Group items tagged

Stimulating critical thinking using technology has the potential to create more in depth understanding of science and math content by students when engaged in learning activities which integrate in-class and on-line technology resources. Technology tools support stimulation of both inquiry-based and critical thinking skills by engaging students in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world outside their classroom. This is accomplished through learning content through the lens of video to multimedia to the internet (Using Technology to Improve Student Achievement, NCREL, 2005).

Project based learning using all or any of the three online resources offers a dynamic approach to teaching in which students explore real-world problems and challenges.

Daily summary of the stories, articles, and resources for teaching K-12 science and math.

Six math projects that integrate real-world math problems are presented as a teaching strategy for helping students develop a greater understanding of math.

As most of you know, the uber gods of PBL are BIE. I was first introduced to the BIE PBL 'model' from mate Dean Groom who handed me over what I still refer to as my 'PBL Bible' - a ring-binder full of the BIE Freebies that help teachers plan effective projects and keep students on track as they move through the different phases of each project. The cool thing is that you can use as much or as little as you want … PBL is a very personal process that (like all good teaching) should be tailored to the expertise and needs of the teacher and students. However, there are 8 Elements of Project Based Learning that can be called the 'essential elements' of PBL … keeping an eye on these and 'testing' your project design based on them can help you determine if what you're creating isn't just a 'project'. I really like this statement from BIE contrasting PBL and traditional 'projects':

A typical unit with a "project" add-on begins by presenting students with knowledge and concepts and then, once gained, giving students the opportunity to apply them. Project Based Learning begins with the vision of an end product or presentation. This creates a context and reason to learn and understand the information and concepts.

Students make connections with many science concepts and communicate their recommendations to officials and organizations regarding the future of artificial reefs.