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Project Based Learning

Implementation of Project Based Learning in the Middle School Department
by

Aurelie Neufkens

on 22 August 2016

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Transcript of Project Based Learning

Project Based Learning
The connection between global issues, resources, learning strategies and International Achievement ecplained
GLOBAL ISSUES
RESOURCES
LEARNING STRATEGIES
INTERNATIONAL ACHIEVEMENT
National
Curriculum
School Mission
Creating
Global
Leaders
(cc) image by nuonsolarteam on Flickr
IB
AP
School
Vision
Elementary
High School
Middle School
2002 March
(cc) image by jantik on Flickr
Topic
I think this is about facts!
I think this is about feelings!
I think this is about data!
Different
perspectives
Knowledge
Skills
Attitude
Creating a better world
2015 - 2020 - 2025 - 2030 ...
www.studentevents.com
www.eaa.unsw.edu.au
www.thinkquest.org
http://sakaiproject.org/
http://www.epals.com/
http://one.laptop.org/
http://gysd.org/
http://climaterealityproject.org/
What Students Need to Know and Be Able to Do in the 21st Century.
all students need new skills for university, careers, and citizenship.
The World Has Changed and students are born digital
New technologies for sharing information
and communicating with peers, conducting digital meetings and using web-based research and creating tools
Students Need Education for the Real World
The digital brain Gap
For students, knowledge is open, collaborative, accessible, often from the bottom up, and frequently presented in multimedia. For older generations, knowledge is individually controlled, owned, comes from the top down (experts), and generally is presented in text-based form.
Students want “just-in-time” learning that is relevant and useful and provides instant rewards.
See the world as the place to learn.
Everyone Included! Everyone Challenged! Everyone Successful!
A ‘common ground curriculum’ is based around thematic learning.
At every grade level and in all subjects, teachers collaborate on the development of Units of Learning that explore an aspect of the theme, and in which standards are embedded. This structure of themes, subjects, units and standards provides students with a curricular framework
IL = Q + R + S + AL
Classrooms extend beyond the school walls
Transformational leadership challenges the status quo, draws out the issues, navigates through conflict, and mobilizes people and resources to do the adaptive work necessary to create and sustain effective change
The best learning takes place when the ESSENTIAL CAPACITIES are taught within the context of a knowledge base and are PRACTICED OVER TIME.
Essential Capacities for the 21st Century
1. Analytical and Creative Thinking and Problem-solving
2. Complex Communication Oral and Written
3. Leadership and Teamwork
4. Digital and Quantitative Literacy
5. Global Perspective
6. Adaptability, Initiative, and Risk-Taking
7. Integrity and Ethical Decision-Making
Effective projects involve most, if not all, of the following characteristics:

- A high level of learning challenge- A focus on real and relevant problems or issues Collaboration within a team- Integration of skills and knowledge across different disciplines
- Public presentation and defense of the final project before an audience of peers, faculty, or even outside experts in the field
Partnerships with outside organizations
GLOBAL INTERACTION
Reshape learning and instruction
The teachers collaborate in a process of ongoing reflection, education, and adaptation.
The Teacher of the future
- Deep domain knowledge
- •A commitment to ongoing professional development
- •Significant career and life experience outside of education
- •A greater interest in what is learned than in what is taught
- •An ability to work as part of a team
Understand how what you teach is applied in a real world setting
The art and science of teaching
Active mentoring is a part of professional development
Teachers who are more interested in the students they teach and in what is learned
Enjoy working and collaborating with others on ideas and projects.
The superpowers: adapt, survive, and thrive
Participation and engagement on the part of the teachers are the keys to effective implementation of a 21st century education.
Proffesional portfolio
Administrators
Establish the communication channels
The essential work of the transformational leader is to create the theme and provide a work environment where the most inspired improvisation and thematic development can take place.
The Backward PBL Design Process
Identify Results
- Goal setting
- Examine content standards (National and International)
- Review curriculum expectations
- Teacher/ students interests
Plan learning experiences
- knowledge
- skills
- Activities
- what will need to be taught
- resources
Organisation for Economic Co-operation and Development
OECD
Promotes policies that will improve the economic and social well-being of people around the world.
How well does our education system prepare students for real-life situations?
Programme for International Student Assessment
PISA
measuring the knowledge, skills and attitudes of 15-year-olds.
Presents data on domain-specific knowledge and skills in reading, mathematics and science of students, schools and countries.
Mapping student data:
- home background
- their approaches to learning
- their learning environments
- their familiarity with computers.
STUDENT PORTFOLIO
Reading literacy: An individual’s capacity to: understand, use, reflect on and engage with written texts, in order to achieve one’s goals, to develop one’s knowledge and potential, and to participate in society.

Mathematical literacy: An individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen.

Scientific literacy: An individual’s scientific knowledge and use of that knowledge to identify questions, to acquire new knowledge, to explain scientific phenomena, and to draw evidence- based conclusions about science-related issues, understanding of the characteristic features of science as a form of human knowledge and enquiry, awareness of how science and technology shape our material, intellectual, and cultural environments, and willingness to engage in science-related issues, and with the ideas of science, as a reflective citizen.
Framework for PISA Science Assessment
Framework for PISA Mathematics Assessment
Framework for PISA Reading literacy Assessment
The International Baccalaureate
PYP - MYP - IB
IB
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
AP
The Advanced Placement program
Current Subjects:
Art History
Biology
Calculus (AB & BC)
Chemistry
Chinese Language and Culture
Comparative Government & Politics
Computer Science A
English Language & Composition
English Literature & Composition
Environmental Science
European History
French Language
German Language
Human Geography
Italian Language and Culture
Japanese Language and Culture
Latin: Vergil
Macroeconomics
Microeconomics
Music Theory
Physics B
Physics C: Mechanics
Physics C: Electricity and Magnetism
Psychology
Russian Language and Culture
Spanish Language
Spanish Literature
Statistics
Studio Art (2-D, 3-D, & Drawing)
U.S. History
U.S. Government & Politics
World History
DP SUBJECT GUIDES
Cambridge International Examinations
IGCSE and O - Level
AS and A - Level
We are committed to our mission of extending access to the benefits of high-quality education around the globe. Our curricula and qualifications are designed to support high-quality educational performance, developing successful students and supporting the economic performance of countries where we work at national level.
Translation of final objectives
Creativity: It’s not what you know... it’s what you do with it.
What kind of education enables us to cope with an interconnected world?
1
2
How do I become globally competent?
Collaboration
Competition
Managing generation (wh)Y
THE MAJOR GLOBAL ISSUES
Economy:
- rich/poor gap
- International and local drug trade
- growth versus environmental capacity
Evironmental health:
- Water scarcity
- Global Climate Change
- Ozone layer Change
- Disease control
Transportation:
- Increased price of oil
- Pollution
- Hybrids
- Biofuels
Food Supply:
- Grain production
- Climate Change impact on agriculture
- Hunger and poverty
Population:
- Regional Conflicts
- Growth versus resources
- Refugees and migration
- Education/ literacy
- Waste disposal
Communication:
- Language and cultural barriers
- Internet access
Energy:
- Production and distribution
- Consumption of gas, oil and coal
- Fossil fuel and climate change connection
- Development of renewable resources
- Development of nuclear weapons
Natural Resources:
- Deforestation
- Erosion
- Biodiversity losses
By Aurelie Neufkens
Implementation Model
St John's International Schoo
l

All MS Subjects Curriculum Plan
MS Principles and fundamental concepts
STJS aims to develop students that
live our values
to
impact the world
LEARNER PROFILE STJIS MS STUDENT
= IB DP Learner
Vision Framework + Curriculum Model
Full transcript