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PROJECT BASED LEARNING ADAPTABLE FOR GIFTED EDUCATION CLASSES? Beth Cochran Gifted Education Facilitator Harmony Middle School Blue Valley School District.

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Presentation on theme: "PROJECT BASED LEARNING ADAPTABLE FOR GIFTED EDUCATION CLASSES? Beth Cochran Gifted Education Facilitator Harmony Middle School Blue Valley School District."— Presentation transcript:

1 PROJECT BASED LEARNING ADAPTABLE FOR GIFTED EDUCATION CLASSES? Beth Cochran Gifted Education Facilitator Harmony Middle School Blue Valley School District

2  What is it? o How is it normally used? o What does it do for kids?  Will it work in gifted ed. classes?  Examples Project Based Learning

3 PBL Components Essential Elements of Project-Based Learning Lorin Mayo, 2013

4 A project is meaningful if it fulfills two criteria: 1.Students must perceive it as personally meaningful, as a task that matters and that they want to do well. 2.It fulfills an educational purpose. "Education is the kindling of a flame, not the filling of a vessel" - Socrates

5 Adapted from a quotation by Oliver Wendell Holmes One-, Two, Three-Story People There are one-story intellects, two-story intellects, And three-story intellects with skylights. All fact-collectors who have no aim beyond their facts Are one-story intellects. Two-story people compare, reason, generalize, Using the labor of fact-collectors as their own. Three-story people idealize, imagine, predict… their best imagination comes through the skylight.

6 The Three-Story House

7 Can Project-Based Learning be Used in Gifted Education Classes? Yes, with some adaptation. Examples From My Classroom: 1. Future City 2. Images of Greatness 3. In-Depth Study Projects

8 Future City

9 This Year’s Theme: Feeding Future Cities Your challenge: Choose two foods (one vegetable and one protein) and design a way to grow enough of each within your future city borders to feed all of your citizens for at least one growing season. Taking into account your city’s size and location, you must consider the critical elements needed to grow food including light, climate, air quality, space, water, soil, and nutrients.

10 futurecity.org

11 Images of Greatness

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15 The Joy is in the Journey!

16  All of us have our own unique topics that interest us.  Using the sheet provided, list some of your interests.  Fill each line, even if what you write is something you know you don’t want to study.  You do not have to go in order.

17 As you work through the process of narrowing your options, you will need to answer these questions about your topic:  Am I curious about it?  Do I want to research it?  What do I want to know about it?  How much do I already know about it?  Why does this topic matter?  Could I make a commitment to study this topic for several weeks?

18  Put a check mark beside 3 topics on your sheet that you believe might make good study topics.  Discuss your choices with Mrs. Cochran BEFORE you narrow your options any further.  While waiting to talk to her, feel free to discuss your ideas with other classmates or browse the Internet for information.

19 Asking good questions about your topic is the first step in finding information! Begin to ask yourself questions like these:  What are some interesting facts about this topic?  How has this topic changed over the years?  Might it be changed again?  What is it used for? What is its function?  Where is it found and why is it there?  How does it work?  How is this topic related to other topics?  How is it different or similar to others?  How is it built or formed?  Have there been any major problems?  What are its prospects for the future?  What would an expert on this topic need to know?  Why does it matter?

20  A good Driving Question captures the heart of the project in clear, compelling language and gives a sense of purpose and challenge. It could be…  Abstract—When is war justified?  Concrete—Is Overland Park drinking water safe?  Focused on solving a problem—How can we reduce bullying at our school?

21 Use at least 6 different information sources from at least 3 of the following categories: (if you want to use a different kind of resource, please discuss it with Mrs. Cochran first.)  Book (digital or hard copy) Required  Periodical (online or hard copy)  Encyclopedia (online or hard copy)  Personal Interview  Internet  Organizational publications  Visits to places like museums, travel agencies, businesses, etc.  Primary Sources

22  Complete the Notes Pages Template on the Resource drive to keep track of the information that you find about your topic.  Complete the Resource List on the R- drive as you collect your information.

23 Notes—(Your Topic) My Driving Question: My Essential Questions: (List them here, single-spaced. Copy/paste them below, double-spaced. Make them bold. Keep the notes that relate to each question directly under that particular question.) Other important things I discover: Other interesting things I discover: Ideas for products to create that will help me teach the class about this topic:

24  Create at least two ‘products’ that enhance and demonstrate your knowledge about the topic.  Use your products to help you prepare an oral presentation to share with your GD class.

25 Product Ideas

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27 QUESTIONS? OTHER GREAT PROJECT IDEAS? THANKS FOR BEING HERE TODAY!


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