Motivation in learning

Motivation and learning (slides)

Less is more

Learning strategies ( interesting)

Emeli

"Research has shown that students learn content as well or better using PBL than with traditional instruction. It also shows that students remember what they have learned longer and are better able to use what they have learned. PBL provides the opportunity to learn and practice skills that traditional instruction often ignores -- working in groups, making choices, monitoring progress, thinking deeply about a problem or challenge, and communicating what has been learned. In short, PBL helps students not only learn content but also the 21st-century skills they will need to thrive in a quickly changing, globally connected world."

"I think the key point is that most, if not all students, have to be prepped to do PBL successfully. The teacher should think through what the project requires students to do, both in terms of academic tasks (such as writing an editorial, creating a poster, summarizing an argument) and in terms of the process of completing the project (discussing ideas and making choices in a group, giving constructive feedback on others' work, or making an oral presentation). And then teachers need to ask themselves whether students can do this right now or whether they need some scaffolding, guidance, and practice."

"If they do need practice or preparation -- either academic or process focused -- the teacher needs to provide that. Begin by having kids describe what it means to discuss things and learn from the discussion or talk about what a good presentation looks like (help them make a rubric!). Examine the steps in developing an argument. Sometimes the teacher will need to be direct and didactic: "A good argument is based on reasons that are logical and make sense; it is not based on what we feel or what we like." At other times, the teacher can draw the needed ideas out of the students in a discussion. But in all cases, the result should help students understand what they need to do and give them practice doing it in a supervised, structured situation before we turn them loose on a project."

"The teacher should also check in with students after the project starts: "Let's talk about the discussions you are having in your groups. How many students would say they are learning new things? What is your group doing to make that happen?" Good projects are done with preparation (for both teachers and students) and under supervision. If things are going swell, then the teacher can back off."

"Start small. Keep the project short and the learning goals limited. Students need a chance to develop their PBL skills -- working productively in groups, monitoring their progress, making public presentations. This takes practice, teacher and peer feedback, and reflection time for both you and your students. You can tackle more complicated projects once your students have some initial success."