Project based learning involves interdisciplinary, hands-on projects that solve real-world problems. Research shows PBL improves student learning over traditional methods. An example project involves students studying local water quality and pollution issues through literature, science, social studies and technology classes. They will test water samples, map results online, and create public awareness materials. The goals are for students to make cross-curricular connections, solve authentic problems, and publicly share their work.
Project based learning involves interdisciplinary, hands-on projects that solve real-world problems. Research shows PBL improves student learning over traditional methods. An example project involves students studying local water quality and pollution issues through literature, science, social studies and technology classes. They will test water samples, map results online, and create public awareness materials. The goals are for students to make cross-curricular connections, solve authentic problems, and publicly share their work.
Project based learning involves interdisciplinary, hands-on projects that solve real-world problems. Research shows PBL improves student learning over traditional methods. An example project involves students studying local water quality and pollution issues through literature, science, social studies and technology classes. They will test water samples, map results online, and create public awareness materials. The goals are for students to make cross-curricular connections, solve authentic problems, and publicly share their work.
Project based learning involves interdisciplinary, hands-on projects that solve real-world problems. Research shows PBL improves student learning over traditional methods. An example project involves students studying local water quality and pollution issues through literature, science, social studies and technology classes. They will test water samples, map results online, and create public awareness materials. The goals are for students to make cross-curricular connections, solve authentic problems, and publicly share their work.
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A Brief Introduction to
PROJECT BASED LEARNING
WHAT DO YOU REMEMBER ABOUT WHAT YOU
LEARNED IN MS? WHY? WHAT THE RESEARCH BASE SAYS:
Boaler (2002) “the project-based-learning
school significantly outperformed the traditional-school students..’ Thomas (2000) “this approach enhances the quality of student learning compared with other instructional methods.” WHAT THE 6GC’S PBL INITIATIVE IS NOT:
Projects replacing tests and quizzes
Lots of research and work at home
Trips to the craft store
WHAT IT IS:
More “hands-on” learning
More real world connection
More creating and publishing
WE ARE POISED TO DO GREAT THINGS One to One Initiative Modified Block Schedule Integrated Technology Instruction New Building/Walk-able Outdoor Classroom Common Planning Period for Core Subject Area Teachers Supportive Parent Base Workshop from the Experts (Buck Institute) WHAT IS THE DIFFERENCE BETWEEN PBL AND A PROJECT? students learning to tackle realistic problems as they would in the real world increased student control over his or her learning teachers serving as coaches and facilitators of inquiry and reflection students (usually, but not always) working in pairs or groups Emphasis on creation and publication CONTAINS MOST OR ALL: OUR GOALS
Two Signature Interdisciplinary Projects (All
Kids) One Signature Technology Project by Your Discipline (All Kids) Integrated Digital Information technology and device is the thread (helps access, bind, and create new learning) that ties it all together AN EXAMPLE OF AN INTERDISCIPLINARY PROJECT “Guardians of the Brandywine” Science, Social Studies, Literature, Writing and IDIT OVERVIEW OF THE PROJECT: Project Timeline March 2015 Literature Class: Students will read an environmental themed novel, non- fiction articles and persuasive essays about the importance of clean water for health, economic and recreational purposes. Social Studies: Students will study the geographical influence of water sources and waterways on settlement patterns; and specifically, local settlement patterns and history. OVERVIEW OF THE PROJECT: Environmental Science: Students will learn about the local watershed, water pollutants and the sources of pollutants. They will learn about chemicals used to detect pollutants. Students will take a virtual tour of a local water treatment facility, and read about the cost of cleansing the water supply and sewage systems. They will learn about the impact of pollutants on human health, wildlife and recreation. OVERVIEW OF THE PROJECT:
April Environmental Science:
Students will travel to a pre-assigned section of
a local creek, where they will use water testing kits to measure pollutants and determine the “health” of the local creek. Students will record their readings to be mapped later. OVERVIEW OF THE PROJECT: Integrated Digital Information Technology: Students will use programs/apps to prepare an interactive digital map of local water quality. This baseline reading will be published to the worldwide web. May Writing: Students will use components of persuasive speech/argument to compose public service announcements, multimedia presentations, songs, newspaper articles, blog entries or another creative medium on the importance of maintaining clean local waterways. OVERVIEW OF THE PROJECT:
Integrated Digital Information Technology:
Students will use Web 2.0 technology to create video (iMovie), presentation software (Prezi, Powerpoint, etc.), and other digital applications for publishing out to the community and world. OVERARCHING GOAL
Students see connections between disciplines,
they learn to solve real world problems, and they create new learning – for themselves and others. HOW CAN I LEARN MORE ABOUT PBL?
Two websites/organizations are outstanding
sources of information on Project Based Learning: Edutopia
