http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/
http://www.edutopia.org/project-based-learning-common-core-resources
Peer Reviewed Resources:
http://files.eric.ed.gov/fulltext/EJ907022.pdf
http://www.ncsu.edu/meridian/win2002/514/project-based.pdf
As stated by Shannon Dauphin project-based learning is the idea that students learn best by working to solve real world problems. When students participate in project-based learning they become more engaged in their work and are more likely to take ownership. The teacher becomes a coach and guides the students through the learning process, rather then teaching directly at them. Project-based learning allows students to work in groups, which helps the students to develop cooperation and problem solving skills. Dauphin goes on to say that project-based learning is both educational and entertaining (Dauphin 2013).
Papanikolaou and Boubouka agree with Dauphin in saying that project-based learning opens students to completing more complex tasks, and making experience and self-direction an important part of learning. However, they also go on to say that some researchers believe that students may lack prior knowledge and certain skills that are needed for project based learning. Such skills include planning and self monitoring. Fortunately web-based programs have been created that scaffold instruction allowing for successful project-based learning. One such program is MyProject. MyProject was developed as a web-based adaptive learning environment. It was designed to support learners to progressively understand the issues of a project and help them to organize their work. Papanikolaou and Boubouka say that although project-based learning is a great way to foster student learning, we still need to make sure that they have the skills needed to be successful in doing so (Papanikolaou et al., 2010).
Project-based learning is a movement towards student centered learning, where students take initiative for their learning. According to Michael Grant, it goes all the way back to the early 1900's and John Dewey's idea of "learning by doing". One example that Grant provides is WebQuests. WebQuests have students participating in an engaging task or project. WebQuests also provide the ability to scaffold instruction (Grant).
With the implementation of Common Core, Project Based Learning will grow in importance. Sara Hallerman outlines 6 big ideas that relate Common Core to Project Based Learning. The first idea is that Common Core has teachers designing long term units. If teachers use careful planning, the project can be the unit. The second idea Hallerman addresses is that teachers will facilitate inquiry. Hallerman goes on to say that well designed projects promote inquiry and deep thinking. The next idea is that projects can be designed to promote critical thinking, which is a key part of Common Core. Project Based Learning also creates an environment in which students learn how to persevere. Project Based Learning provides students the opportunity to give and receive feedback as they complete their projects. In addition, Project Based Learning allows the teacher to integrate the content that is being taught. The project itself gives students the opportunity to find out more about the specific topic. Finally, Project Based Learning allows the students to participate in meaningful conversations about the topic. As Hallerman points out, it is clear that using Project Based Learning is an easy way to shift towards the Common Core (Hallerman 2013).
References:
Dauphin, S. (2013). 12 timeless project-based learning resources. Retrieved from: http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/
Hallermann, S. (2013). The Role of PBL in Making the Shift to Common Core. Retrieved from: http://www.edutopia.org/blog/pbl-role-shift-to-ccss-sara-hallermann
Papanikolaou, K. and Boubouka M. (2010). Promoting Collaboration in a Project Based E-Learning Context. Retrieved from: http://files.eric.ed.gov/fulltext/EJ907022.pdf
Cranston, J. (2009). Holding the Reins of a Professional Learning Community: Eight Themes from Research on Principals' Perceptions of Professional Learning Communities. Canadian Journal of Educational Administration and Policy Issue #90.
Cranston, J. (2009). Holding the Reins of a Professional Learning Community: Eight Themes from Research on Principals' Perceptions of Professional Learning Communities. Canadian Journal of Educational Administration and Policy Issue #90.
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