HOME LEARNING VIDEO AND PDF STD 3 TO 12 DATE 18-8-2020

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HOME LEARNING VIDEO AND PDF STD 3 TO 12 DATE 18-8-2020

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The instructor’s role in Project-Based Learning is that of a facilitator. They do not relinquish control of the classroom or student learning, but rather develop an atmosphere of shared responsibility. The instructor must structure the proposed question/issue so as to direct the student’s learning toward content-based materials. The instructor must regulate student success with intermittent, transitional goals to ensure student projects remain focused and students have a deep understanding of the concepts being investigated.
The students are held accountable to these goals through ongoing feedback and assessments. The ongoing assessment and feedback are essential to ensure the student stays within the scope of the driving question and the core standards the project is trying to unpack. According to Andrew Miller of the Buck Institute of Education, “In order to be transparent to parents and students, you need to be able to track and monitor ongoing formative assessments that show work toward that standard.”
The instructor uses these assessments to guide the inquiry process and ensure the students have learned the required content. Once the project is finished, the instructor evaluates the finished product and the learning that it demonstrates.
HOME LEARNING VIDEO AND PDF STD 3 TO 12 DATE 18-8-2020

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As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.
The learning story that you and your students create together makes up the overall PBL unit. Be prepared, however. You’ll plan and frontload tons, but once you jump in, you’ll discover that when you hand over the writing of the learning story to your kids, they will take it far and above any book you’ve ever read.
Instead of short-term memorization strategies, project-based learning provides an opportunity for students to engage deeply with the target content, bringing about a focus on long-term retention. PBL also improves student attitudes toward education, thanks to its ability to keep students engaged. The PBL structure lends itself to building intrinsic motivation because it centers student learning around an essential central question or problem and a meaningful outcome.
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The Intel Corporation identified several reasons why project-based learning can represent such a radical departure from what we are used to in education. PBL requires you to coach more and instruct less, to embrace interdisciplinary learning instead of remaining locked in single-subject silos, and to be more comfortable with uncertainty and discovery during the learning process.
When students use technology as a tool to communicate with others, they take on an active role vs. a passive role of transmitting the information by a teacher, a book, or broadcast. The student is constantly making choices on how to obtain, display, or manipulate information. Technology makes it possible for students to think actively about the choices they make and execute. Every student has the opportunity to get involved, either individually or as a group.
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Another example of applied PBL is Muscatine High School, located in Muscatine, Iowa. The school started the G2 (Global Generation Exponential Learning) which consists of middle and high school “Schools within Schools” that deliver the four core subject areas. At the high school level, activities may include making water purification systems, investigating service learning, or creating new bus routes. At the middle school level, activities may include researching trash statistics, documenting local history through interviews, or writing essays about a community scavenger hunt. Classes are designed to help diverse students become college and career ready after high school.
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