User:Vtaylor/Project-Based Learning
PBL * process * groups * wold history * product
The world doesn’t care what you know. What the world cares about is what you can do with what you know. --Will Richardson
learn by doing NOT learn then do
math * align with standards common core
2018.4.27 *
PBL projects * The PBL Projects are aligned to the Common Core State Standards and other national education standards. Please see the Standards Alignment section under each PBL project on this page to access the standards related to that project. *
math pbl *
As long as the rubric is clear and transparent where students must demonstrate math skills, include examples, etc., then we know that students are in fact learning and applying the Common Core standard. *
tips math pbl * if there is a 3-week unit coming up around a specific math learning target, this would be a great opportunity to create a project. * Pick a Standard with Easy Real-Life Application
Project-Based Learning and the Common Core: Resource Roundup Explore a curated compilation of online resources for aligning - project-based learning with the Common Core State Standards. includes several math related references
ginger Practicing PBL *
resources *
process * By focusing on PBL as the process of learning and the application of knowledge, students become more clear on the expectations for learning outcomes, which leads to higher quality products. But if too much of the focus is on the product itself, it can be a distraction from what the true intent of the project is… the learning! * the most important part of any project is whether or not I learned something. If I can present my learning at the end of a project, even if I had a sub-par product, that project would be seen as successful in the eyes of both myself and my teachers. * PBL vs Product-Based Learning
product * You could even drop the product—for example, have students just create a storyboard for a video, not the actual video. Then during the presentation phase, have students focus more on sharing their learning, their growth around content and success skills, and how what they have learned may be applied in different contexts.* PBL vs Product-Based Learning
project groups * when we focus the project as the mode of learning, then I DO have time for PBL! It also demonstrates to students that it might not matter as much whose group you are in. It brings clarity to the students to what the expectations are for the project. It also allows me as a teacher to be more flexible in grouping, provide student voice and choice, and build in opportunities to scaffold and differentiate for all the learners in the class. * PBL vs Product-Based Learning
world history * build a piece of a giant wooden mechanical wheel that demonstrated the students’ answer to the driving question, “Why do civilizations fail?” The boy and his group did not complete their part in time for the exhibition to a public audience. The product wasn’t complete, but they still learned a lot about world history. * PBL vs Product-Based Learning
