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Project-Based Learning

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Essi Ryymin

on 8 April 2015

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Transcript of Project-Based Learning

Project-Based Learning

Project-Based Learning
The Elements and Phases
Curriculum Content
The project has to be aligned with the curriculum. It covers curricular content in a range of subject areas.
How Teachers Co-work in Planning PBL-Based Curriculum?
- plan teaching together in interdiciplinary units
- write the contents of their assessments at first
- define what is the content of the project, what they want students to learn in this project?
- explain their standards and contents to each others


21st Century Skills
Along with curricular knowledge, the project also needs to target the development of 21st Century Skills and competencies.
What does it require from a teacher?
Tools for Planning &
Teacher Collaboration
The Picture: The Creative Teaching and Learning Blog
Designing
Integrated
Curriculum?
Working harder, working smarter

Going beyond their own substance and subjects

Support from a team of teachers

Belief on this approach
Video from Bucj Institute for Education
Project Planning Forms
Rubrics for Assessment


HAMK Global Education, Essi Ryymin (CC BY-SA 4.0)

See Digital Tools for
PBL and Activating
Students from your
Coogle Sites
Need to Know
The project has to motivate students to want to learn the new content knowledge or gain new skills. They have to find it meaningful. They have to find the driving question themselves!

Teaching students to ask their own questions

The Driving Question
The driving question is the question or stimulus that drives your project.

Your DQ needs to capture the project’s main focus, but be understandable and inspiring.

It also needs to be open-ended . It can’t lead students towards one particular answer, and students must be able to answer it thoroughly with the resources and time available.



According to the Buck Institute of Education (BIE), there are 2 basic types of driving question:

1) A DQ that specifies a product to be created, a task to be done, or a problem to be solved.

2) A DQ that focuses on a philosophical or debatable issue, or an intriguing topic.

Student Voice & Choice
Teacher allows students to make decisions of
- the content of their project
- how it's conducted
- topics to study
- the questions they investigate
- the resources they use
- the product they create
- their use of time and organisation of tasks

Teacher allows students to work independently, but don’t make them work too much on their own.

Teacher guides students,
provides sufficient feedback and
in-depth critiques.

In-Depth Inquiry
Reflection & Revision
Audience-Presented Product
The project can’t just be an extended activity, it has to be an inquiry.

It also needs to be scaffolded, growing deeper as students gather and interpret data to answer the driving question, ask further questions of their own, develop and evaluate their solutions and build evidence for their final answer.


Hakkarainen, Lonka, & Paavola, 2004
Constructive critiques
Teacher -> Student
Student -> Student (Peer Assessment)
Student -> Self-Assessment


Formative Assessment
Assessment in PBL
1) A Final Product, An Audience, A Customer
2) Students’ explanation of how and why they did what they did.



Students need to be able to defend and explain their reasoning behind their choices in detail, as well as make it clear that they understood the inquiry process, and prove that they took the feedback they received throughout the project on board to improve their work.
Sources and read more:

What does my lecturer mean by critic?
http://www.monash.edu.au/lls/OffCampus/Improve/9.2.html

Expeditionary Learning
http://elschools.org/about-us

Work that Matters: The Teacher's Guide to Project-based Learning
http://www.innovationunit.org/resources/work-matters-teachers-guide-project-based-learning

Creative Teaching & Learning Blog
http://imcreativeteaching.blogspot.fi/2014/05/the-8-essential-elements-of-project.html

Harvard Education Letter
http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507

Buck Institute of Education http://bie.org/
Photos:
HAMK UAS
freedigitalphotos.com
Inquiry Learning
Problem-Based Learning
Shared Expertise
Design Thinking
Design-Based Learning
Full transcript