This document discusses project-based learning (PBL) and provides an overview of PBL as well as summaries of research studies that have found benefits of PBL. Some key points include:
- PBL engages students in exploring real-world problems and creating presentations to share what they have learned, which can lead to deeper knowledge and increased motivation compared to textbook learning.
- Several studies found improved test scores, engagement, and skills among students learning through PBL compared to traditional instruction.
- Effective PBL requires teachers to facilitate learning as a coach rather than solely relying on direct instruction, with the role shifting from manager to leader.
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
I modified a presentation I found on Edutopia with my original guidelines, procedures and pics.
I will be sharing this via Elluminate with teachers in Alabama who are part of the 21st Century Teaching and Learning project funded by a grant from Microsoft.
The document discusses a presentation created for an ICT exhibition on the theme of activity-based teaching. It covers related data on activity-based teaching at multiple educational levels. Various diagrams, equations, and data are included to demonstrate and tie together the concepts using ICT presentation tools.
This document provides an overview of implementing project based learning (PBL) in K-12 classrooms. It discusses the benefits of PBL, including developing 21st century skills. It explains the essential elements of PBL and distinguishes it from simple projects. Examples of PBL units are provided for first grade, middle school Spanish class, and getting started with resources. The presentation aims to convince teachers that PBL increases student engagement and prepares students for real world skills.
This document outlines a project-based learning activity for a 10th grade Humanities class in Uganda. Students will research current issues in Africa like poverty, disease, conflict, and the environment. They will work in groups to choose an issue, research it, devise solutions, and present their findings to the class using a multimedia presentation. The goals are for students to learn deeply about African issues and develop 21st century skills like collaboration, communication, critical thinking, and creativity.
Project based learning is a teaching method that uses real-world problems or challenges as the starting point for inquiry. It is characterized by students making decisions about the project framework, designing processes to solve problems or address challenges, and collaboratively accessing and managing information. The teacher plans learning strategies and assesses students in a transparent manner using various assessments, while students conduct research, learn new concepts, manage their time, take ownership of their work, and apply their learning through action. Benefits of project based learning include students becoming more creative and active learners and forming positive relationships within a powerful learning community focused on achievement.
Project-based learning involves student inquiry in response to an open-ended question or challenge. Students learn key academic content and 21st century skills like communication, collaboration, and critical thinking by researching and creating an end product or performance. Some fundamentals of project-based learning include beginning with a vision of the final product, incorporating student voice and choice, and providing feedback and opportunities for revision. Proponents argue that it leads to deeper understanding, builds workplace skills, and motivates students. Teachers have flexibility in how much and how often they incorporate project-based learning into their curriculum.
The document discusses project-based learning approaches that integrate 21st century skills. It outlines how projects allow students to develop in-depth knowledge on a topic, use critical thinking, make real-world connections, and demonstrate understanding through products. Effective projects are standards-driven, develop 21st century skills, focus on important questions, include ongoing assessment, and engage students through varied instructional strategies that meet varying student needs and abilities. Instructional approaches for project-based learning are student-centered and include students acting as choosers, designers, discoverers, collaborators using multiple sources of information and 21st century skills to make real-world connections.
This document provides an overview of project-based learning (PBL). It defines PBL as having students investigate or respond to an open-ended question or challenge, applying their understanding to create something new while developing critical thinking and collaboration skills. PBL is presented as better preparing students for solving complex real-world problems compared to traditional instruction. The document distinguishes PBL from typical projects by noting PBL requires sustained inquiry, authenticity, and student voice rather than predetermined outcomes. Examples of PBL from MURSD include Chinese students creating sales pitches for inventions and students collectively organizing a Renaissance faire, involving research, collaboration, and presentations.
This document provides guidance on creating effective lesson plans. It emphasizes that teachers should carefully plan what they want students to learn, how it will be taught, and how learning will be assessed. The key components of a good lesson plan are outlined, including setting objectives, introducing the topic, breaking the lesson into timed steps, addressing different learning styles, allowing time for student questions and reflection, and providing appropriate assessment and homework. Continuous assessment and adapting plans based on student needs are also encouraged. Overall, the document stresses the importance of thorough preparation and a variety of teaching methods to create engaging and effective lessons.
Project-based learning is a teaching method where students gain knowledge and skills by working to design and create a product or presentation. It uses multimedia like text, graphics, video and sound. Key aspects include addressing core curriculum, making real-world connections, extended timeframes, student decision making, collaboration, and assessment. Students learn by creating multimedia themselves rather than just using others' work. Benefits include improving hard skills like problem solving and soft skills like collaboration. It prepares students for skills like planning, presenting information, and applying academic knowledge to the real world.
Problem-based learning (PBL) is an educational approach that uses real world problems as a context for students to learn about basic and clinical sciences. In PBL, students work in small groups facilitated by a tutor to discuss and solve clinical problems. This allows students to identify gaps in their knowledge and develop self-directed learning skills. PBL aims to develop an integrated, context-specific knowledge base and skills in critical thinking, self-directed learning, collaboration and communication. Some potential advantages of PBL include greater relevance to medical practice and improved knowledge retention and application.
This document discusses problem-based learning strategies. It begins by outlining different pedagogical methods like traditional teaching, student-centered learning, and problem-based learning. It then defines problem-based learning as a student-centered, inquiry-based method where students learn through reflection, reasoning, and problem-solving to address real-world problems. The document outlines the process of problem-based learning and skills it develops in students like critical thinking and independent learning. It provides characteristics of good problems and advantages of using problem-based learning for both students and teachers. Finally, it discusses the role of instructors in facilitating the learning process and some potential limitations.
project based learning(architecture)
Learning by doing
Application
Examples
Architectural projects lend themselves well to projectbased
learning
Conclusion: The tension of design and learning
Summary
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like problem-solving, and increases student independence and self-esteem. Potential shortcomings include projects becoming unfocused, difficulty measuring success, and some students not contributing equally.
This presentation discusses homework and provides guidelines for teachers on assigning and checking homework. It defines homework as tasks assigned to students to be completed outside of class time to reinforce skills and concepts learned in class. The presentation outlines the objectives, types of homework including practice, preparation, extension and creative work. It provides tips for assigning homework such as ensuring students understand the purpose and can succeed on the tasks. Benefits include better retention and understanding, while drawbacks include loss of interest and pressure on students. A homework schedule is suggested to help organize assignments.
Classroom Rules & Routines, and Teacher MovesIwan Syahril
This document discusses the importance of establishing rules, routines, and teacher "moves" in classroom management. It notes that teaching does not come naturally and requires consciously developed systems to control student behavior. Effective classroom management involves addressing competing ideals through rules and routines, such as treating students the same versus responding to individual needs, encouraging independence versus ensuring all students learn core content. It is difficult for new teachers because they lack experience noticing student behavior, establishing authority, and understanding diverse learners. The document emphasizes that even with planning, lessons may not go perfectly, so teachers need practiced "moves" to quickly redirect students without disrupting instructional flow.
ed. Tech 1 - Project - Based learning and Multimediajenny678
This document discusses project-based learning and multimedia. It defines project-based learning as a teaching method where students acquire new knowledge and skills by designing, planning, and producing a product or performance. Multimedia is defined as integrating various media like text, graphics, video, and sound. Project-based multimedia learning combines these approaches by having students acquire knowledge and skills through designing a multimedia product. The document outlines seven key dimensions of project-based multimedia learning: using core curriculum, making real-world connections, extending over time, allowing student decision making, enabling collaboration, incorporating assessment, and utilizing multimedia. It argues this approach helps students develop important hard and soft skills for the modern workplace.
This document provides an overview of implementing project based learning (PBL). It discusses the benefits of PBL, including developing 21st century skills. It explains the differences between a project and PBL, and outlines essential elements of PBL like developing driving questions. Several sample PBL projects are described, including ones focused on healthy eating, energy use, and teaching Spanish. Resources and tools for implementing PBL are also listed. Contact information is provided for the presenters.
The document outlines a project-based learning activity for 2nd grade students where they will create and record stories to share with kindergarteners. Students will work in groups to write stories that have a beginning, middle, and end, using at least one adjective or adverb in each scene. They will record their stories using iPads. The goals are to build community between grades, teach leadership, and make reading fun. Students will be responsible for their own projects but must get approval from the teacher. They will provide feedback and revisions to improve their stories. The teacher's role is to guide students and create deadlines and rubrics to assess the project.
This document outlines the steps for conducting project-based learning, beginning with framing an essential question and developing foundation questions. It discusses developing search strategies using key words and evaluating sources. Students then create products to present their research findings, which should include an electronic essay and a traditional project like a poster. The goal is for students to answer their essential question through inquiry and collaboration.
Project-based multimedia learning redefines boundaries of the classroom. Teacher Nachielle teaches social studies and has her students create a multimedia presentation on the Black Plague as part of their study of medieval history. Students created animations showing how the plague virus attacks the body in science class and computer-based presentations from various perspectives in social studies class. The presentations used primary sources and compared the Black Plague to the modern AIDS epidemic. Students were fully engaged in their work on the multimedia project, which incorporated research, art, writing, math, and technology activities designed by the teacher.
Project-based Learning Multimedia as a Teaching-Learning StrategyJuaymah Daine Rivera
The document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and materials, introducing the project to students, having students learn the necessary technologies, conducting preliminary research and planning, developing concept designs and storyboards, producing drafts and finalizing the project, and concluding with presentations. It provides details on activities and considerations for each phase to help structure and implement the multimedia learning projects.
This document provides an overview of problem-based learning (PBL), including its history, key characteristics, steps in the PBL process, advantages and disadvantages. Some key points:
- PBL was pioneered in medical education at McMaster University in the 1960s as an alternative to traditional lecture-based learning. It has since spread to other fields.
- In PBL, students work in small groups to solve open-ended problems, with teachers acting as facilitators. It is student-centered and focuses on identifying learning needs to address problems.
- The steps of PBL involve defining the problem, identifying learning needs, conducting self-directed study, and applying new knowledge to the problem.
This document outlines an example of a problem-based learning (PBL) presentation on the topic. It begins with an introduction to PBL, noting that it is inquiry-based and begins with an ill-structured problem. It then discusses the key components of a PBL unit, including the roles of the teacher and students and how it assesses learning. Finally, it provides a sample PBL unit based on the novel "Lord of the Flies", walking through understanding the problem, exploring curriculum to develop solutions, and resolving the problem. The presentation promotes PBL as a way to foster life-long learning and good citizenship.
Lesson 16: Using the Project-Based Learning Multimedia as a Teaching-Learning...Arjay Sanchez
This document outlines the phases of a project-based multimedia learning strategy. It discusses 7 phases: 1) introducing the project, 2) preliminary research and planning, 3) learning the technology, 4) concept design and storyboarding, 5) assessing, testing and finalizing presentations, 6) concluding activities, and 7) introducing the project. Key aspects include forming student groups, developing a project description and milestones, performing assessments, researching the subject matter, creating a storyboard, testing the presentation's functionality and design, and presenting the final project. The goal is for students to acquire new knowledge and skills by designing and producing a multimedia product.
School 2020: What should we teach to first-graders so they will thank us? [En...Pavel Luksha
This document discusses reforms needed in the Russian school system to better prepare students for the future. It argues that the current system is outdated and will not enable Russia to compete globally in the 21st century. It recommends focusing on teaching skills like learning agility, communication, creativity and technology literacy that will be important for the jobs and society of 2025. These include skills for acquiring and managing large amounts of information, effective communication, managing individual creativity, and continuous re-learning abilities. Schools should shift from a subject-based to skill-based curriculum focused on developing these future skills starting in first grade. Pilot programs and networking of innovators can help implement these recommended reforms.
K-2 Project-Based Learning STEAM UnitsJessica Lura
This document provides information about project-based learning STEAM units for kindergarten through second grade. It includes summaries of several sample unit plans that integrate different subjects like science, technology, engineering, arts, and math. Advice is given on creating integrated units, including limiting self-imposed boundaries, thinking outside the box, starting small, and using available resources. Standards and additional resources are also referenced. Feedback from attendees is requested using links provided.
Connecting Classrooms through Global Project Based Learning Activities and Re...Kim Caise
This webinar will discuss strategies and ideas to use in a to enrich instruction by having students participate in global collaborative projects. Project based learning resources will be shared along with instructional strategies to implement this type of teaching style in global collaborative learning activities will also be featured with supplementary resources shared with participants. Research that illustrates the importance of assisting students develop a global awareness and resources for implementing inquiry based learning activities will be shared in this webinar. Global collaborative projects and technology integration are key components of preparing students for success as responsible citizens and future leaders in their personal careers and endeavors after graduation. Ideas presented can be modified to meet a variety of common core standards, fit content areas and will be appropriate for several grade levels.
Please join this national board certified teacher in the area of technology education, Kim Caise, M. Ed., who has over 20 years of experience in education for this presentation. She has seen how student learning can be enriched when engaging, interactive activities are incorporated into instruction. Kim has a been classroom teacher, technology specialist and currently mentors educators providing assistance in revolutionizing instruction and impacting virtual learning incorporating technology resources and tools using web conferencing that focuses on technology integration topics faces educators today.
1. O documento descreve o método de aprendizagem baseado em problemas (PBL), que é centrado no aluno e usa problemas como motivadores para integrar e estudar conhecimentos.
2. O PBL envolve grupos tutoriais de 10 alunos que discutem problemas por 4 horas para identificar lacunas de conhecimento e objetivos de estudo.
3. O papel do tutor é facilitar a discussão para que os alunos identifiquem o que precisam aprender, em contraste com dar aulas tradicionais.
Using a Project Wall to Support Gold Standard Project Based Teaching | Blog |...Ian Stevenson
1) The document discusses using a project wall to support gold standard project based learning. It describes a teacher listening to students discuss a topic, and having a student ask a question that is then added to the project wall.
2) It explains that a project wall can be used to support the seven gold standard PBL teaching practices such as design and planning, aligning to standards, building culture, managing activities, scaffolding learning, assessing learning, and engaging and coaching students.
3) Specific examples are given of how each teaching practice can be supported by a project wall, such as displaying driving questions, standards, schedules, norms, and assessments. The importance of referring students to the wall and having them update it
This document describes an online class called "Secrets" that integrates gameplay, story, and learning. It discusses how collateral learning occurs at the convergence of storytelling and gameplay, fueled by human curiosity and imagination. The class takes place online and also functions as a narrative-driven game. Students must question what they are told, investigate websites to solve puzzles, and share knowledge with each other in order to discover the truth behind the storyline. The class aims to harness students' natural desires to learn and play games into an engaging educational experience.
This document outlines a project-based learning activity about time management for junior high school students. The project aims to help students create a plan to set priorities and manage their time effectively through various tasks and scenarios. Students will complete worksheets to analyze how they spent their time yesterday, rate their current time management skills, and discuss with partners how to allocate time for important tasks. They will then create a daily to-do list and portfolio to share with parents. The goal is for students to minimize backlogs and meet deadlines by learning effective time management strategies.
Technology and Project-Based Learning in the ELA classroom (2)Scott Moran
This document provides an overview of integrating technology and project-based learning into the English Language Arts classroom. It begins with some questions about barriers that may have prevented teachers from incorporating technology. It then discusses the importance of technology in engaging students and developing 21st century skills. The bulk of the document outlines the key aspects of designing and implementing a project-based learning unit, including establishing an essential driving question, planning assessments and resources, providing reflection opportunities for students, and ensuring the project addresses standards. Examples of various technologies and online tools that can be used to support project-based learning are also provided. The document emphasizes that effective technology integration requires careful planning and understanding how technology can enhance learning rather than simply having students complete assignments online.
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like collaboration, and increases independence; potential shortcomings include projects becoming unfocused and difficulties in measurement.
This document defines project-based learning (PBL) and its key elements. PBL involves students investigating an open-ended question or problem over an extended period of time. The core elements include developing significant content and 21st century skills through student-driven inquiry, having a driving question to guide the project, incorporating student voice and choice, and presenting to a public audience. Studies show PBL improves standardized test scores and engagement.
Project based learning is a dynamic teaching approach where students explore real-world problems. It involves complex tasks based on challenging questions that require students to engage in design, problem-solving and decision making. Well-crafted projects should build on student interests, provide authentic contexts for learning, allow student-led decisions and result in products presented to audiences. Benefits include deeper knowledge through active learning, developing lifelong skills like problem solving, and engaging otherwise disinterested students.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
Project-based learning (PBL) is a unique approach to learning that provides pupils with the opportunity to experience working collaboratively. It also helps students use critical thinking skills to solve real-world problems. This presentation aims at demonstrating how projects can help EFL students improve their language skills by developing a series of outside-the-classroom assignments designed to reach a desire collaborative environment where students can interweave speaking, reading, listening and writing in a fun but constructive manner. By working together students can also recycle, review and retain new information given in class.
Project-based learning (PBL) is a teaching method where students explore real-world problems and challenges while working in collaborative groups. It develops cross-curricular skills and integrates technology. PBL inspires deeper engagement and knowledge retention compared to traditional textbook learning. Students develop confidence, self-direction, and skills like organization, research, communication, and seeing community impact. Effective PBL includes defining the problem, project purpose and criteria, participant roles, and evaluations of both the learning process and products. The teacher acts as a facilitator rather than director, allowing student ideas and action to drive learning and their development of skills like critical thinking, problem-solving, teamwork and communication.
Project work allows students to study independently or in groups under a teacher's guidance. It involves activities that apply students' skills and knowledge to real-life situations. Project work improves various skills like collaboration, communication, and independent learning. Teachers play an important role in motivating students and guiding them through the different stages of a project. Project work is most commonly implemented in later school years once students have developed sufficient skills and knowledge.
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...Future Education Magazine
PBL stands for project-based learning, which is a student-centered pedagogy that incorporates an active classroom approach. The idea behind this method of teaching is that students would gain a more in-depth knowledge via the active investigation of real-world issues and obstacles.
Research Proposal on: Teacher’s knowledge & curriculum effect on student’s le...Ghulam Mujtaba
This research proposal examines the relationship between teachers' knowledge, curriculum, and student learning in Pakistan. The proposal outlines the objectives of studying how teachers' knowledge and curriculum can help Pakistan achieve stability in education. The methodology discusses using both qualitative and quantitative data on government spending, teacher training, and curriculum improvements. The conclusion emphasizes that improving teacher effectiveness, such as through high-quality training, may have a greater impact on student achievement than other reforms alone.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Problem-based learning (PBL) is a student-centered approach where students work in groups to solve an authentic problem. The teacher acts as a facilitator, not lecturer, helping students develop questions about the problem, find resources, and create a final product to present their proposed solutions. Assessment focuses on authentic performance tasks and group collaboration skills. Technology tools like videos and webquests can support PBL by providing online resources for student-led investigation of problems.
This document discusses implementing project-based learning in a 4th grade classroom to determine its impact on student learning. The purpose is to transition students from a traditional to PBL environment and measure the effectiveness using performance metrics like grades and test scores. Key questions include how receptive the school, parents and students will be to the change and what impact PBL may have on struggling vs successful students in traditional learning. The objectives are to evaluate the transition process, identify challenges, determine student preferences for PBL, and conduct an overall analysis of project implementation and results.
The document discusses project based learning (PBL), an instructional approach where students gain knowledge and skills by working to investigate and respond to an engaging problem or challenge. It defines PBL and explains its key elements, structures, and advantages. PBL shifts the classroom from teacher-centered to student-centered, with the teacher taking a facilitating role and students determining the project, collaborating, and taking responsibility for their own learning and success. The document provides examples of challenging PBL projects and their flexible nature to embed other learning methods.
Constructivism is a learning theory where knowledge is constructed by learners through experiences and interactions with teachers and peers. The teacher acts as a facilitator by providing open-ended questions, opportunities for collaboration, and authentic learning experiences that allow students to build upon their existing knowledge through problem-solving. Assessment focuses on higher-order thinking skills rather than factual recall through methods like performance-based assessments and rubrics.
The document discusses Project Based Learning (PBL), an instructional approach where students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic question or problem. In PBL, students work on a project that requires them to solve a real-world problem and create a product or presentation for an audience. This allows students to develop deep content knowledge as well as skills like critical thinking, collaboration, and communication. Effective PBL includes elements like a challenging problem for students to investigate through sustained inquiry, authenticity, student voice and choice, reflection, and creating a public product. The role of the teacher is to facilitate student learning before, during, and after projects by selecting topics, providing guidance and
This document discusses project-based learning (PBL) in math education for the 21st century. It explains that PBL leads students to gain essential knowledge and concepts by confronting realistic dilemmas that allow for more than one solution. Students become intrigued by and motivated to solve problems by working with peers and teachers. They demonstrate new standards-based knowledge in authentic formats. The document outlines the PBL process, including crafting driving questions, planning assessments, mapping the project, managing the process, and introducing PBL while focusing on standards and developing 21st century skills.
Here are 8 Benefits of Project-Based Learning; 1. Develops General Skills 2. Encourages Analytical Thinking 3. Understanding of Concepts 4. Team Building 5. Development of Communication Skills
This document discusses the different types of curricula that exist in DepEd schools and laboratories. It outlines seven curricula: recommended, written, taught, supported, assessed, learned, and hidden. Each type of curriculum is defined and examples are provided of where each can be located. The document also provides examples of pairing curriculum to a lesson plan and analyzing curriculum implementation and organization.
The document discusses instructional data analysis and data teams. It defines a data team as a group of educators that collaboratively uses data to identify opportunities for improvement, develop plans to address them, implement changes, and reflect on results. The document outlines the data team process and provides examples of how data can be analyzed, including examining frequency distributions by subgroup, common core strand analysis, and comparing p-values. It emphasizes using data to inform instructional decisions and continually assessing the impact of changes made by data teams.
This document provides a summary of educational websites for students in grades K-12 to use during the summer for fun and learning. It discusses websites broken down by grade level and includes resources for parents and teachers. A variety of websites are listed covering subjects like reading, math, science, languages and more. The document aims to help students continue learning over the summer in an enjoyable way through educational online resources.
This document provides an overview of resources for using Google tools in the classroom. It lists over 80 links to Google Docs, Sheets, Slides, forms and other tools for lessons, assessments, projects and classroom management. Sample lessons are described that utilize forms, spreadsheets and docs for activities in various subjects. Key resources are highlighted for finding lesson plans, training materials and tools for students and teachers. The assignment asks attendees to upload 5 documents to Google Drive and share them to demonstrate using Google docs.
This document discusses future trends in education from 2012 to 2035. It provides information on current topics in education, science, technology and jobs. Some of the key points made are:
1) By 2025, education models may shift away from grade-based structures to peer groups organized by interest. Buildings will get smaller and more environmentally friendly.
2) Jobs that may become obsolete by 2025 include traditional desks, language labs, homework, and standardized tests. Skills needed for future jobs include social intelligence, cross-cultural competence, and virtual collaboration.
3) Emerging jobs include cyber security specialists, genetic counselors, organic farmers, and medical records administrators, to name a few. Stem
Technology buffet for new teachers march 2012Karen Brooks
This document provides information about new teacher training opportunities and classroom technology resources. It discusses a technology proficiency self-assessment, effective habits of 21st century teachers including adapting, communicating, collaborating and leading, and emerging technology trends like smaller mobile devices, self-driving cars, and digital tattoos. Videos are recommended for educators to stay informed on technology integration and innovations impacting K-12 students.
Technology to support the common core 2012Karen Brooks
The document discusses the mission and goals of the Common Core standards, which aim to provide consistent expectations for what students should learn to prepare them for college and careers. It outlines the key shifts in literacy and math required by the Common Core, including an emphasis on nonfiction reading, close reading of text-based evidence, and ensuring texts are appropriately complex. It also lists the reading, writing, speaking/listening, and language standards that make up the Common Core and provides links to sample unit plans and other teaching resources to support Common Core implementation.
The document provides an overview of a professional development session focused on the Common Core Standards for literacy in grades K-2. It discusses key concepts like close reading, academic vocabulary, and scaffolding complex texts. Examples and resources are given for how to implement these strategies in the classroom through activities targeting areas like vocabulary, language structure, and text complexity.
This document provides an overview of the Aviary suite of online editing tools, including Phoenix for image editing, Peacock for adding effects to images, Myna for audio editing, Roc for music creation, Toucan for working with color palettes, Raven for vector editing, and Falcon for image markup. Links and video tutorials are provided for each tool to help users get started with the Aviary suite after creating an account.
This document provides information about Lingt Classroom, an online language learning platform. It includes links to sign up for an account, tutorials on using the platform's features, sample assignments created with the tools, and information for schools and districts on licensing options. Contact information is provided for questions.
Gmail in education means organization november 2011Karen Brooks
The document provides an overview of the benefits of using Gmail for education and business purposes. It lists 10 reasons to use Gmail, including access to Gmail from any device and 25GB of free storage. It also provides links to tutorials on customizing Gmail settings, sending emails, using shortcuts, and integrating Gmail with other Google apps and calendar. The document aims to demonstrate how Gmail can help with organization, communication, and productivity for students, teachers and businesses.
Sym ba loo is a web tool that allows users to create personalized dashboards called WebMixes by adding tiles that link to websites and web pages. Users can select from over 30 supported languages, add tiles by dragging and dropping them onto their WebMix, and customize the order of tabs. The tool has been available since 2006 and allows users to quickly build favorites pages and install their WebMix on the Sym ba loo website.
This document contains a list of resources for creating and using word clouds, including websites that generate word clouds from text and lesson plans for incorporating word clouds into classroom activities. It lists word cloud creator tools, vocabulary resources, examples of news word clouds, and over 100 ways to use word clouds, thanking the reader for their attendance.
ZooBurst is an online tool that allows users to create interactive books and presentations. It provides templates and features for creating pop-up books, animated pages, and embedding photos, videos and other media. The document provides an overview of ZooBurst's capabilities and pricing plans, and includes links to sample books, tutorials, and other resources for making pop-up books or enhancing books with ZooBurst.
The document discusses how Google Apps can benefit schools and education. It provides links to videos that explain how Google Apps works and its education features. Some of the benefits mentioned are that Google Apps is free, easy to deploy, saves schools money by outsourcing maintenance to Google, and allows for collaboration globally on documents in real-time. The document also provides resources for training and certification for using Google Apps in education.
This document provides a long list of websites that can help with homework across various subjects. It begins by recommending checking the teacher's website and asking the teacher for recommendations. It then lists over 100 specific website resources divided into categories like tutorials, reading help, science and history, study skills, and reference materials. These websites provide homework help, tutorials, research guides, dictionaries, encyclopedias, and other study tools. The document concludes by thanking attendees and providing contact information.
Educational sites for summer help 2011Karen Brooks
This document provides a summary of educational websites and resources for students to use during the summer break to keep their learning fun and engaging. It is broken down by grade level and includes websites for math, reading, science and other subjects. The document also provides parent resources including summer reading lists and activity ideas to help students of all K-12 grades continue learning over the summer months.
The document provides tips for basic computer usage and maintenance. It recommends always using antivirus software and updating it regularly. Files should be backed up on CDs, DVDs, or external hard drives. Most computer issues can be fixed by restarting or using system restore. Important settings and files are accessible through the Control Panel. Proper surge protection and shutdown procedures help prevent damage. Backing up files, updating software, and calling experts for help are emphasized.
The document provides an overview of basic computer parts and concepts. It discusses the main components of a desktop computer including the computer case, monitor, keyboard, mouse, and power cord. It also describes the two main types of monitors, keyboard functions, how to switch mouse buttons, and basics of data storage including how many songs, photos, or CDs can fit on different storage devices.
This document discusses social networks and professionalism. It defines social networks and provides examples of popular social networks like Facebook, Twitter, LinkedIn and Flickr. It discusses privacy issues related to social networks and provides tips for using social networks professionally. Some key tips include maintaining separate private and professional profiles, avoiding posting unprofessional content, and using privacy settings to control who can view your information. The document also provides resources on privacy settings for different social networks.
AC Atlassian Coimbatore Session Slides( 22/06/2024)apoorva2579
This is the combined Sessions of ACE Atlassian Coimbatore event happened on 22nd June 2024
The session order is as follows:
1.AI and future of help desk by Rajesh Shanmugam
2. Harnessing the power of GenAI for your business by Siddharth
3. Fallacies of GenAI by Raju Kandaswamy
Video traffic on the Internet is constantly growing; networked multimedia applications consume a predominant share of the available Internet bandwidth. A major technical breakthrough and enabler in multimedia systems research and of industrial networked multimedia services certainly was the HTTP Adaptive Streaming (HAS) technique. This resulted in the standardization of MPEG Dynamic Adaptive Streaming over HTTP (MPEG-DASH) which, together with HTTP Live Streaming (HLS), is widely used for multimedia delivery in today’s networks. Existing challenges in multimedia systems research deal with the trade-off between (i) the ever-increasing content complexity, (ii) various requirements with respect to time (most importantly, latency), and (iii) quality of experience (QoE). Optimizing towards one aspect usually negatively impacts at least one of the other two aspects if not both. This situation sets the stage for our research work in the ATHENA Christian Doppler (CD) Laboratory (Adaptive Streaming over HTTP and Emerging Networked Multimedia Services; https://athena.itec.aau.at/), jointly funded by public sources and industry. In this talk, we will present selected novel approaches and research results of the first year of the ATHENA CD Lab’s operation. We will highlight HAS-related research on (i) multimedia content provisioning (machine learning for video encoding); (ii) multimedia content delivery (support of edge processing and virtualized network functions for video networking); (iii) multimedia content consumption and end-to-end aspects (player-triggered segment retransmissions to improve video playout quality); and (iv) novel QoE investigations (adaptive point cloud streaming). We will also put the work into the context of international multimedia systems research.
In this follow-up session on knowledge and prompt engineering, we will explore structured prompting, chain of thought prompting, iterative prompting, prompt optimization, emotional language prompts, and the inclusion of user signals and industry-specific data to enhance LLM performance.
Join EIS Founder & CEO Seth Earley and special guest Nick Usborne, Copywriter, Trainer, and Speaker, as they delve into these methodologies to improve AI-driven knowledge processes for employees and customers alike.
Quality Patents: Patents That Stand the Test of TimeAurora Consulting
Is your patent a vanity piece of paper for your office wall? Or is it a reliable, defendable, assertable, property right? The difference is often quality.
Is your patent simply a transactional cost and a large pile of legal bills for your startup? Or is it a leverageable asset worthy of attracting precious investment dollars, worth its cost in multiples of valuation? The difference is often quality.
Is your patent application only good enough to get through the examination process? Or has it been crafted to stand the tests of time and varied audiences if you later need to assert that document against an infringer, find yourself litigating with it in an Article 3 Court at the hands of a judge and jury, God forbid, end up having to defend its validity at the PTAB, or even needing to use it to block pirated imports at the International Trade Commission? The difference is often quality.
Quality will be our focus for a good chunk of the remainder of this season. What goes into a quality patent, and where possible, how do you get it without breaking the bank?
** Episode Overview **
In this first episode of our quality series, Kristen Hansen and the panel discuss:
⦿ What do we mean when we say patent quality?
⦿ Why is patent quality important?
⦿ How to balance quality and budget
⦿ The importance of searching, continuations, and draftsperson domain expertise
⦿ Very practical tips, tricks, examples, and Kristen’s Musts for drafting quality applications
https://www.aurorapatents.com/patently-strategic-podcast.html
MYIR Product Brochure - A Global Provider of Embedded SOMs & SolutionsLinda Zhang
This brochure gives introduction of MYIR Electronics company and MYIR's products and services.
MYIR Electronics Limited (MYIR for short), established in 2011, is a global provider of embedded System-On-Modules (SOMs) and
comprehensive solutions based on various architectures such as ARM, FPGA, RISC-V, and AI. We cater to customers' needs for large-scale production, offering customized design, industry-specific application solutions, and one-stop OEM services.
MYIR, recognized as a national high-tech enterprise, is also listed among the "Specialized
and Special new" Enterprises in Shenzhen, China. Our core belief is that "Our success stems from our customers' success" and embraces the philosophy
of "Make Your Idea Real, then My Idea Realizing!"
An invited talk given by Mark Billinghurst on Research Directions for Cross Reality Interfaces. This was given on July 2nd 2024 as part of the 2024 Summer School on Cross Reality in Hagenberg, Austria (July 1st - 7th)
Paradigm Shifts in User Modeling: A Journey from Historical Foundations to Em...Erasmo Purificato
Slide of the tutorial entitled "Paradigm Shifts in User Modeling: A Journey from Historical Foundations to Emerging Trends" held at UMAP'24: 32nd ACM Conference on User Modeling, Adaptation and Personalization (July 1, 2024 | Cagliari, Italy)
Coordinate Systems in FME 101 - Webinar SlidesSafe Software
If you’ve ever had to analyze a map or GPS data, chances are you’ve encountered and even worked with coordinate systems. As historical data continually updates through GPS, understanding coordinate systems is increasingly crucial. However, not everyone knows why they exist or how to effectively use them for data-driven insights.
During this webinar, you’ll learn exactly what coordinate systems are and how you can use FME to maintain and transform your data’s coordinate systems in an easy-to-digest way, accurately representing the geographical space that it exists within. During this webinar, you will have the chance to:
- Enhance Your Understanding: Gain a clear overview of what coordinate systems are and their value
- Learn Practical Applications: Why we need datams and projections, plus units between coordinate systems
- Maximize with FME: Understand how FME handles coordinate systems, including a brief summary of the 3 main reprojectors
- Custom Coordinate Systems: Learn how to work with FME and coordinate systems beyond what is natively supported
- Look Ahead: Gain insights into where FME is headed with coordinate systems in the future
Don’t miss the opportunity to improve the value you receive from your coordinate system data, ultimately allowing you to streamline your data analysis and maximize your time. See you there!
GDG Cloud Southlake #34: Neatsun Ziv: Automating AppsecJames Anderson
The lecture titled "Automating AppSec" delves into the critical challenges associated with manual application security (AppSec) processes and outlines strategic approaches for incorporating automation to enhance efficiency, accuracy, and scalability. The lecture is structured to highlight the inherent difficulties in traditional AppSec practices, emphasizing the labor-intensive triage of issues, the complexity of identifying responsible owners for security flaws, and the challenges of implementing security checks within CI/CD pipelines. Furthermore, it provides actionable insights on automating these processes to not only mitigate these pains but also to enable a more proactive and scalable security posture within development cycles.
The Pains of Manual AppSec:
This section will explore the time-consuming and error-prone nature of manually triaging security issues, including the difficulty of prioritizing vulnerabilities based on their actual risk to the organization. It will also discuss the challenges in determining ownership for remediation tasks, a process often complicated by cross-functional teams and microservices architectures. Additionally, the inefficiencies of manual checks within CI/CD gates will be examined, highlighting how they can delay deployments and introduce security risks.
Automating CI/CD Gates:
Here, the focus shifts to the automation of security within the CI/CD pipelines. The lecture will cover methods to seamlessly integrate security tools that automatically scan for vulnerabilities as part of the build process, thereby ensuring that security is a core component of the development lifecycle. Strategies for configuring automated gates that can block or flag builds based on the severity of detected issues will be discussed, ensuring that only secure code progresses through the pipeline.
Triaging Issues with Automation:
This segment addresses how automation can be leveraged to intelligently triage and prioritize security issues. It will cover technologies and methodologies for automatically assessing the context and potential impact of vulnerabilities, facilitating quicker and more accurate decision-making. The use of automated alerting and reporting mechanisms to ensure the right stakeholders are informed in a timely manner will also be discussed.
Identifying Ownership Automatically:
Automating the process of identifying who owns the responsibility for fixing specific security issues is critical for efficient remediation. This part of the lecture will explore tools and practices for mapping vulnerabilities to code owners, leveraging version control and project management tools.
Three Tips to Scale the Shift Left Program:
Finally, the lecture will offer three practical tips for organizations looking to scale their Shift Left security programs. These will include recommendations on fostering a security culture within development teams, employing DevSecOps principles to integrate security throughout the development
Blockchain technology is transforming industries and reshaping the way we conduct business, manage data, and secure transactions. Whether you're new to blockchain or looking to deepen your knowledge, our guidebook, "Blockchain for Dummies", is your ultimate resource.
What's Next Web Development Trends to Watch.pdfSeasiaInfotech2
Explore the latest advancements and upcoming innovations in web development with our guide to the trends shaping the future of digital experiences. Read our article today for more information.
Details of description part II: Describing images in practice - Tech Forum 2024BookNet Canada
This presentation explores the practical application of image description techniques. Familiar guidelines will be demonstrated in practice, and descriptions will be developed “live”! If you have learned a lot about the theory of image description techniques but want to feel more confident putting them into practice, this is the presentation for you. There will be useful, actionable information for everyone, whether you are working with authors, colleagues, alone, or leveraging AI as a collaborator.
Link to presentation recording and transcript: https://bnctechforum.ca/sessions/details-of-description-part-ii-describing-images-in-practice/
Presented by BookNet Canada on June 25, 2024, with support from the Department of Canadian Heritage.
Kief Morris rethinks the infrastructure code delivery lifecycle, advocating for a shift towards composable infrastructure systems. We should shift to designing around deployable components rather than code modules, use more useful levels of abstraction, and drive design and deployment from applications rather than bottom-up, monolithic architecture and delivery.
Quantum Communications Q&A with Gemini LLM. These are based on Shannon's Noisy channel Theorem and offers how the classical theory applies to the quantum world.
Fluttercon 2024: Showing that you care about security - OpenSSF Scorecards fo...Chris Swan
Have you noticed the OpenSSF Scorecard badges on the official Dart and Flutter repos? It's Google's way of showing that they care about security. Practices such as pinning dependencies, branch protection, required reviews, continuous integration tests etc. are measured to provide a score and accompanying badge.
You can do the same for your projects, and this presentation will show you how, with an emphasis on the unique challenges that come up when working with Dart and Flutter.
The session will provide a walkthrough of the steps involved in securing a first repository, and then what it takes to repeat that process across an organization with multiple repos. It will also look at the ongoing maintenance involved once scorecards have been implemented, and how aspects of that maintenance can be better automated to minimize toil.
2. Over View This is a completely online three hour interactive webinar that will be broadcasted to you via Elluminate.com. All you need at your location is a computer, Internet and a microphone. This class will look at the many online projects that can be used in the classroom k-12, such as Flat Stanley and the Teddy Bear Project. These course combine technology, project based learning to enhance critical thinking and deduction skills and ELA skills.
3. For over 100 years, educators such as John Dewey have reported on the benefits of experiential, hands-on, student-directed learning. Most teachers, knowing the value of engaging, challenging projects for students, have planned field trips, laboratory investigations, and interdisciplinary activities that enrich and extend the curriculum. "Doing projects" is a long-standing tradition in American education.
4. Project Based Learning is sometimes equated with inquiry-based or experiential learning. Though PBL shares some overlapping characteristics with these two terms, standards-focused PBL is designed to acknowledge the importance of standards and evaluation of student learning. In an era of accountability, with testing and performance uppermost in the minds of parents and educators, it is imperative that all instructional methods incorporate high standards, rigorous challenges, and valid assessment methods.
5. PBL In project-based learning, students work in teams to explore real-world problems and create presentations to share what they have learned. Compared with learning solely from textbooks, this approach has many benefits for students, including: • Deeper knowledge of subject matter; • Increased self-direction and motivation; • Improved research and problem-solving skills.
6. PBL IN YOUR CLASSROOM Planning for a project must take into account what is possible in your classroom. The scope of a project will be affected by the bell schedule, the time of year, standardized testing, and the other myriad factors that impact your work. Perhaps the first question that usually arises is: do I have time to do this project? To answer that question, it is helpful not to think of PBL as taking time away from the regular curriculum. Instead, consider a standards-focused project as a central method of teaching and learning that replaces conventional instruction for a portion of your course. Standards-focused projects teach students the same essential information you might teach them through lecture and discussion. PBL teachers also find that they do considerably less "busy work" activities in the classroom. And, though projects take time to plan, teachers have more time to work with students once a project is under way.
7. Your Role Your role becomes one of coach and facilitator, helping students shape the project so that it meets content standards and allows for a variety of assessments.
8. Once teachers feel comfortable with PBL, they usually find teaching with projects to be more fulfilling and enjoyable. PBL is a way of working with students as they discover more about themselves and the world, and that brings job satisfaction. However, in addition to strong instructional and organizational skills, PBL requires that teachers facilitate and manage the process of learning. Rather than rely on the model of the child as an empty vessel to be filled, PBL teachers must create tasks and conditions under which student thinking can be revealed a co-creative process that involves inquiry, dialogue, and skill building as the project proceeds.
9. Your Style Though most teachers recognize that active learning is vital, not all of us react in the same way to an open-ended process. Projects are sometimes described as chaotic or messy (though in a well-structured project, it only appears to be disorderly–it's really just the ambiguous problem-solving process that is under way). Prior to a project is a good time to reflect on your teaching style and skills. How will you operate in a PBL environment? Are you comfortable with children moving around a classroom or with the ambiguity that characterizes a more open-ended learning process?
10. Are you a Leader or a Manager? Leaders facilitate problem solving in a group and help the group find their own solutions. Managers control the process and look for prescribed outcomes. In reality, good teachers go back and forth between the two roles. But if you are hesitant to release control over your students, you may want to avoid projects or start small until you feel comfortable and skilled in project leadership.
11. Your Job as a Leader As a leader, your job is to help each student produce a superior product by facilitating learning. As students gather data and progress in their problem solving, they will encounter obstacles and opportunities. At the heart of successful PBL is your ability to support and direct students (or conversely, your ability to let them struggle with a problem or information as they search out answers and solutions). This requires interpersonal and communication skills, as well as the ability to define the agenda for the class and push a project through to a successful conclusion. It also includes being sensitive to the fact that students finish work at different rates, with different abilities, aptitudes, and learning styles.
12. Here are some guidelines and criteria for evaluating the effectiveness of problem- and project-based learning in your classroom. Allows for a variety of learning styles "Real" world oriented - learning has value beyond the demonstrated competence of the learner Risk-free environment - provides positive feedback and allow choice Encourages the use of higher order thinking skills and learning concepts as well as basic facts Utilizes hands-on approaches Provides for in-depth understanding Accessible for all learners Utilizes various modes of communication Assessment is congruent with instruction, i.e. performance-based Students are responsible for their own learning Students have ownership of their learning within the curriculum Projects promote meaningful learning, connecting new learning to students' past performances Learning utilizes real time data - investigating data and drawing conclusions The learning process is valued as well as the learning project Learning cuts across curricular areas - multidisciplinary in nature Teacher is a facilitator of learning Student self-assessment of learning is encouraged
13. School Structure and PBL PBL works extremely well in schools that have extended blocks of time instead of 50-minute periods. Similarly, when schools are formed around small learning communities such as academies or houses, PBL is a natural tool for teaching and learning. But if your school does not have these reforms in place, it is still possible to create excellent projects for students.
14. What About the Special Needs Student? A question often asked by teachers in low-performing schools is: can Project Based Learning work in my school? It can. For students with basic skills issues, it may be necessary to include more direct instruction during a project, design shorter projects, or tie projects closely to fewer and more specific standards. But PBL offers all students the opportunity to investigate authentic topics of interest to them, thus engaging them in the learning process in ways that traditional instruction does not.
15. Project Based Learning and Problem Based Learning? The terms project-based learning and problem-based learning are each used to describe a range of instructional strategies. The breadth of their respective definitions, their conceptual similarity, and the use of the shorthand term PBL result in some confusion in the literature.
16. Similarities Project-based learning and problem-based learning share several characteristics. Both are instructional strategies that are intended to engage students in authentic, "real world" tasks to enhance learning. Students are given open-ended projects or problems with more than one approach or answer, intended to simulate professional situations. Both learning approaches are defined as student-centered, and include the teacher in the role of facilitator or coach. Students engaged in project- or problem-based learning generally work in cooperative groups for extended periods of time, and are encouraged to seek out multiple sources of information. Often these approaches include an emphasis on authentic, performance-based assessment.
17. Differences Despite these many similarities, project- and problem-based learning are not identical approaches. Project-based learning tends to be associated with K-12 instruction. Problem-based learning is also used in K-12 classrooms, but has its origins in medical training and other professional preparation practices. Project-based learning typically begins with an end product or "artifact" in mind, the production of which requires specific content knowledge or skills and typically raises one or more problems which students must solve. Projects vary widely in scope and time frame, and end products vary widely in level of technology used and sophistication. The project-based learning approach uses a production model: First, students define the purpose for creating the end product and identify their audience. They research their topic, design their product, and create a plan for project management. Students then begin the project, resolve problems and issues that arise in production, and finish their product. Students may use or present the product they have created, and ideally are given time to reflect on and evaluate their work. The entire process is meant to be authentic, mirroring real world production activities and utilizing students’ own ideas and approaches to accomplish the tasks at hand. Though the end product is the driving force in project-based learning, it is the content knowledge and skills acquired during the production process that are important to the success of the approach. Problem-based learning, as the name implies, begins with a problem for students to solve or learn more about. Often these problems are framed in a scenario or case study format. Problems are designed to be "ill-structured" and to imitate the complexity of real life cases. As with project-based learning, problem-based learning assignments vary widely in scope and sophistication. The approach uses an inquiry model: students are presented with a problem and they begin by organizing any previous knowledge on the subject, posing any additional questions, and identifying areas they need more information. Students devise a plan for gathering more information, then do the necessary research and reconvene to share and summarize their new knowledge. Students may present their conclusions, and there may or may not be an end product. Again, students ideally have adequate time for reflection and self-evaluation. All problem-based learning approaches rely on a problem as their driving forces, but may focus on the solution to varying degrees. Some problem-based approaches intend for students to clearly define the problem, develop hypotheses, gather information, and arrive at clearly stated solutions. (Allen). Others design the problems as learning-embedded cases which may have no solution but are meant to engage students in learning and information gathering. (Wang).
18. Summary Project-based learning, where the end product drives the planning, production, and evaluation process. Inquiry and research (rather than the end product) is the primary focus of the learning process, describes problem-based learning.
20. A growing body of academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores. Those benefits are enhanced when technology is used in a meaningful way in the projects. Following are synopses of a range of studies on project-based learning: British Math Study A three-year 1997 study ( To view this study, you must be a registered user on the Edweek site. Registration is free. ) of two British secondary schools -- one that used open-ended projects and one that used more traditional, direct instruction -- found striking differences in understanding and standardized achievement data in mathematics. The study by Jo Boaler, now associate professor of education at Stanford University, found that students at the project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula. Three times as many students at the project-based school received the top grade achievable on the national examination in math.
21. Challenge 2000 In a five-year study , researchers at SRI International found that technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving. The Center for Learning in Technology researchers, led by Bill Penuel, found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers. The project conducted a performance assessment designed to measure students' skills in constructing a presentation aimed at a particular audience. Students from Multimedia Project classrooms outperformed comparison classrooms in all three areas scored by researchers and teachers: student content, attention to audience, and design. The Multimedia Project involves completing one to four interdisciplinary multimedia projects a year that integrate real-world issues and practices.
22. Cognition and Technology Group A 1992 study of 700 students from 11 school districts in Tennessee found that students doing projects using videotaped problems over a three-week period performed better in a number of academic areas later in the school year. The study, by the Cognition and Technology Group at Vanderbilt University, examined student competence in basic math, word problems, planning capabilities, attitudes, and teacher feedback. Students who had experience in the project work performed better in all categories. The study appeared in Educational Psychologist, 27 (3): 291-315.
23. Co-nect A 1999 study by the Center for Research in Educational Policy at the University of Memphis and University of Tennessee at Knoxville found that students using the Co- nect program, which emphasizes project-based learning and technology, improved test scores in all subject areas over a two-year period on the Tennessee Value-Added Assessment System. The Co-nect schools outperformed control schools by 26 percent.
24. Does It Compute? Analyzing data from the math portion of the 1996 National Assessment of Educational Progress test given to students nationwide, Educational Testing Services researcher Harold Wenglinsky found that the effectiveness of computers in the classroom depended on how they were used. In his report, "Does It Compute?" Wenglinsky found that if computers were used for drill or practice, they typically had a negative effect on student achievement. If they were used with real-world applications, such as spreadsheets, or to simulate relationships or changing variables, student achievement increased. Data were drawn from the samples of 6,227 fourth graders and 7,146 eighth graders.
25. Expeditionary Learning Outward Bound Three elementary schools in Dubuque, Iowa, showed significant test score gains after incorporating the Expeditionary Learning Outward Bound (ELOB) program. At ELOB schools, students conduct three-to-six-month-long studies of a single topic with an emphasis on learning by doing. After two years in the program, two of the three schools advanced from "well below average" to "well above the district average" on the Iowa Test of Basic Skills. One elementary school raised its average score from the 39th to the 80th percentile. After four years in the program, student scores were "above the district average in almost every area." Separate analyses showed similar test score gains in ELOB programs in Denver, Boston, and Portland, Maine.
26. Laptops Since 1996, ROCKMAN ET AL , an independent research firm in San Francisco, has studied the impact of widespread use of laptop technology on teaching and learning. The focus of the firm's multiyear studies has been on dozens of public and private K-12 schools participating in a pilot laptop program sponsored jointly by the Microsoft and Toshiba corporations. Through both observation and feedback from laptop-using teachers and students, researchers have documented a shift from lectures and other teacher-centered forms of delivery to lessons that are more collaborative and project-oriented. Teachers, researchers note, become facilitators in project-oriented classrooms, with students increasingly assuming the role of directors of their own learning. In a 1998 report, researchers note that three-fourths of the teachers who participated in a ROCKMAN ET AL survey reported that project-based instruction had increased since the introduction of the laptops in their classrooms. Among the many reported benefits of this project-based approach to learning are greater student engagement, improved analytic abilities, and a greater likelihood to apply high-order thinking skills. Laptop-using students also performed better on a ROCKMAN ET AL-administered writing examination. The research firm did not, however, identify significant differences in the standardized test scores of laptop-using students. Researchers offered two possible explanations for the lack of significant improvement in this area: 1. Standardized tests are not designed to reflect the types of learning that laptops support. 2. Because the students had been using their laptops for less than two years, it might have been too soon to see noticeable gains in areas that are covered by standardized tests.
27. Successful School Restructuring A five-year study by University of Wisconsin-Madison researchers found that structural school reform works only under certain conditions: 1. Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations. 2. Students must use disciplined inquiry. 3. School activities must have value beyond school. In their report, "Successful School Restructuring," the researchers at Wisconsin's Center on Organization and Restructuring of Schools found that even innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inquiry. Reseachers analyzed data from more than 1,500 elementary, middle, and high schools and conducted field studies in 44 schools in 16 states between 1990 and 1995.
28. Union City, New Jersey School District The Center for Children and Technology at the Education Development Center, Inc., monitored a two-year technology trial that was first implemented in the district in September of 1993. The study found that after multimedia technology was used to support project-based learning, eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement. The study also found a decrease in absenteeism and an increase in students transferring to the school. Four years earlier, the state had been considering a takeover because Union City failed in 40 of 52 indicators of school effectiveness.
30. Rubrics for PBL http://www.bie.org/pbl/pblhandbook/BIE_PBLrubrics.pdf - Rubric http://www.bie.org/pbl/pblhandbook/BIE_PBLimpltools.pdf - Student weekly Planning Sheet http://www.bie.org/pbl/pblhandbook/BIE_PBLplanningform.pdf - Project Planning Form
31. iEARN The International Education and Resource Network (iEARN) is a non-profit global network that enables young people to use the Internet and other new technologies to engage in collaborative educational projects that both enhance learning and make a difference in the world. Participants may join existing structured online projects, or work with others internationally to create and facilitate their own projects to fit their own particular classroom and curriculum needs.
32. The Global Schoolhouse This is a rich site that brings together a number of opportunities for conducting projects using the World Wide Web and working collaboratively with school across the world. It contains a project registry with over 900 online projects. It conducts an annual Cyberfair, a competition among schools and youth organizations around the world to conduct research and publish their findings on the Web, with recognition given to the best projects in each of eight categories: local leaders, businesses, community organizations, historical landmarks, environment, music, art, and local specialties. Online expeditions provide schools the opportunity to follow the adventures of real explorers through their diaries and photographs as they sail around the world, trek across Antarctica, or drive a Land Rover across Africa to England. There are opportunities for classroom video conferencing and several discussion lists. If you want to try an online, collaborative project, this is the place to begin.
33. ThinkQuest Sponsored by Oracle Corporation, ThinkQuest is an international competition where student teams engage in collaborative, project based learning to create educational websites. The winning entries form the ThinkQuest online library which contains links to over 5000 student-created sites.
34. Exemplary PBL Projects In addition to exemplary projects created by outstanding PBL educators, this WestEd site has an extensive list of resources and research findings on PBL. Information on assessment and standards in PBL is particularly good. Designed for use by educators and parents.
35. George Lucas Educational Foundation (GLEF) GLEF offers a comprehensive site for PBL, including video clips of projects, research articles, and stories of PBL successes. There is also a PBL practitioner’s discussion and information forum. In addition, the GLEF site has excellent information on topics such as emotional intelligence, assessment, and school-to-career programs. In partnership with GLEF, BIE is currently developing on online PBL course for pre-service and practicing teachers.
36. Illinois Math and Science Academy (IMSA) Illinois Math and Science Academy (IMSA) IMSA is a nationally recognized magnet high school that uses Problem Based Learning extensively and hosts an annual symposium and a summer institute. The Center@IMSA is a hub for information on Problem Based Learning. (Problem based learning is very similar to Project based learning, but emphasizes simulations and role playing rather than the completion of an authentic task. See, for example, the Problem Based Social Studies Units (available on this website.)
37. Problem Based Learning Clearinghouse, University of Delaware The PBL Clearinghouse contains resource links and problem based units for use in various post-secondary classes which could be adapted for high school use. The site also has resource links.
38. The Project Approach This site offers professional development, self-study courses, and resources for learning about project based instruction in elementary classrooms.
40. Flat Stanley http://flatstanley.enoreo.on.ca/ NASA Quest Web Based Project http://quest.nasa.gov/ Internet Projects Registry http://www.globalschoolnet.org/GSH/pr/index.cfm West Loogoote http://www.siec.k12.in.us/west/online/join.htm Center for Innovation on Engineering and Science http://www.k12science.org/currichome.html
41. The Big Picture Students conduct research using a variety of sources, from the Internet to interviews with experts. They work on the project over an extended period of time -- six weeks or more -- because of the in-depth nature of the investigation. Like adults trying to solve a problem, they don't restrict themselves to one discipline but delve into math, literature, history, science -- whatever is appropriate to the study.
42. Benefits Kids who are excited about what they learn tend to dig more deeply and to expand their interest in learning to a wide array of subjects. They retain what they learn rather than forget it as soon as they disgorge it for a test. They make connections and apply their learning to other problems. They learn how to collaborate, and their social skills improve. They are more confident talking to groups of people, including adults. And, as a number of research reports suggest, project-based learning correlates positively with improved test scores, reduced absenteeism, and fewer disciplinary problems.