Friday, November 27, 2015

Educational Resources & Tech Tools 11/28/2015

  • tags: project based learning DesignThinking design thinking ProjectBasedLearning STEAM STEM maker maker movement

    • Integrating tinkering and making into instruction can also create a differentiated environment that nurtures diverse learning styles.
    • Common Core calls upon teachers to shift away from writing daily lesson plans and toward carefully mapping out long-range units.
    • In PBL, the project is the unit. It requires careful planning from start to finish, as BIE emphasizes in its project planning framework.
    • pose questions, gather and interpret data, ask further questions, and develop and evaluate solutions or build evidence for answers.
    • Students need ongoing access to inquiry experiences that build their understanding of the world through text, and that explicitly teach them how to support arguments with evidence
    • Through balanced assessment in PBL, teachers can assess the critical thinking process as well as products, enabling students to self-assess their critical thinking skills.
    • Revision and reflection, one of BIE's 8 Essential Elements, requires PBL teachers to provide students with regular, structured opportunities to give and receive feedback about the quality of their work-in-progress, demonstrate perseverance, and polish their products until they successfully meet the established criteria for success.
    • Well-crafted Driving Questions are both understandable and inspiring to students, and provide a meaningful, authentic context for learning. Projects motivate students to learn because they genuinely find the project's topic, Driving Question and tasks to be relevant and meaningful.
    • Collaboration is a requirement in PBL.
    • A Maker is an individual who communicates, collaborates, tinkers, fixes, breaks, rebuilds, and constructs projects for the world around him or her. A Maker, re-cast into a classroom, has a name that we all love: a learner.
    • A Maker, just like a true learner, values the process of making as much as the product.
    • In the classroom, the act of Making is an avenue for a teacher to unlock the learning potential of her or his students in a way that represents many of the best practices of educational pedagogy. A Makerspace classroom has the potential to create life-long learners through exciting, real-world projects.
    • Collaborate with your students by having them list their queries and send them off to find answers from a myriad of sources. Keep the ones they can't answer yet. In a strong inquiry process, the students reveal their previous knowledge and their needs, allowing the teacher to craft respectful, differentiated learning goals that match.
    • Making is a process, and strong essential questions allow the educator to frame the journey while allowing the learner to make inquiry-driven discoveries.
    • The teacher can break down large units into smaller essential questions ("How does the arm length effect the distance of a catapult shot?"), and use these smaller questions to build to a monster prompt ("Can I make a catapult which shoots a marshmallow over 30 feet using these materials?").
    • Good projects require failure. Great projects can teach a student grit, but you have to model it yourself first. Processing failure with your students turns a moment of fear into an opportunity for learning in a safe place.
      • Teachers new to PBL and Making often make similar mistakes:

        • Choosing projects too large for their comfort level and resources
        • Focusing on the outcome, not the process of Making
        • Thinking the educator must have the answer
  • tags: PBL Project Based Learning projectbasedlearning Kindergarten

    • it's not truly PBL if students are simply making a collage about a story, constructing a model of the Egyptian pyramids, or analyzing water samples from a lake.
    • These artifacts and activities could be part of a rigorous project if they help students meet a complex challenge and address a Driving Question.
    • In well-designed projects students gain content knowledge and academic skills as well as learn how to solve problems, work in teams, think creatively, and communicate their ideas.
    • students need something to think critically about -- it cannot be taught independent of content.
    • A project is not meant to "cover" a long list of standards, but to teach selected important standards in greater depth.
    • a teacher does not have to go all-PBL, all the time
    • You can also save planning time by collaborating with other teachers, sharing projects, adapting projects from other sources, and running the same project again in later years.
    • Projects can increase student motivation to read, write, and learn mathematics because they are engaged by the topic and have an immediate, meaningful reason to apply these skills.
    • For students with disabilities, teachers can use the same support strategies during a project as they would use in other situations, such as differentiation, modeling, and providing more time and scaffolding.
    • For teachers only used to direct instruction, it may be challenging at first to manage students working in teams and handle the open-endedness of PBL, but with more experience it gets easier.
  • This article is a primer describing the different types of (fill in the blank)-based learning.

    tags: PBL Project Based Learning projectbasedlearning problem based learning maker

      • At BIE, we see project-based learning as a broad category which, as long as there is an extended "project" at the heart of it, could take several forms or be a combination of:

        • Designing and/or creating a tangible product, performance or event
        • Solving a real-world problem (may be simulated or fully authentic)
        • Investigating a topic or issue to develop an answer to an open-ended question
    • So according to our "big tent" model of PBL, some of the newer "X-BLs" -- problem-, challenge- and design-based -- are basically modern versions of the same concept.
    • We decided to call problem-based learning a subset of project-based learning -- that is, one of the ways a teacher could frame a project is "to solve a problem."
      • problem-BL is still more often seen in the post-secondary world than in K-12, where project-BL is more common.


        Problem-based learning typically follow prescribed steps:

        1. Presentation of an "ill-structured" (open-ended, "messy") problem
        3. Problem definition or formulation (the problem statement)
        5. Generation of a "knowledge inventory" (a list of "what we know about the problem" and "what we need to know")
        7. Generation of possible solutions
        9. Formulation of learning issues for self-directed and coached learning
        11. Sharing of findings and solutions
    • By using problem-BL, these teachers feel they can design single-subject math projects -- aka "problems" -- that effectively teach more math content by being more limited in scope than many typical project-BL units.

Posted from Diigo. The rest of my favorite links are here.

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