing around open-ended driving questions
Creating the need to know essential skills and content
Student voice and choice
Processes for revision and reflection
Involving an outside audience Required Criteria When is a project considered an instance of PBL? Projects are central to the curriculum - positive effects on student content knowledge
Projects are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline - high levels of student engagement
Projects involve students in a constructive investigation - improved critical thinking and problem solving skills
Projects are student-driven to some significant degree - development of collaborative skills
Projects embody characteristics that give them a sense of authenticity to students - real-life challenges where focus is on authentic (not simulated) problems or questions, and solutions have the potential to be implemented PBL enables students to articulate the right questions and to understand how and where they can search for knowledge, not remember the answer
PBL integrates teaching strategies that cultivate and develop in student the processes of thinking, learning how to learn, thinking about how they learn, problem solving and the ability to work in team environment
Well-designed collaborative project-based learning strategies have the potential to stanchion the growth of academic intelligence, proficiency and skills in a way that enhances the student learning experience The Value Proposition of
Project Management for Educators A life skill educators can teach their students
Allows for integration with the science of education
Critical knowledge of PM = better time and project management
Through experience educators internalize and understand the importance of paying closer attention to timelines, learning goals and assessment
By applying theory to practice for action learning, educators emphasize the four phases of successful project-based learning that make projects easier to manage: define, plan, do and review PBL is a teaching and learning tool
Positive outcomes as they relate to:
student learning in the areas of content knowledge
collaborative skills
engagement and motivation
Critical thinking and problem-solving skills
Organizes learning around projects PBL is demanding of students and instructors
Collaboration can sometimes lead to disagreements and malcontent
If students become thwarted by the challenge, frustration could ensue and even result in the team abandoning the project completely
Students who have no prior knowledge experience with PBL may find themselves disenfranchised when PBL material is presented Projects are cooperative by nature
Requires collaboration which fosters interpersonal and communication skills
Students focus on building skill and knowledge sets
PBL situations encourage well-defined solutions to explicit problems
Students engage more successfully and in greater depth than in the traditional, lecture-style classroom environment
Students work harder and invest more time and energy in learning Student Experiences Project-Based Learning (PBL)? What is...
Full transcript