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Mariusz Leś

The Nerdy Teacher: What Makes Project Based Learning Effective? #Edchat #EngChat - 132 views

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    1. OWNERSHIP is key. For this project, the students were not listening to me on why Twain was or was not a racist, they were showing me and the rest of class what they thought. They were invested in winning their argument. They knew that their work was going to determine if he was guilty or not. Although I gave the assignment, the students were in charge the rest of the way. It was their project and they wanted to do it win. When students feel they own what they are doing, they will work harder. When the audience is larger, they want to impress everyone. These are not crazy ideas, they are the results of owning the work they are doing. OWNERSHIP is a major factor in the value of PBL. 2. CREATIVITY is the another major part of the PBL and is closely linked with OWNERSHIP. Students were allowed to be creative in their work as a lawyer or witness. Witnesses needed to stay within character, but could add their own elements on the witness stand. Allowing the students to create gives them a bigger sense of OWNERSHIP. 3. Another part of the PBL is the COLLABORATION. Students were working with each other trying to decide the best plan of attack. Witnesses would meet with their lawyers and discuss how the questions they were going to ask and how they should dress. The Jury worked on group projects researching the previous public opinions on Twain and his writing. Students were sharing ideas freely with one another. I had three sections of American Lit at the time, so I had three trails running. Lawyers would help others in the other classes and trash talk the opposing lawyers as well. It was all in good fun, but the collaboration had students working hard with one another to accomplish this goal. 4. Depending on how you set up your project, CRITICAL THINKING, is also an important part of PBL. With my Twain Trail, students needed to think about both sides of the argument. Students needed to prepare their witnesses for potential cross-examination questions. They needed to
Don Doehla

Dispelling some misunderstandings about PBL, by Andrew Miller - 41 views

  • 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.
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  • Voice and choice is an essential element of PBL.
  • if you are noticing copying, it might be a project design issue.
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    Article on the distinction between "doing projects" and project-based learning.
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    Project Based Learning
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    Good new post by Andrew Miller on PBL vs. projects, and other myths
Don Benn

Douwe Osinga's Projects: Visited Countries - 28 views

    • Don Benn
       
      Great way for students to learn about one another. Find states that they have visited.
    • Don Benn
       
      would use this with students and have them post it in a blog entry as a great introduction to the new year. Even use as a math exercise for statistics.
  • Visited places is implemented for the following maps: The World The United States India Select in the table below the countries you have been to and click go.
Don Doehla

8 Essentials for Project-Based Learning (by BIE) | Project Based Learning | BIE - 56 views

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    "What is it? Here's an article by BIE, updated from its original appearance in the September 2010 issue of Educational Leadership magazine from ASCD. Good for general audiences as well as educators, it explains the essential elements that make rigorous PBL different from "doing projects." Why do we like it? This article was written because some teachers say they "do projects" already (so why learn more about PBL) and some educators and members of the general public may have negative stereotypes of PBL as merely a "fun" or "hands-on" activity. How can you use it? Share this article with anyone, from teachers to parents to administrators, to explain PBL and provide a common framework for projects. The 8 Essential Elements are the basis of BIE's Project Design Rubric and PBL 101 Workshop."
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
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    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Nigel Coutts

Project Zero Turns 50 - The Learner's Way - 29 views

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    This year is the fiftieth birthday of Harvard's Project Zero, a research project designed to explore the nature of thinking and learning and from this suggest pedagogies which align with what we know about the mind. For its birthday celebration Project Zero shared insights from its five decades of research with presentations from Howard Gardner, David Perkins, Shari Tasman, Steve Seidel and Daniel Wilson. The presentations revealed the changing nature of the work of Project Zero from its early days and focus on arts education to its current position as a research organisation with broad interests across education but with a focus on thinking, understanding and the workings of the mind.
Randolph Hollingsworth

Digital History Project hub site for historians - 28 views

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    Digital history is an emerging and rapidly changing academic field. The purpose of the Digital History Project is to educate scholars and the public about the state of the discipline by providing access to: interviews with scholars about topics related to digital history; presentations and essays about the field by noted scholars; syllabi and student projects from courses in digital history; reviews of major online projects and of tools which may be of use to digital historians; indices of peer-reviewed scholarship and digital projects; a directory of historians practicing digital history; and a clearinghouse of current events and news items of interest. Partners The site is made available through the generous support of the John and Catherine Angle Fund. It received production assistance from the New Media Center at the University of Nebraska-Lincoln. This site is maintained by Douglas Seefeldt, Assistant Professor of History & Faculty Fellow, Center for Digital Research in the Humanities, and William G. Thomas, III, John and Catherine Angle Chair in the Humanities and Professor of History, both of the University of Nebraska-Lincoln.
Marc Safran

Flat Classroom Project - 1 views

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    The Flat Classroom Project is a global collaborative project that joins together middle and senior high school students. The Project uses Web 2.0 tools to make communication and interaction between students and teachers from all participating classrooms easier. The topics studied and discussed are real-world scenarios based on 'The World is Flat' by Thomas Friedman. One of the main goals of the project is to 'flatten' or lower the classroom walls so that instead of each class working isolated and alone, 2 or more classes are joined virtually to become one large classroom. This is done through the Internet using Web 2.0 tools such as Wikispaces and Ning.
hrchristenson

Science Fair Project Ideas, Answers, & Tools - 3 views

    • anorred79
       
      Use the Project Guide for any questions you have about your Science fair project.
  • Resources
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    Free Topic Selection Wizard, science fair project ideas, step by step how to do a science fair project, Ask an Expert discussion board, and science fair tips for success.
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    This is an AWESOME resource for STEM, science, and elementary teachers. Lots of lesson plans, project ideas, etc.
Marc Patton

Do Something Seed Grants | Do Something - 2 views

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    These grants can be used towards project ideas and programs that are just getting started, or to jump-start your program and realize your ideas for the first time. These grants can also be used towards projects that are already developed and sustainable, towards the next steps of your project and organization to help you as you look to expand your project and grow your impact.
Roland Gesthuizen

COMP8440 - ANU - College of Engineering and Computer Science - 24 views

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    This course provides an overview of the historical and modern context and operation of free and open source software (FOSS) communities and associated software projects. The practical objective of the course is to teach students how they can begin to participate in a FOSS project in order to contribute to and improve aspects of the software that they feel are wrong. Students will learn some important FOSS tools and techniques for contributing to projects and how to set up their own FOSS projects.
Jenny Gough

An Introduction to Inquiry-Based Learning - 122 views

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    "What kinds of questions make for good inquiry-based projects? As we said, they must first be questions that the kids truly care about because they come up with them themselves. In addition, good questions share the following characteristics: The questions must be answerable. "What is the poem 'Dream Deferred' based on?" is answerable. "Why did Langston Hughes write it?" may be answerable if such information exists, or if the students have some relevant and defensible opinions. "Why did he choose this particular word in line six?" is not answerable because the only person likely to know such a specific answer is Hughes himself, now deceased. The answer cannot be a simple fact. "In what year was Lincoln killed?" doesn't make for a very compelling project because you can just look it up in any number of books or Web sites. "What factors caused the assassination attempt?" might be a good project because it will require research, interpretation, and analysis. The answer can't already be known. "What is hip-hop music?" is a bit too straightforward and the kids are not likely to learn much more than they know already. "What musical styles does hip-hop draw from and how?" offers more opportunity for exploration. The questions must have some objective basis for an answer. "Why is the sky blue?" can be answered through research. "Why did God make the sky blue?" cannot because it is a faith-based question. Both are meaningful, valid, real questions, but the latter isn't appropriate for an inquiry-based project. "What have people said about why God made the sky blue?" might be appropriate. Likewise, "Why did the dinosaurs become extinct?" is ultimately unanswerable in that form because no humans were around to know for sure, but "What do scientists believe was the reason for their extinction?" or "What does the evidence suggest about the cause?" will work. Questions based on value judgments don't work for similar reasons. You can't objectively answer "Is Hamle
Marc Patton

Project Learning Tree - 0 views

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    Do you have an idea for a school/community native plant garden, a forest improvement project, a streamside restoration plan, a recycling program, or energy conservation project for your students? Need funds to implement it? Apply for a Project Learning Tree GreenWorks! grant!
Roland Gesthuizen

A Science Fair Project on Hermit Crabs | eHow.com - 31 views

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    Many school age children use hermit crabs in science fair projects for a biology-based exhibit. Most projects require a few weeks of research before the actual fair, since crabs move slowly and need to be observed over a period of time before significant change happens
Sue Sheffer

Project Global Inform - 59 views

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    "Project Global Inform (PGI) is an in-school project where students use media to spread awareness about human rights violations. "
ExergameLab

Make a Movie Projection Screen out of Tyvek Wrap - DIY - Lifehacker - 59 views

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    If you'd rather spend your hard earned money on actual projection and sound hardware rather than a screen, check out this tutorial for turning Tyvek into an on-the-cheap projection screen.
Martha Hickson

Google Art Project - 1 views

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    The Art Project is a collaboration between Google and 151 acclaimed art partners from across 40 countries. Using a combination of various Google technologies and expert information provided by our museum partners, we have created a unique online art experience. Users can explore a wide range of artworks at brushstroke level detail, take a virtual tour of a museum and even build their own collections to share. With a team of Googlers working across many product areas we are able to harness the best of Google to power the Art Project experience. Few people will ever be lucky enough to be able to visit every museum or see every work of art they're interested in but now many more can enjoy over 30 000 works of art from sculpture to architecture and drawings and explore over 150 collections from 40 countries, all in one place. We're also lucky at Google to have the technology to make this kind of project a reality.
BalancEd Tech

BalancEdTech - Thinkering Studio - Project Proposal - 36 views

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    20% Time GeniusHour Blue Sky Self-Directed Learning Project proposal form for student's self-directed projects
Thieme Hennis

About « OERRH - 19 views

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    "The Open Educational Resources Research Hub (OER Research Hub) provides a focus for research, designed to give answers to the overall question 'What is the impact of OER on learning and teaching practices?' and identify the particular influence of openness. We do this by working in collaboration with projects across four education sectors (K12, college, higher education and informal) extending a network of research with shared methods and shared results. By the end of this research we will have evidence for what works and when, but also established methods and instruments for broader engagement in researching the impact of openness on learning. OER are not just another educational innovation. They influence policy and change practices. In previous research (OpenLearn, Bridge to Success and OLnet) we have seen changes in institutions, teacher practice and in the effectiveness of learning. We integrate research alongside action to discover and support changes in broader initiatives. Our framework provides the means to gather data and the tools to tackle barriers. The project combines: A targeted collaboration program with existing OER projects An internationalfellowship program Networking to make connections A hub for research data and OER excellence in practice The collaborations cover different sectors and issues, these include: the opening up of classroom based teaching to open content; the large-scale decision points implied by open textbooks for community colleges; the extension of technology beyond textbook through eBook and simulation; the challenge of teacher training in India; and the ways that OER can support less formal approaches to learning. By basing good practice on practical experience and research we can help tackle practical problems whilst building the evidence bank needed by all."
Don Doehla

Knowledge in Action: "AP+" Project: Research on a Project-Based Learning Approach to AP... - 25 views

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    Knowledge in Action, AP+Project-Research-a #PBL Approach to #AP via @Edutopia http://ow.ly/mi8gB #actfl #langchat @ascd @biepbl #pblchat
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