Group items tagged

A PBL project includes both the creation of the authentic product aligned to the project AND the scaffolding, learning activities, drill and skill, etc., that must occur to support student creation of the final product.

Projects and PBL aren’t the same.

I use the Project Essential Elements checklist to ensure that I am in fact doing PBL and not projects.

The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive

Yet therein lies the paradox. It’s exactly during these uncertain times when people must be willing to try new things, to be more open, curious and experimental, she said. In education, although there are great new models of learning and schooling, they are the exceptions, and the progressive movement has not gained much momentum.

“One thing we know for sure is that kids learn better when teachers are invested and paying attention and showing they care,” she said. “The biggest impact you’ll have as a teachers is the relationship you establish with your student.”

Proposes essential questions that address selected content strands, promote students' thinking, result in active application of learning, and draw attention to the relevance of learning in students' lives

Contains authentic assessments that include appropriate writing tasks (i.e., open response, on-demand, and portfolio-appropriate writing tasks) that reflect the identified content and performance standards and essential questions

eal-world understanding and lifelong application of learning incl

The most popular complaints about online learning are lack of engagement, slow response time from the instructor, and a loss of the sense of community.

Anxiety is the enemy of learning. Students need to know their teacher, environment, and peers. In a virtual environment, you can only rely on your user interface to do this for you.

A Participants List

Social bookmarking. When you save a Web site as a favorite or bookmark, it's added to a list that stays within that browser. Use another computer, and you don't have access to that bookmark. When you use a social-bookmarking service, you save your bookmarks on that server, making them available to you wherever you access the Web, and allowing you to share them with others. Ask your students to create accounts on a social-bookmarking service and to bookmark Web sites, news articles, and other resources relevant to the course you're teaching. Create a unique "tag" for your course and have your students use it, so that their bookmarks can be easily found. Ask students to apply multiple tags to the resources they bookmark, as a way to help them locate their bookmarks quickly and to prepare them for the kind of keyword searching they'll need to do when using library databases. If you're teaching a face-to-face or hybrid class, be sure to spend some class time having students share their latest finds, so they can see the connections between this work outside class and classroom discussions. Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.

If we live in a collaborative world, why do we often wait until the work environment before we learn from others?  Why do teachers fight the system, or more likely just ignore it?