Pbl-online.org suggests that the following are important steps in managing a project-based-learning experience: orient, group, organize, clarify, monitor and regulate, manage, and evaluate. The site breaks down these steps here and allows you to consider a couple scenarios and suggest how to manage the project here.
Considering these steps and implementing PBL in 10th grade Core Communication Skills classes, here are the tools I would use for each.
Get caught in the NETS!
The International Society for Technology in Education (ISTE) is proud of its NETS, or National Education Technology Standards. NETS are sets of standards, one each for student, teacher, and administrator levels, by which curriculum and professional development can be aligned to “help students prepare to work, live, and contribute to the social and civic fabric of their communities” (http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students.htm).
Web2.0 applications that foster communication, collaboration, and publishing are particularly apt for NETS alignment. Here’s a look at the three tools I mentioned in my Ideas for Web2.0 Implementation post, and how they are models of the utility of Web2.0 for NETS-S (student) skills and understandings. Click to continue »
Implementing Web2.0 into my classes will not be difficult this year, and I could see many benefits from it. I’ve just discovered, after stopping in at the tech office of my district yesterday, that I will have a MacBook cart at my disposal every period of the day next year. I know, I’m spoiled, but I plan on using those MacBooks for as long as the batteries hold up, pretty much every day and every class period.
When I do this, here are three Web2.0 tools I am considering implementing in my Core Communication Skills classes. Click to continue »
PBL takes more time, energy, and resources for too little payoff.
- Kevin Scott
Is PBL too demanding for classrooms? Definitely not; in fact, I don’t know how I could have taught for 16 years without it.
- Susan Thompson
For the detractors of project based learning (PBL), going global is taking a bad idea too far. For PBL enthusiasts, global projects are the essence of good teaching.
Good teaching.
- Jeremy Adams
I majored in communications for four years of college, and still the most important lesson about communication I’ve ever learned is from the telephone game. You know the game – Kid A whispers a message to Kid B, who relays it to Kid C. By the time it reaches F or G, it has morphed into something worthy of laughter.
What is the lesson? We’ll get to that later …
The topic of this week’s blog posting for EDIM 502, The Pedagogical Justifications for Using Project-Based Learning, would come out something like the title for this post, were it processed and parlayed by a number of mischievous kids. Were it relayed from one educator to another, the only confusion would be over whether or not pedagogical has a hard /o/ sound, like goat, or a soft /o/ sound, like got.
After checking out three exemplars of project based learning on edutopia.org, I’m taking big swigs of the PBL Kool Aid. It’s refreshing, especially in the video clips, to see students engaged in and owning the learning process.
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