PBL

"I hear and I forget. I see and I remember. I do and I understand." (Confucius)


 * //If you find more great PBL information, please make links here to share with others.//**

Roman Survival Guide PBL

 [|What is Project-Based Learning (PBL)?] [|eSN-Project-Based Learning0109.pdf] article from E-School News that states "...project-based learning can help students develop the same kinds of 21st-century skills— such as problem solving, critical thinking, communication, collaboration, and creativity—that today’s employers covet."

[|PBL-Online] is a rich, multi-level resource for PBL teachers, both experts and those new to PBL. The site provides, introduces, and explains Project Based Learning using both text and video. In addition, it guides users through the planning of a standards-focused project using the proven method described in the //[|BIE Project Based Learning Handbook].//

[|Designing, Facilitating and Assessing PBL's]

[|ICT assisted Project Based Learning]  This Website, by Dave Moursund, professor at the University of Oregon is designed to support a workshop, a short course, or self study on Information and Communication Technology (ICT)- Assisted Project-Based Learning. There are enough materials for a two-day workshop or a one-credit course.

[|Why Teach with Project Based Learning] This page links to Edutopia.org with videos on project-based learning.

Dave Dalton - Kent State - Power point on Problem-Based Learning media type="custom" key="3068786"


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[|ProjectPlanningForms.doc] || **1. Begin with the end in mind.** Summarize the theme for the project. Why do this project? Identify the content standards that students will learn in this project. Identify key skills that students will learn in this project. Identify the habits of mind that students will practice in this project. **2. Craft the driving question.** State the essential question or problem statement for the project. The statement should encompass all project content and outcomes, and it should provide a central focus for student inquiry. **3. Plan the assessment, part 1.** Define the products for the project. What will you assess--early in the project, during the project, and at the end of the project? **Plan the assessment, part 2.** State the criteria for exemplary performance of each product. **4. Map the project, part 1.** What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. (List the knowledge and skills that students will need: already learned, taught before the project, and taught during the project.) **Map the project, part 2.** List key dates and important milestones for this project. What challenges or problems might arise? **5. Manage the process.** List the preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles. Ask: How will you and your students reflect on and evaluate the project? (Class discussion, student-facilitated formal debrief, teacher-led formal debrief, individual evaluations, group evaluations, or other.) ||