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Project-Based Learning and Arts: Empowering Students to Craft Beautiful Work

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How can we create a watering system in a school greenhouse?
How can we save energy at school?

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Team from Lituhania Raseiniai. Viktorija, Inga, Marius

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Ice-break activities!

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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STEAM + Project-Based Learning: Real Solutions From Driving Questions

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1. How can our community reduce the expenses in school items thrue recycling?
2. How can we use our school yard to have more active breaks?

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Rubric Maker - Create custom assessments

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Create rubrics for your classroom projects.

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layla.dari@europass.it

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Why PBL?

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Resources for Getting Started With Project-Based Learning

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Explore Edutopia’s curated compilation of online resources for understanding and beginning to implement project-based learning.

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1. How can we fight against the effects of a forest fire in our environment?

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1. How can we fight against the effects of a forest fire in our environment?

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2. How can we improve the welcome process of new students in our school?

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Rubrics describe what high performance looks like and foster helpful conversations between students and teachers about high-quality work and responsibility for it.

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ma.javaloyessanchi@edu.gva.es

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Marius, Viktorija, Inga and Angie presentation

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Driving questions to use in your PBL classroom

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Spread the loveDriving questions set the purpose for learning and simultaneously capture the student's curiosity. That can be a tall order to fill in any Project-Based Learning (PBL) classroom. In the PBL classroom, groups of student solve complex problems. They gather and analyze facts, look for correlations, and evaluate possible solutions.

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Be active!

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Peer Assessment: Reflections from Students and Teachers

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Economic and natural impact of forest fire

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Economic and natural impact of forest fire

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David, Michel, Ivi & Mònica

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Self-Assessment: Reflections from Students and Teachers

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mario_lit@yahoo.com

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Ladder of Feedback Guide for Classroom Observations The "Ladder of Feedback"* is a protocol or structure that establishes a culture of trust and constructive support by sequencing feedback in order that is constructive.
The idea or plan is presented to the group. Then the group moves through the following steps (moving from one rung of the ladder to the next):

Step 1: Clarify
Ask clarifying questions to be sure you understand the idea or matter on the table. Avoid clarifying questions that are thinly disguised criticism.
Step 2: Value
Express what you like about the idea or matter at hand in specific terms. Do not offer perfunctory "good, but," and hurry on to the negatives.

Step 3: State concerns
State your puzzles and concerns. Avoid absolutes: "What's wrong is . . ." Use qualified terms: "I wonder if . . ." "It seems to me . . ." Avoid criticizing personal character or ability and focus on ideas, products, or particular aspects.
Step 4: Suggest
Make suggestions about how to improve things. This step is sometimes blended with step 3: people state concerns and then offer suggestions for addressing them. There is no set time limit for this process: It can be done in a few minutes or over the course of an hour.

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Ladder of Feedback (see Supporting Learning in Groups in the Classroom)

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ingrida.inga@gmail.com

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our expanding library of project ideas that are standards-aligned, and cover a range of grade levels and subject areas.

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Bridge Education Group TEFL TESOL Certifications

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TESOL/TEFL/ESL Teaching English Speaking with Task-Based Learning

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inga.valinciene@girkalniopm.lt

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What is Project-Based Learning?

Project-based learning (PBL) is a teaching method that encourages learning by actively engaging in real-world and personally meaningful projects.

Students will typically work on a project over an extended period of time - anywhere from a week up to a semester - that engages them in solving a real-world problem or answering a complex question. They then show what they learned by creating a public product or presentation for a real audience.

By working in this way, project-based learning enables students to develop deep content knowledge as well as skills like critical thinking, collaboration, creativity, and communication. PBL has also been known to unleash a contagious creative energy among students and teachers, leading to increased student engagement and improved learning outcomes for all.

Project-based learning is becoming increasingly used in schools and other educational settings, in different ways and varying degrees. However, you may wondering what the difference is between students simply "doing a project" and engaging in rigorous project-based learning.

Characteristics of project-based learning

Project-based learning is often differentiated by the following characteristics:

Inter-disciplinary

Real-world challenges are rarely solved using information or skills from a single subject area. In PBL, projects require students to use content knowledge and skills from multiple academic domains to engage in inquiry, solution building, and product construction.

Rigorous

Challenges set out in PBL often require the application of knowledge and skills, not just recall or recognition. Typically, students' first steps will be to engage in a process of inquiry. This leads to deeper learning, not just of the academic content, but also the use of the content in real world applications. This then leads to the development of solutions that address the problem/challenge of the project, and the creation of products to communicate solutions to an audience.

Student-centred

In PBL, the role of the teacher shifts from content-deliverer to facilitator, coach or project manager. Students work more independently, with the teacher providing support only when needed.

Project-based learning objectives

The desired outcomes of project-based learning stretch far and wide and can vary by school, teacher and institution. However, project-based learning objectives aren't all that different to the characteristics outlined above, and its purported benefits.

Still, here are some of the common objectives of project-based learning:

Integration of knowledge and kills from various areas through more complex investigations and multi-disciplinary projects

Autonomous learning encouraged through independent research of unstructured problems

Teamwork, which helps prepare students for a social environment

Self-evaluation and self-criticism, which encourages students to see beyond their own ideas and knowledge.

Benefits of Project-Based Learning

Below are some of the widely cited benefits of implementing project-based learning in the classroom.

Challenges of Project-Based Learning

PBL can difficult for some teachers to get used to, as it requires them to coach more and instruct less; to embrace interdisciplinary learning instead of teaching subjects in silos, and to be more comfortable with uncertainty and discovery during the learning process.

This is a stark contrast to the traditional education most teachers have experienced and been trained in. Change takes time and is rarely without apprehension or challenges. The good news, however, is that these challenges can most certainly be overcome.

Teachers can take inspiration for problems or ideas from students, parents, or other members of the school community. Instead of lectures and books, they can simply think through the steps required to solve a problem and use those steps as project-learning activities. Instead of planning a large project, they can chunk the project into smaller parts with frequent checkpoints along the way, to make the learning process more manageable.

Meanwhile, authentic assessments can be developed by communicating with professionals in the field regarding what a presentation would look like related to a particular project, instead of the usual unnatural exam setting so many students are used to.

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A Guide to Using Project-Based Learning in the Classroom | True Education Partnerships

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What is project-based learning and why is it essential for learning? Our guide explains how to leverage project-based learning in the classroom. Read more.

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IES Pablo Neruda, Castilleja de la Cuesta, Seville- Spain

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mangiecg@gmail.com

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What is Project-Based Learning?

Project-based learning (PBL) is a teaching method that encourages learning by actively engaging in real-world and personally meaningful projects.

Students will typically work on a project over an extended period of time - anywhere from a week up to a semester - that engages them in solving a real-world problem or answering a complex question. They then show what they learned by creating a public product or presentation for a real audience.

By working in this way, project-based learning enables students to develop deep content knowledge as well as skills like critical thinking, collaboration, creativity, and communication. PBL has also been known to unleash a contagious creative energy among students and teachers, leading to increased student engagement and improved learning outcomes for all.

Project-based learning is becoming increasingly used in schools and other educational settings, in different ways and varying degrees. However, you may wondering what the difference is between students simply "doing a project" and engaging in rigorous project-based learning.

Characteristics of project-based learning

Project-based learning is often differentiated by the following characteristics:

Inter-disciplinary

Real-world challenges are rarely solved using information or skills from a single subject area. In PBL, projects require students to use content knowledge and skills from multiple academic domains to engage in inquiry, solution building, and product construction.

Rigorous

Challenges set out in PBL often require the application of knowledge and skills, not just recall or recognition. Typically, students' first steps will be to engage in a process of inquiry. This leads to deeper learning, not just of the academic content, but also the use of the content in real world applications. This then leads to the development of solutions that address the problem/challenge of the project, and the creation of products to communicate solutions to an audience.

Student-centred

In PBL, the role of the teacher shifts from content-deliverer to facilitator, coach or project manager. Students work more independently, with the teacher providing support only when needed.

Project-based learning objectives

The desired outcomes of project-based learning stretch far and wide and can vary by school, teacher and institution. However, project-based learning objectives aren't all that different to the characteristics outlined above, and its purported benefits.

Still, here are some of the common objectives of project-based learning:

Integration of knowledge and kills from various areas through more complex investigations and multi-disciplinary projects

Autonomous learning encouraged through independent research of unstructured problems

Teamwork, which helps prepare students for a social environment

Self-evaluation and self-criticism, which encourages students to see beyond their own ideas and knowledge.

Benefits of Project-Based Learning

Below are some of the widely cited benefits of implementing project-based learning in the classroom.

Challenges of Project-Based Learning

PBL can difficult for some teachers to get used to, as it requires them to coach more and instruct less; to embrace interdisciplinary learning instead of teaching subjects in silos, and to be more comfortable with uncertainty and discovery during the learning process.

This is a stark contrast to the traditional education most teachers have experienced and been trained in. Change takes time and is rarely without apprehension or challenges. The good news, however, is that these challenges can most certainly be overcome.

Teachers can take inspiration for problems or ideas from students, parents, or other members of the school community. Instead of lectures and books, they can simply think through the steps required to solve a problem and use those steps as project-learning activities. Instead of planning a large project, they can chunk the project into smaller parts with frequent checkpoints along the way, to make the learning process more manageable.

Meanwhile, authentic assessments can be developed by communicating with professionals in the field regarding what a presentation would look like related to a particular project, instead of the usual unnatural exam setting so many students are used to.

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A Guide to Using Project-Based Learning in the Classroom | True Education Partnerships

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What is project-based learning and why is it essential for learning? Our guide explains how to leverage project-based learning in the classroom. Read more.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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mbadia19@xtec.cat
@puntedu

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Project-Based Learning (PBL)

By diversifying the manner of assessment in project-based learning, teachers can get a fuller picture of what students know.

Hero Images Inc. / Alamy Stock Photo

a range of assessments to capture student learning in different ways;

multiple assessments over time to ensure that we have multiple snapshots of student learning;

assessments to inform teaching and learning before, during, and after a unit of study; and

assessments across levels of complexity to identify student progress to ensure that quality learning is occurring.

A common question that emerges as we design and implement problem- and project-based learning (PBL) is how do we effectively assess student learning?

While there are likely many answers to this question, all answers should be anchored to using

When these ingredients are in place, teachers and students alike are better able to understand the quality of our teaching and the progress of student learning-and, as such, carve a path forward in the teaching and learning process.

Rigorous PBL by Design

Rigorous PBL is defined as an inquiry-based methodology that requires students to solve real-world problems by learning surface, deep, and transfer learning.

Rigor is defined as the equal intensity and integration of surface ("I know" ideas), deep ("I can relate" ideas), and transfer ("I can apply" ideas).

For instance, a student may know the names and specific properties of elements on the periodic table (surface), compare and contrast different elements based on their behavior as represented on the periodic table (deep), and apply their learning in an experiment when making a case for refining strategies for extracting oil (transfer).

In PBL we want to find a way to provide a range of these assessments across the unit of study. In rigorous PBL, we divide PBL into four phases:

Phase 1: Students encounter a real-world problem requiring them to determine the expectations of solving the problem.

Phase 2: Students build new knowledge and skills that are critical to meet curriculum and project expectations.

Phase 3: Students deepen their knowledge and skills by engaging early and often in classroom discussions to solidify understanding of core principles and practices.

Phase 4: Students learn transfer-level skills to solve the problem(s) presented during Phase 1.

Diversifying Our Assessments

We can assess student learning in a number of ways. Here are three approaches to assessment:

1. Stop and assess. One way is to interrupt students' learning and provide them with an assessment. This could take the form of a test, quiz, or formal presentation. This is likely the most common form of assessment in classrooms.

2. Assess in action. Another option is assessing students as they engage in the learning, and we simply assess their performance without stopping them in the moment. This could take the form of watching students debate, solve a math problem during independent practice, or redraft a paper in class.

3. Have students construct the assessment. The final option is for students to construct the way in which they want to be assessed. In this process, students and teachers work together to identify the areas that need to be assessed, and students devise a way to show that practice. Suppose a student wanted to showcase their understanding of geometric angles: They may propose drawing and labeling a number of angles in front of the teacher.

When we design assessments, we want to ensure that they meet each level of surface, deep, and transfer. As such, it's helpful to create a simple grid that lays out each level of complexity and each type of assessment.

Diversifying Our Use of Assessments With Students

Pre-assessment. Ask students to jot down where they are in their learning, how they will perform in their learning, and what next steps they will likely need to take.

Post assessment. Ask students to evaluate any and all discrepancies between their pre-assessment and their current performance. Ask students to share out next steps they can take to improve.

Weekly/daily check-ins. Ask students to appraise their current performance using tools such as success criteria and current assessment information and discuss potential discrepancies in that appraisal. Work with students to develop next steps to improve or enhance their learning.

We use assessments for a number of reasons. One is to assess the end of a learning sequence and report on a student's learning. We call this a summative assessment. We also use formative assessment, or the collection of data along the course of a student's learning journey to appraise current performance and make adjustments.

In both uses of assessment, we want to think about how we can support students in being actively involved in knowing their performance and planning next steps. Here are three ways to support students in being actively involved in the assessment process:

Putting It Together

How do we put all of this together to enhance student learning in the PBL environment? Let's look at an example to solidify this new understanding of diversifying our assessment portfolio.

Phase 1: During the entry launch, we may use "stop and assess" as a way to identify student prior knowledge. We may "assess in action" by listening to students as they work on initial tasks or complete a need-to-know list.

Phase 2: Teachers and students are engaging in daily 2-to-3-minute check-ins on performance. Teachers are weaving a number of "stop and assess" and "assess in action" assessments at the surface level.

Phase 3: As students deepen their learning, teachers may capture summative assessment data of student surface and deep knowledge. This is a great opportunity for students to engage in a pre-/post-assessment reflection and determine next steps. In addition, this process may serve as fodder for students to develop a student-constructed assessment for showcasing all levels of learning during phase 4.

Phase 4: During this phase, the teacher is relying more on "assess in action" at the transfer level as well as student-constructed assessments to make judgments on student learning and to feed forward their thinking to students.

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Project-Based Learning (PBL) By diversifying the manner of assessment in project-based learning, teachers can get a fuller picture of what students know. Hero Images Inc.

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Problem-Based Learning | Center for Teaching Innovation

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Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning.

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"If your goal is to engage students in critical thinking... you need to present interesting challenges to solve, rather than simply explaining how other smart people have already solved those challenges." - Therese Huston

Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL) are both student-centered teaching pedagogies that encourage active learning and critical thinking through investigation. Both methods offer students interesting problems to consider. And research shows that both PBL and IBL are effective models of learning.

So, what's the difference between the two?

According to Banchi and Bell [4], there are four different levels of inquiry.

1. Confirmation Inquiry: Students confirm a principle through an activity when the results are known in advance.

2. Structured Inquiry: Students investigate a teacher-presented question through a prescribed procedure.

3. Guided Inquiry: Students investigate a teacher-presented question using student designed or selected procedures.

4. Open Inquiry: Students investigate questions that are student formulated through student designed or selected procedures.

Most academics define Inquiry-Based-Learning as a pedagogy that is based on one of these levels. So IBL can be as methodical as guiding students through a procedure to discover a known result or as free-form as encouraging students to formulate original questions. For example, in a Physics laboratory, suppose the topic is Newton's Second Law of Motion. The lab instructions could define a procedure to record the mass and impact force of various objects. Multiplying the mass by the acceleration due to gravity, the students should recover the force they recorded, thus confirming Newton's Second Law.

Problem-Based-Learning can be classified as guided inquiry where the teacher-presented question is an unsolved, real-world problem. For example, in a Middle Eastern Studies course, the main problem posed by the instructor could be "Propose a solution to the Israeli-Palestinian conflict." This question will motivate the study of the history of the region, the theological differences between Judaism and Islam, and current events. At the end of the semester, students would be expected to present and justify their solution.

Therefore, using the definition above, PBL is a type of IBL.

PBL is great because it motivates course content and maximizes learning via investigation, explanation, and resolution of real and meaningful problems. At any level, inquiry can be an effective method of learning because it is student-centered and encourages the development of practical skills and higher-level thinking.

As you plan for your next class, I invite you to reflect on your method of content delivery. Is it motivated? How? Would your students benefit from a day based on inquiry?
References.

1. Inquiry Based Learning. University of Notre Dame Notes on Teaching and Learning. https://sites.nd.edu/kaneb/2014/11/10/inquiry-based-learning/ .

2. Problem-Based Learning. Cornell University Center for Teaching Innovation . https://teaching.cornell.edu/teaching-resources/engaging-students/problem-based-learning .

3. Hmelo-Silver, Cindy E.; Duncan, Ravit Golan; Chinn, Clark A. (2007). "Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)". Educational Psychologi st. 42 (2): 99-107. : 10.1080/00461520701263368 .

4. Banchi, H., & Bell R. (2008). The many levels of inquiry. Science and Children.

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"If your goal is to engage students in critical thinking... you need to present interesting challenges to solve, rather than simply explaining how other smart people have already solved those challenges." - Therese Huston Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL) are both student-centered teaching pedagogies that encourage active learning and critical thinking through investigation.

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d.fabuelguareno@edu.gva.es

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OVERVIEW

A jigsaw classroom is not a loose, "anything goes" situation. It is highly structured. Interdependence is required. It is the element of "required" interdependence among students which makes this a unique learning method, and it is this interdependence that encourages the students to take an active part in their learning. In becoming a teacher of sorts, each student becomes a valuable resource for the others.

Learning from each other gradually diminishes the need to try to out-perform each other because one student's learning enhances the performance of the other students instead of inhibiting it, as is usually the case in most competitive, teacher-oriented classrooms.

Within this cooperative paradigm the teacher learns to be a facilitating resource person, and shares in the learning and teacher process with the students instead of being the sole resource. Rather than lecturing to the students, the teacher facilitates their mutual learning, in that each student is required to be an active participant and to be responsible for what he learns.

The students in a history class, for example, are divided into small groups of five or six students each. Suppose their task is to learn about World War II. In one jigsaw group, Sarah is responsible for researching Hitler's rise to power in pre-war Germany. Another member of the group, Lisa, is assigned to cover concentration camps; Michael is assigned Britain's role in the war; Melody is to research the contribution of the Soviet Union; Pedro will handle Japan's entry into the war; Clara will read about the development of the atom bomb.

Eventually each student will come back to her or his jigsaw group and will try to present a well-organized report to the group. The situation is specifically structured so that the only access any member has to the other five assignments is by listening closely to the report of the person reciting. Thus, if Pedro doesn't like Michael, or if he thinks Sarah is a nerd and tunes her out or makes fun of her, he cannot possibly do well on the test that follows.

To increase the chances that each report will be accurate, the students doing the research do not immediately take it back to their jigsaw group. Instead, they meet first with students who have the identical assignment (one from each jigsaw group). For example, students assigned to the atom bomb topic meet as a team of specialists, gathering information, becoming experts on their topic, and rehearsing their presentations. We call this the "expert" group. It is particularly useful for students who might have initial difficulty learning or organizing their part of the assignment, for it allows them to hear and rehearse with other "experts."

Once each presenter is up to speed, the jigsaw groups reconvene in their initial heterogeneous configuration. The atom bomb expert in each group teaches the other group members about the development of the atom bomb. Each student in each group educates the whole group about her or his specialty. Students are then tested on what they have learned about World War II from their fellow group member.

THE BENEFIT

First and foremost, it is a remarkably efficient way to learn the material. But even more important, the jigsaw process encourages listening, engagement, and empathy by giving each member of the group an essential part to play in the academic activity. Group members must work together as a team to accomplish a common goal; each person depends on all the others. No student can succeed completely unless everyone works well together as a team. This "cooperation by design" facilitates interaction among all students in the class, leading them to value each other as contributors to their common task.

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The jigsaw technique is a cooperative learning approach that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience.

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Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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Just a coincidence or a predicction?