Project-Based Learning!

What is PBL?

• Learning activities that are long-term, interdisciplinary, and student-centered
• Learning has a cooperation emphasis
• PBL problems/activities bridge the gap between facts/concepts and real-life experiences through application
• Students experience authentic learning through investigation, creation, and problem-solving

Designing PBL

• Teachers must define the academic goals for students. These goals need to lead to deep-understanding
• Teachers should provide various supports (such as technology, starting the project with engaging problems, "just in time" teaching additions)
• Many opportunities for student formative self-assessment should be embedded
• Project procedures should elicit participation and revision among students

Benefits of PBL

• Higher-level cognitive development and enhanced quality of learning
• Various student needs are met
• Students are engaged and motivated (even those who wouldn't be otherwise)
• Students learn necessary problem-solving, communication, planning and self-management skills
• Diversity! Positive communication and collaboration relationships are created among all kinds of students

Benefits of PBL cont

• PBL gives teachers the opportunity to integrate curriculum, use thematic instruction, and even integrate community issues (which also teaches students civic responsibility
• Involvement in projects teaches life-long learning habits as well as habits of success (both personal and in career)
• Students learn not only the "know", but the "do" (application)

An Example: Fire Prevention

Students will:

• Do background research of their own in teams about how to prevent/defend against wildfires
• Meet with local fire fighters for learning, discussion, and be introduced to defensible space
• Create solutions and implement them in parts of the community
• Build a defensible space project around the school

Inquiry Learning!

What is Inquiry Learning

• Learning where students are active and questioning
• Involves "hands-on, minds on" student exploration
• Involves posed questions, investigation processes, and student analysis

So, what is the process?

• ENGAGEMENT- an object, event or question that grabs students' attention. Connections between what students know and can do are made.
• EXPLORATION- students investigate facts and artifacts through hands-on activities with the teacher's guidance
• EXPLANATION- students describe their understanding of concepts and processes
• ELABORATION- students participate in activities in which concepts are applied and students build skills/understanding
• EVALUATION- students self-assess; activities should allow for eval of student development and lesson effectiveness

Students:

• see themselves as "active participants" in learning
• want to learn more
• exhibit engagement and curiousness
• enjoy science
• communicate in several ways
• suggest solutions and offer explanations
• employ questioning

Teachers:

• model, model, model
• support learning through encouragement and help guide students to better understanding
• use open-ended questions
• listen carefully to students and their ideas

An Example: Water Decontamination

Socratic Dialogue!

The Basics

• It's all about the "why" questions
• Especially valuable where students are learning ethics
• PRIMARY GOAL: getting students to think critically (about difficult issues)
• There is no one "right" answer

Step One

• Pick a controversial topic that elicits open-ended questions
• The teacher, students, or class as a whole can provide questions
• Remember, it's all about critical thinking!

Teacher Begins Discussion

• The leader needs to focus the discussion
• Force participant elaboration
• Clarify, synthesize, and restate opions
• As time goes on, a student can have the leadership position

Participants need to:

• think and speak PERSUASIVELY with SUPPORT from the discussion
• employ active listening
• demonstrate respect

An Example for Native American History: