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Project Based Learning for Gifted Learners

Paige Deegan, Brandy Hudson, Sarah Hilton & La'Quata Sumter

La'Quata Sumter

on 28 June 2013

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Transcript of Project Based Learning for Gifted Learners

Project Based Learning
Gifted Learners

How much do you know about Project Based Learning(PBL)?
Let's Poll Text to see what you know.
Project Based Learning
a dynamic approach to teaching in which students explore real-world problems and challenges

students are inspired to obtain a deeper knowledge of the subjects they're studying
PBL Overview Video
KWL Chart
Let's fill in the "What I Know".
After the video fill in
"What I Want to Know"
on your KWL Chart.
Why PBL strategies should be incorporated in gifted classrooms?
Why PBL is effective
for Gifted Learners?
•Expert problem solvers monitor their problem-solving processes while gifted students spontaneously use meta cognitive skills and show early recognition that many questions have more than one right answer.

•In addition to the skills of problem solving, PBL also appeals to gifted students because the content is conceptual, the pace is appropriate because so much of it is self-directed, and they can regroup within the larger group with students who want to pursue similar aspects of the overall problem.

•Students using PBL perform as well on standardized tests and often better than students in traditional classrooms.

•Also important is the finding that teachers and parents of students learning by doing projects are pleased about students’ enthusiasm and hard work when they are doing PBL.

•In addition, Moon (1998) believes that by using PBL, learners develop general project management as well as meta cognitive skills. Lee (1999) and Shin (2003) add Moon by saying that PBL enhances learners’ sense of satisfaction and achievement.

•Moreover, Jung (2003) discusses that PBL improves learners’ critical reasoning, communication and collaboration skills, and creativity since they are dealing with each other as well as with their community members. Learning responsibility, independence, and discipline are three other outcome of PBL (Bell, 2010).
Why PBL is effective
for Gifted Learners?

Why Project Based Learning is Essential?
More effective than traditional instruction:
in increasing academic achievement on annual state-administered assessment tests (Gier, Blumenfeld, Marx, Krajcik, Fishman, Soloway, & Clay-Chambers, 2008).

for teaching mathematics economics science social science, clinical medical skills and for careers in the allied health occupations and teaching (Boaler, 1997) (Cognition and Technology Group at Vanderbilt, 1992).

for long-term retention, skill development and satisfaction of students and teachers (Gier et al., 2008)

for preparing students to integrate and explain concepts (Capon & Kuhn, 2004).
PBL Essential Elements Checklist
Examples of PBL tasks and Teacher Practice Sessions
View Handouts
Tell me what you know now.
1. Begin With The End In Mind: Establish a driving question and the final engaging task the students will be completing.

2. Make A Tough Topic Fun: Scope out interactive website, new literature, field trips, mentors, or bring in experts. PBLs also allow gifted learners to use creativity.

3. Focus On Standards-But Not Too Many: Focus in on a set of specific standards. Avoid trying to fit many into one PBL.

4. Start Small When Your First Start: School culture and experience takes time to develop. After you have had experience, then get ambitious. Even with gifted learners, students need to have more rigorous activities eased into.

5. Try Out The Final Project Before You Assign It: Actually work on the final task before your students do. You want to avoid being halfway finished with a PBL and realizing your school computers are missing essential software or links have been removed.

10 Tips for Project-Based Learning
More Next Slide
10 Tips for Project-Based Learning
6. Start Your Project With An Entry Event: Grabbing student attention can motivate and provide students buying into the learning and work.

7. Keep Students in the Loop: Gifted learning often desire to know what to expect and what is expected of them. Share tasks, goals, expectations and encouragements with them.

8. Set Clear Guideline But Allow Some Flexibility: You will need to set time allowed form tasks and encourage students to meet those deadlines. However, let your students’ needs be your ultimate guide for time.

9. Create A Balanced Assessment: Consider a variety of assessments and methods. Allow for a mix of group and independent assessments. Also, keep your students informed of expectations by the use of rubrics and clear guidelines.

10. Conclude Projects With A Bang: Invite an audience that the students look forward to. Also, take time for dress rehearsals and practices. Share these steps with the students early on in the PBL.
1. Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., & Clay-Chambers, J. (2008). Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform. Journal of Research in Science Teaching, 45(8), 922-939.

2. Boaler, J. (1997). Experiencing School Mathematics: Teaching Styles, Sex and Settings. Buckingham, UK: Open University Press.

3. Cognition and Technology Group at Vanderbilt. (1992) The Jasper series as an example of anchored instruction: Theory, program description and assessment data. Educational Psychologist, 27, 291-315.

4. Mergendoller, J.R., Maxwell, N., & Bellisimo, Y. (2006). The effectiveness of problem based instruction: A Comparative Study of Instructional Methods and Student Characteristics. Interdisciplinary Journal of Problem-based Learning, 1(2), 49-69. Retrieved from http://docs.lib.purdue.edu/ijpbl/vol1/iss2/5/.

5. Hickey, D.T., Kindfeld, A.C.H., Horwitz, P., & Christie, M.A. (1999). Advancing educational theory by enhancing practice in a technology-supported genetics learning environment. Journal of Education, 181, 25-55.

6. Lynch, S., Kuipers, JU., Pyke, C., & Szesze, M. (2005). Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant. Journal of Research in Science Teaching, 42, 921-946.

7. Walker, A. & Leary, H. (2008) "A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels," Interdisciplinary Journal of Problem-based Learning, 3(1), 12-43. Retrieved from http://docs.lib.purdue.edu/ijpbl/vol3/iss1/3.

8. Vernon, D. T. & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68(7), 550-63.

9. Strobel, J. & van Barneveld, A. (2008) "When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms," Interdisciplinary Journal of Problem-based Learning, 3(1), 44-58. Retrieved from http://docs.lib.purdue.edu/ijpbl/vol3/iss1/4.

10. Capon, N, & Kuhn, D. (2004). What’s so good about problem-based learning? Cognition and Instruction, 22, 61-79.

11. Hmelo, C. (1998). Problem-based learning: Effects on the early acquisition of cognitive skill in medicine. Journal of the Learning Sciences, 7, 173-208.

12. Gallagher, S.A., Stepien, W.J., Rosenthal, H. (1992) The effects of problem-based learning on problem solving. Gifted Child Quarterly, 36, 195-200.

13. National Clearinghouse for Comprehensive School Reform (2004). Putting the Pieces Together: Lessons from Comprehensive School Reform Research. Washington, DC: Author. Retrieved from http://www.centerforcsri.org/PDF/PTPTLessonsfromCSRResearch.pdf

14. Retrieved from: Buck Institute for Education (2013). Project Based Learning for the 21st Century. http://www.bie.org/about/what_is_pbl/

15. Ravitz, J. (2009). Introduction: Summarizing Findings and Looking Ahead to a New Generation of PBL Research. Interdisciplinary Journal of Problem-based Learning. 3(1).
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