ACTE Techniques February 2014 - (Page 8)

Classroom Connection Project-based Learning: Where to Start? ? By Rebecca Hickey THINK BACK FOR A MOMENT TO THE DAYS WHEN YOU WERE A student and participated in science fairs. ence with project-based learning (PBL). We were given basic directions and a grading rubric, and for once we were encouraged to use our imaginations to create, analyze and present our projects. What did I learn from my science fair plan, create and analyze the results; failure ences; and communication needs to be they the same strategy or are they totally for debate based on your research, adminever, I lean toward there being distinctions between the two learning types. Problem-based learning is typically found in core classes of mathematics, science, economics, government and career and technical education (CTE) programs. Elements that distinguish problem-based learning include: Illustration©iStockphoto.com/AdrianHillman * * * me the most from that time is that I had Students can arrive at the answers in a variety of methods. Students will come up with a variety of solutions for the project. Students will develop a long-term understanding of the information. * my learning because it was my project. * same passion in my students, but I was not * my peers and found that most teachers fall into three categories: "Yes, I use PBL as one of my instructional tools," "No, I don't have time to utilize PBL in my classroom," or "I'm interested, but am not sure where to start." If you fall in one of the latter categories, this article is for you. Types of Learning Projects There are many styles of learning besides PBL, including problem-based learning and traditional projects. Class subjects that are associated with the different types of learning projects can be seen in Table 1. lenging real-world issues through inquiry- Techniques February 2014 projects, ones that are completely teacherdriven and allow for very little student creativity or inquiry-based learning. * * most teachers, the traditional project will by coming up with the same correct answer. Learning is more teacher-driven than student-driven. project. Elements for a successful PBL project will meet two major objectives. First and Project-based learning can be employed in all courses of study, as it involves auwell-constructed PBL activity: * Completes over a longer period of time (unit, month, quarter or semester). * * 8 three class periods. Students can arrive at the answers using a variety of methods. Students will apply concepts learned to solve the problem. tion purpose/standard. Second, students must understand the relevance of the project; they must buy into the activity. Elements that will help develop student buy-in include: * the outcome of the project. What is the goal/standard and how will it riculum. Increases rigor and relevance of instruction. * Develop a driving question. www.acteonline.org http://www.acteonline.org

Table of Contents for the Digital Edition of ACTE Techniques February 2014

Leading Edge
Classroom Connection
Leadership Matters
Capitol View
Q and A
Celebrating CTE's Successes
Celebrating One of CTE's Strongest Advocates
Hell Hath No Fury Like a Tornado Spawned
Rebuilding With Education
Making CTE Work Through CTSOs
The Power of CTSOs
A Recap of ACTE's CareerTech Vision 2013
Using Tests to Improve Student Achievement
Ground Source Heat Pumps: From Green to Gold
Inside ACTE
Career Curve
E-Connect

ACTE Techniques February 2014

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