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Empowering Students With Special Needs to Help Others: How Problem Based Learning Made it Possible 

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Empowering Students With Special Needs to Help Others: How Problem Based Learning Made it Possible 

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Source: Peer Reviewed
Abstract: Teachers use PBL units as a tool to empower students with special needs to become more confident, independent, successful students. Students with special needs flourish in a PBL classroom where many learning styles are actively used to engage all students. The unit promotes character building skill that students will take with them throughout their academic careers and into adulthood.
Findings: The enthusiasm of the students involved was important to the project.
Students felt great pride by working with classmates in the community.
Students were proud of their work and wanted everyone in town to know what they had learned and what they did to fix the problem.
The other component used was academic grades the students earned. All students involved received an above average score on  the rubric developed for the project.
Citation:
Kincaid, S., & Jackson, S. (2006). Empowering Students With Special Needs to Help Other: How

Problem Based Learning Made it Possible. Teaching Exceptional Children Plus, 2(3). Retrieved from http://files.eric.ed.gov/fulltext/EJ967098.pdf

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The Impact of Project-Based Learning on Minority Student Achievement: Implications for School Redesign

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The Impact of Project-Based Learning on Minority Student Achievement: Implications for School Redesign

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Source: Peer Reviewed
Abstract:  The causal-comparative study compared 7th and 8th students who had utilized the PBL with a comparison group in which PBL was nonexistent. Using outcome measures of academic achievement in mathematics and reading, multivariate and univariate analyses of the data showed that the PBL groups performed at a higher achievement level than did the non-PBL students.
Findings: Among seventh grade students, the data was not statistically significant, but the correlation between the demographic data and outcome measures were statistically significant. The PBL group outperformed the non-PBL group.
The eighth graders measures showed statistical significance. The PBL group outperformed the non-PBL group.
Citation: Cervants, B., Hemmer, L., & Kouzekanani, K. (2015). The Impact of Project-Based Learning on Minority Student Achievement: Implications for School Redesign. NCPEA National Council Of Professors Of Educational Administration, 2(2), 50-66. Retrieved from https://files.eric.ed.gov/fulltext/EJ1105713.pdf

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Student-Centered Learning: It Starts With the Teacher

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Student-Centered Learning: It Starts With the Teacher

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Source: practitioner
Abstract: Student-centered classrooms involve students in  the planning, implementation, and assessments. Involving learners in these decisions will place meaningful work on them. Teachers must become comfortable with changing their leadership style from  "Do as I say" to "Based on your needs, let's co-develop and implement a plan of action."
Findings: Children and teens have the same need for curriculum to be presented in a context that's meaningful to them. They need to understand how their existing talents fit and how they can confidently apply the skills in a meaningful way to their lives outside of school. Show real-world relationships where possible in lessons. For a deeper experience, have students apply the skills in ways that support or enhance their current "real world." This can be approached in individual lessons or as a unit. For example, Loudoun County (Virginia) teachers, led by Dr. Eric Williams, launched One to World, which provides student-centered learning experiences.
Citation:

McCarthy, J. (2017). Student-Centered Learning: It Starts With the Teacher. Edutopia. Retrieved 1 December 2017, from https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy

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Source: practitioner
Abstract: Stanford Center for Opportunity Policy in Education (SCOPE), looks closely at four schools that are achieving positive outcomes for low-income students of color. The Stanford findings provide independent evidence that deeper learning strategies and student-centered practices increase academic achievement.
Findings: One-hundred percent of African-American and Latino 2012 graduates completed the courses required for UC/CSU eligibility at Impact Academy, an Envision school. Statewide, the rates are 34 percent and 39 percent respectively.
For the graduating class of 2012, 95 percent of Dozier-Libby Medical High School's economically disadvantaged students completed the courses required for UC/CSU eligibility, compared to 30 percent for the entire state. Also in the study, Life Academy, which had a 2012 graduation rate of 71 percent, compared to only 59 percent for that school district.
Citation:
Lenz, B. (2017). A Case for Student-Centered Learning. Edutopia. Retrieved 30 November 2017, from https://www.edutopia.org/blog/a-case-for-student-centered-learning-bob-lenz

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Why Project-Based Learning Motivates Students

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Why Project-Based Learning Motivates Students

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Source: popular
Abstract: Student-centered classrooms tend to have greater engagement. One method we can use to build a student-centered classroom is project-based learning (PBL). Research provides seven reasons that PBL helps motivate learners.
Findings: Students gain autonomy. Classrooms become collaborative communities. Students work on real world projects. Instructors provide constructive feedback. Students get to get up and move. Projects present rigor. Students are given space to fail.
Citation: Blog post: Why Project-Based Learning Motivates Students. (2017). K-12 Thoughtful Learning. Retrieved 1 December 2017, from https://k12.thoughtfullearning.com/blogpost/why-project-based-learning-motivates-students

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How Can Teachers Create a Learner-Centered Environment?

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How Can Teachers Create a Learner-Centered Environment?

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Source: popular
Abstract: Learner centered classroom environment is needed to prepare students to meet the challenges and demands of a global economy, that:

1) Learning needs to be rigorous and based on college and career-ready expectations.

2) Learning is personalized.

3) Learning is collaborative, relevant, and applied.

4) Learning is flexible, taking place anytime, anywhere.

Findings: 1) Effective teachers have always created a learner centered environment.
2) We need meaningful publisher and teacher collaboration
3) Learner centered environments will require technology.
4) New roles are needed for the teacher profession.
Citation:
How Can Teachers Create a Learner-Centered Environment?. (2017). Education Week - Leading From the Classroom. Retrieved 1 December 2017, from https://blogs.edweek.org/teachers/leading_from_the_classroom/2012/06/how_can_teachers_create_a_learner_centered_environment.html

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What the Heck Is Project-Based Learning?

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What the Heck Is Project-Based Learning?

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Source: Popular
Abstract: Explains what PBL
"PBL is the ongoing act of learning about different subjects simultaneously. This is achieved by guiding students to identify, through research, a real-world problem (local to global) developing its solution using evidence to support the claim, and presenting the solution through a multimedia approach based in a set of 21st-century tools."

Findings: Project-based learning typically is grounded in the following elements:

Role-playing

Real-world scenarios

Blended writing genres

Multiple reading genres

Authentic assessments

Authentic audiences

Real-world expertise brought into the classroom

Units that assess multiple skills

Units that require research and comprehension of multiple subjects

Student choice

Collaboration

Multiple methods of communication (writing, oral speaking, visual presentations, publishing, etc.)

Citation: Wolpert-Gawron, H. (2017). What the Heck Is Project-Based Learning?. Edutopia. Retrieved 1 December 2017, from https://www.edutopia.org/blog/what-heck-project-based-learning-heather-wolpert-gawron

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Why Is Project-Based Learning Important?

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Why Is Project-Based Learning Important?

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Source: practitioner
Abstract: The old ways of learning by memorizing facts and reciting them is no longer preparing students to survive in today's world. Students must be able to solve highly complex problems. This requires that students have both fundamental skills (reading, writing, and math) and 21st century skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high tech tools). With these skills, students become directors and managers of their learning process, guided and mentored by a skilled teacher.
Findings: Research supports the use of PBL. Schools where PBL is practiced find a decline in absenteeism, an increase in cooperative learning skills, and improvement in student achievement. When technology is used to promote critical thinking and communication, these benefits are enhanced.

Citation: Why Is Project-Based Learning Important?. (2017). Edutopia. Retrieved 1 December 2017, from https://www.edutopia.org/project-based-learning-guide-importance

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Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

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Learner Centered Classroom in Science Instruction: Providing Feedback with Technology Integration

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Source: peer reviewed
Abstract: "Learner center" gives attention to the learners in the educational setting. This includes teaching practices. In Learner centered classrooms, teachers assess different student for feedback and revision. Feedback is most effective when students have the opportunity to use it to readjust their thinking.  This study explores the design of learner centered classroom in relation to the interactive technology integration which is based on using mobile technology to provide effective feedback in learning environment.  Qualitative research design was used in this research. Focus group interview method was used to get data collecting.
Findings:The study findings show that mobile technology supports feedback effectively and promote student engagement in the classroom.
Citation:
Yilmaz, O. (2017). Learner centered classroom in science instruction: Providing feedback with technology integration. International Journal of Research in Education and Science (IJRES), 3(2), 604-613. DOI: 10.21890/ijres.328091 Retrieved 1 December 2017, from

https://eric.ed.gov/?q=learner+centered+classroom+in+science+instruction&id=EJ1148424