incorporation of 21 st century skills. this could be your students – e&feature=email
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Can Project-Based Learning be used to successfully teach Physics?
Incorporation of 21st Century Skills
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What is Project-Based Learning
This could be your students –
http://www.youtube.com/watch?v=VgA1wZhW5TE&feature=email
Or, they can be mine –
http://www.flickr.com/photos/36110178@N05/sets/72157617246676319/
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What is Project- Based Learning?
Project -Based Learning is an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a
problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.
Project -Based Learning is synonymous with learning in depth. A well-designed project provokes students to encounter (and
struggle with) the central concepts and principles of a discipline.
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What is Project- Based Learning?
Project -Based Learning teaches students 21st century skills as well as content.
These skills include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, and group participation and leadership skills.
“ Anytime you ask students to collaborate and create, you are touching on 21st century
skills”.
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What is Project- Based Learning?
Project -Based Learning is generally done by groups of students working together, collaboratively, toward a common goal. Performance is assessed on an individual basis, and takes into
account the quality of the product produced, the depth of content understanding demonstrated, and the contributions made to the ongoing process of project realization.
Finally, Project -Based Learning allows students to reflect upon their own ideas and opinions, exercise voice and choice, and make decisions that affect project outcomes and the learning process in general.
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How does PBL incorporate 21st century skills?
Creativity and Innovation Creative thinking
Communication and Collaboration Supports learning of others
Research and Information Fluency Apply digital tools
Digital Citizenship Understanding human interests
Technology Operations and Concepts Understanding -
▪ Technology concepts
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Traditional Approach to Teaching Physics
Teacher – Directed Teaching by Telling Format: Lecture Organization: Each unit addressed in the same way. Alternative Instruction: Problem – Solving Hands-on: “Cookbook” Labs
▪ Step-by-step procedures given in detail.▪ No room for inquiry.
“Critical thinking is not in the picture!”
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“Teaching by Telling” is Ineffective
Presentation of facts and skills, with the assumption that students will see the underlying structure in the content. They systematically miss the point of what we tell them. They do not have the same “schema” associated with key
ideas/words that we have.
Students passively listen while Teacher works. Watching the teacher solve problems does not improve student
problem-solving skills.
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TRADITIONAL ASSIGNMENT
RESEARCH PAPERRequired Elements:
Select a topic to study Go to library and do
research Write ten pages Use proper essay form Include a bibliography
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PBL ASSIGNMENTPhysics PROJECTRequired Elements:
Understand the history behind catapults. Understand the application of projectile motion. Write a proposal discussing projectile motion. Design and test a catapult or trebuchet, Keep research log, including citations Keep an engineering log. Build a catapult. Develop lesson plans and materials for class . Present to real audience
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TRANSFORMING PRACTICE
Traditional Assignment
Student works alone Context is school Assessment by teacher
only
PBL Assignment
Student works in teams Context can be school,
family and community
Assessment by real audience and teacher
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12
What works with Students?
• Interactive engagement.• Student discourse & articulation.• Cognitive scaffolding.• Multiple representational tools.• Consensus-based model building.• Explicit hierarchal organization of ideas.
and concepts into models.
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Beginning PBLAlign Products with Outcomes
Unpack the content standards and objectives Series of specific statements of what needs to be
learned. Define the “habits of mind” or learning skills and
technology tools by specific statements or indicators. Identifying culminating products for the project. Using multiple products and providing feedback to
students Using artifacts – evidence of the process of student
thinking – to assess learning skills or habits of mind.
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Establish Performance Criteria
How well do the students know the content?
What is their skill level?
How well did they apply their knowledge and skills as they prepared their product?
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Artifacts
Notes Journal entries E-mail/Telephone records Records of conversations, decisions,
revisions Interviews using a structured set of
questions developed by the students Short reflective paragraphs
describing the progress of a project.
Task chart Project Team Contract Meeting notes
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Culminating Products
Research papers Report to school staff or authentic
audience Multimedia shows Presentations at school-wide
assemblies Exhibitions in the school or
community Websites Public service announcements
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Examples of multiple products
Proposals Outlines Plans Blueprints Drafts Edited drafts
revised drafts models
Product critiques Videos Final versions of
papers Field guides Biographies Websites
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Advantages to using exhibitions
Participant involvement in establishment of criteria
Demonstration of progress toward different goals or criteria
Teamwork that provides emotional support and feedback
Exercises in meta-cognitive training
Students as knowledgeable practitioners
Multiple assessors
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ASSESSMENT PRACTICES
Exhibitions of work Variety of
assessment tools Professional
standards of performance
Student involvement in creating criteria for project (rubric)
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WHY ASSESS?
What role does assessment play in project-based
teaching and learning?
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PURPOSES OF ASSESSMENT
Help students become aware of areas of need
Formative -- help students along the way, ongoing
Proof of learning, growth
Feedback helps create better product/project
Opportunity to test depth of understanding
Helps to define lesson design and performance
Helps teachers determine what to reteach
Allows for natural adult connections
Helps to share the workload
Checkpoint for integration
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DESIGN FOR ASSESSMENT
CONTENTPLANINSTRUCTION
ASSESSINSTRUCTIONPLANASSESSMENT
OUTCOMEPLANASSESSMENT
ASSESSPLANINSTRUCTION
INSTRUCTION
Traditional Approach:
Outcome-Based Approach:
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The Rigor/Relevance Framework
AAcquisition
BApplication
CAssimilation
DAdaptation
KNOWLEDGE
TAXONOMY
6
5
4
3
2
1
Evaluation
Synthesis
Analysis
Application
UnderstandingAwareness
APPLICATION MODEL
1 2 3 4 5Knowledge Apply in
discipline
Apply acrossdisciplines
Apply toreal worldpredictable situations
Apply to real-worldunpredictable situations
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What does the research say about project-based learning? Research reports say that students engaged in project-based
learning improve their test scores, reduce school absences, and have fewer disciplinary problems.
A 1997 study of two schools in the U.K., by Jo Boaler from Stanford University, showed that one school that used project-based learning and one that used traditional, direct instruction, had large differences in understanding math and in the test results in mathematics.
The project-based learning students did much better on math problems requiring analysis and those requiring memorization of a rule or formula. Three times as many students at the project-based learning school received the top grade.
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What does the research say about project-based learning? A 1992 study of students in Tennessee, USA found
that students using project-based learning performed better in several academic areas.
The study was done by a Technology Group from
Vanderbilt University and studied skills in basic math, word problems, planning, attitudes toward math, and teacher feedback.
Educational Psychologist, 27 (3): 291-315.
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Wikispace and Blogging What I learned (e.bernat)
What I have learned from this Rube Goldberg experience is that a task that at first is seemingly impossible can be achieved through teamwork, organization, and the great group of students we have in our period eight class.Posted Apr 6, 2009 6:33 pm –
energy, transformations, simple machines (e.venino)The Rube Goldberg encompasses all of my previous knowledge of energy types, energy transformations, and simple machines. Our project demonstrates all of these things in a real life project that can be viewed in action! It's quite amazing to see the energy transformations occurring, resulting from different steps in the design.Posted Apr 7, 2009 10:05 am
http://physicssec01.wikispaces.com/
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PBL and Rube Goldberg