PBL+Information

toc =What is PBL?= Project Based Learning is a __teaching method__ in which students: //Adapted from “Project Based Learning Toolkit Series” by The Buck Institute for Education//
 * Engage in a rigorous, extended process of inquiry focused on complex, authentic questions and problems
 * Work as independently from the teacher as possible, and have some degree of “voice and choice”
 * Demonstrate in-depth understanding of academic knowledge and skills
 * Build 21st century skills such as collaboration, critical thinking, and communication
 * Create high-quality products and performances which are presented to a public audience
 * Give students a real need to know, understand, and demonstrate beyond simply a good grade.
 * PBL is both a __curriculum organizer__ and __an instructional method__.
 * PBL is a set of learning experiences and tasks that guide students in inquiry toward answering a central question, solving a problem, or meeting a challenge.
 * PBL focuses on creating physical artifacts and it must involve other intellectually challenging tasks and products focused on research, reading, writing, discussion and oral presentation.

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=Edutopia.com-= Project Based Learning: [|An Overview //Video//] An Introduction to [|Project-Based Learning Video]

by [|Edutopia Staff] http://www.edutopia.org/project-learning-introduction Project learning, also known as project-based learning, is a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups.
 * Why Teach with Project-Based Learning?: Providing Students With a Well-Rounded Classroom Experience**

Because project-based learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying. Research also indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning. In addition, students develop confidence and self-direction as they move through both team-based and independent work.[2]

In the process of completing their projects, students also hone their organizational and research skills, develop better communication with their peers and adults, and often work within their community while seeing the positive effect of their work.

Because students are evaluated on the basis of their projects, rather than on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-based work is often more meaningful to them. They quickly see how academic work can connect to real-life issues -- and may even be inspired to pursue a career or engage in activism that relates to the project they developed.

Students also thrive on the greater flexibility of project learning. In addition to participating in traditional assessment, they might be evaluated on presentations to a community audience they have assiduously prepared for, informative tours of a local historical site based on their recently acquired expertise, or screening of a scripted film they have painstakingly produced.

Project learning is also an effective way to integrate technology into the curriculum. A typical project can easily accommodate computers and the Internet, as well as interactive whiteboards, global-positioning-system (GPS) devices, digital still cameras, video cameras, and associated editing equipment.

Adopting a project-learning approach in your classroom or school can invigorate your learning environment, energizing the curriculum with a real-world relevance and sparking students' desire to explore, investigate, and understand their world. Return to our [|Project Learning page] [3] to learn more.

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=Criteria for Authentic Project Based Learning= Nancy Kraft Formerly of RMC Research Corporation Denver, Colorado http://www.rmcdenver.com/useguide/pbl.htm

Students today are using online resources to create research reports. They are designing, critiquing, and presenting products using interactive technologies. Here are some guidelines and criteria for evaluating the effectiveness of problem- and project-based learning in your classroom.
 * 1) Allows for a variety of learning styles
 * 2) "Real" world oriented - learning has value beyond the demonstrated competence of the learner
 * 3) Risk-free environment - provides positive feedback and allow choice
 * 4) Encourages the use of higher order thinking skills and learning concepts as well as basic facts
 * 5) Utilizes hands-on approaches
 * 6) Provides for in-depth understanding
 * 7) Accessible for all learners
 * 8) Utilizes various modes of communication
 * 9) Assessment is congruent with instruction, i.e. performance-based
 * 10) Students are responsible for their own learning
 * 11) Students have ownership of their learning within the curriculum
 * 12) Projects promote meaningful learning, connecting new learning to students' past performances
 * 13) Learning utilizes real time data - investigating data and drawing conclusions
 * 14) The learning process is valued as well as the learning project
 * 15) Learning cuts across curricular areas - multidisciplinary in nature
 * 16) Teacher is a facilitator of learning
 * 17) Student self-assessment of learning is encouraged

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=The SCANS Skills and Competencies= The SCANS list- from the Secretary’s Commission on Achieving Necessary Skills- was developed by the US Department of Labor and Education as a guide for educators who want to help students prepare for the workforce. The list includes five workplace competencies and a three-part foundation of skills and qualities needed for a solid job performance: Effective workers can productively utilize: Competent workers need: //“The SCAN Skills and Competencies” is adapted from What Work Requires of Schools: A SCANS Report for American 2000 (Washington, D.C.: US Department of Labor, 1991.)//
 * Workplace Skills**
 * __Resources__- they know how to allocate time, money, materials, space and staff
 * __Interpersonal Skills__- they can work on teams, teach others, serve customers, lead, negotiate, and work well with other people form culturally diverse backgrounds
 * __Information__- they can acquire and evaluate data, organize and maintain files, interpret and communicate, and use computers to process information
 * __Systems__- they understand social, organizational, and technological systems; they can monitor and correct performance; and they can design or improve systems
 * __Technology__- they can select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot equipment
 * Foundation Competencies**
 * __Basic Skills__- reading, writing, arithmetic, and mathematics, speaking and listening
 * __Thinking Skills__- the ability to learn, reason, think creatively, make decisions, and solve problems
 * __Personal Qualities__- individual responsibility, self-esteem, self-management, sociability, and integrity.

=**Harvard University Quote**-= [|Harvard Gazette:] General Education courses should require “intensive research experiences, multimedia projects, collaborative assignments, art-making, international experiences, and activity-based learning//.”//

=**7th Grade Reflections**-= I asked for the students to reflect on what things they learned other than science content while doing the projects this year. I think these quotes are a great expression of why I teach using the Project Based Learning format.

//This assignment taught me so much! It taught me that life is not always fair, and that no one can ever always rely on everyone else to do their job for them. It taught me that if no one was doing their job (on the project), that it means that I need to become a leader and take it into my own responsibility to do it right, and if they are not going to come up with something to do tell them what to do. This assignment really helped me a lot with working with others. I am thankful that I was given the chance and the group I was given to learn how to face challenges like this in the future.// Anna C.

//Something non-scientific that I learned this year was how to be a good member of a team. We did a lot of group projects, and I wasn't always in a group that I liked. I had to learn to cooperate with my classmates, and find a strength in them that could work with our situation. I learned to get along with others, and to listen to their opinion, because mine may not always be the best choice. I enjoyed working it groups, but working with others calls for responsibility. You have to be willing to work together, no matter if you like the person in your group or not. I realized how smart people can be if you just support them and make them feel like you believe in them. That helps tremendously when coming to working as a team. Group projects are good practice and experience for when I'm older. I'll know how to work with others, and that is vital when wanting to get hired for a job, or to just make me a better student for 8th grade. I appreciate all of my classmates who were friends with me throughout all of the projects we did. I thouht that was the most important thing I learned that impacted me the most.// April S.

//With all of the different projects we did i learned so much about different people and what the technique is to learning. By learning their technique I was able to try it out my self and somethings worked for me but other things didn't. I was with lots of different people who had different personalities and got to know more about people who I usually dont hang out with. Another thing is that I got lots of leader skill I was the leader in I think two projects. Being the leader I had to keep everything organized and ready for the presentation. I had to map out what we needed to accomplished by the end of each class pierod. I honestly loved doing all of these projects and wish we did more in other classes.// Allison K.

//I learned how to get better with grasping things I'm not very good at. Some of the labs were challenging to conduct, and as the year progressed I got better about not immediatly getting upset or panicking. I've learned how to use this lesson in other classes too. FOr example, in english we had to make an i-movie. I am awful at those, but I didn't get frustrated and quit. Instead I took the time to get and help and learn it. It paid off and I made a 100 on my PSA. Thank you Mrs. Frank! I've had a great year and learned many other things from you! I hope you have a great summer.// Lauralys S.

//I think that one thing I learned this year would be working together as a group and realizing that I can't always be in control of everything. I think that all the group projects this year have taught me not only to be a leader, but sometimes to follow what other people's ideas are. I learned to not be bossy and to work together as a team when you have a big task in front of you to do. Throughout the group projects, we became more organized and I think I grew a lot as a leader by becoming organized. I learned many things this year, but this is one of the most important.// Kayla S.

//While working on numerous projects I never was a leader. However, on the last project of the year, I realize now that I have great leadership skills that are overall very impressive. (hopefully not being to modest) I truly saw something in my self that I would have never attempted to acomplish in my life. However, I also noticed that just because I was a leader doesn't mean I can do everything on my own. The work of a leader is very hard work and involves a lot of help from people I was working with. I have not only discovered that I was a good leader, but I discovered that I need to keep my friends by my side because there is never a time when I wouldn't need their help.// Anna M.

//I believe that I learned a great amount of leadership. Although I have always been excentric and excited about coming up with ideas, I never really wanted to take charge with them and lead a group. During the last science project of the year, I was not chosen as leader, but I still had some responsibilties that semi- put me in that sort of posotion. I also came up with several ideas for the project and had to lead the group in that area. This is most often the task of a leader. I am proud to say that for any other projects be it next year or the later future, I will be ready to take on the full postion as a result of this science class.// Grace M.

//The most valuable piece of unscientific knowledge that I learned throughout this school year is how to work together in a group. At the beginning of the year I felt as if I could only trust myself on certain tasks and that I was the only one fitted to do the work. Throughout the year though, I learned that almost every single person in this class was easily certified to do the task at hand. I also learned how to work with others to make one amazing project. This new knowledge will help me in all of my other upcoming grades in middle-school, high-school, and college; along with my occupation as an adult.// Alex L.

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