Presentation on theme: "Project-Based vs. Text-Based"— Presentation transcript:
1 Project-Based vs. Text-Based Project-Based is sometimes called “Authentic Assessment”…a student building knowledge or skills by DOING…By definition, Project Based Learning is the use of classroom projects to bring about deep learning by relating questions and technology relative to the students everyday lives to classroom projects. Students form their own investigation of their own group which allows students to develop valuable research skills. The students engage in design, problem solving, decision making, and investigative activities. It allows students to work in groups or by themselves and allows them to come up with ideas and realistic solutions or presentations. Students take a problem and apply it to a real life situation with these projects.
2 Project-based learning is “a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.”
4 Project-Based Learning brings new relevance to student discovery The way students used to learn is no longer a valid method:Passively listeningRemembering/recalling informationUsing information out of contextBeing assessed primarily with penciland paper type tests
5 Project-Based Learning address different student learning styles Visual—learning based on observation and seeing what is being learnedAuditory—learning based on listening to instructions/information.Kinesthetic/Tactile- learning based on hands-on work and engaging in activities.Projects are designed to allow students with a variety of different learning styles to demonstrate their acquired knowledge. Therefore, a well designed project-based learning activity is one which addresses different student learning styles and which does not assume that all students can demonstrate their knowledge in a single, standard way.
7 Project-Based Learning typically involves 4 basic elements An extended time frameCollaborationInquiry, investigation, and researchThe construction of an artifact or performance of a consequential task
9 The Pluses of Project-Based Learning Students more directly involved with contentHigher level of meaningfulness or relevancyMulti-dimensional or multi-modal (appeals to a variety of learning styles)Students able to show what they know in a variety of ways (other than pencil/paper-type tasks)Addresses real-world, real-life applicationsRequires HOTS (exploration, critical thinking, judgment, analysis and interpretation)Active rather than passive learningAllows for student empowerment and “ownership” of learning
10 What are other benefits of Project-Based Learning? Increases student-to-student collaborationPrepares for team workIntegrates various content or subject standardsIncreases awareness of students as individuals
11 Why does Project-Based Learning typically start with a guiding question? It opens the door for students to explore the content in an in-depth and meaningful wayIt presents multiple ways for students to demonstrate knowledgeIt creates “bridges” between subjects so students can view knowledge holistically rather than as isolated factsIt is more representative of how adults typically learn and solve problems
12 How can students use project-based activities to assess their own learning? Allow them to determine theattributes of a good performanceAllow them to list these qualities ofa good performanceAllow them to evaluate their ownperformance based on this criteria
13 Use scoring guides (rubrics) to evaluate real life applications Students can start with one criterion and expand to othersAs they engage in determining the traits of quality work, they become better able to evaluate their own performanceThey will eventually be able to identify their areas of strength and weakness and set their own goals for improvement
14 Create a Scoring Rubric GROUP ACTIVITY #3Create a Scoring Rubric
15 Students reflect how their own performance compares to exemplary models provided
16 How can a teacher tell if a student needs additional practice? Move around the classroom andenter a student’s immediate proximityAsk students to describe to you thequality of the work they are doingDiscuss their work using the languageof the scoring rubric, helping them to plan the next steps in their learning
17 How does one high school implement Project-Based Learning? SET UPAt least one project is done perfive-week unitRubrics are given out at the startof the projectDifferent students do differentprojects
18 How does one high school implement Project-Based Learning? DURING THE PROJECTStructure is given (lots at first,then less as time goes on)…also known as “SCAFFOLDING”Absolute deadlines are set for allsteps of the project
19 How does one high school implement Project-Based Learning? FINAL ASSESSMENTStudents are given opportunities for presenting their workGroup and/or individual reflection is encouragedDisplays are created in classrooms and/or throughout the school
20 What are some other ideas? Create and use a “target vocabulary”Create adequate “practice” environments based upon students’ understanding of the learning goalsHave students work in pairs or groups, matching those who demonstrate skills & understanding with those who do notProvide feedback to them about theirstrengths and the areas that need improvement
21 Can a teacher use a Project-Based Student Performance as an end of unit test? YES!!!
22 The U. S. Dept. of Labor Secretary’s Commission states: The 21st century skills that students in today’s world need include:Personal and social responsibilityCritical thinking, reasoning, creativityHighly developed communication skillsCross-cultural understandingDecision-making prowessKnowing how to utilize appropriate tools and technology for the task at hand
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