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The Importance of the “Snow Ball Effect” with a Project-Based Learning Approach

The Importance of the “Snow Ball Effect” with a Project-Based Learning Approach. Henok Tadesse Dr. Sullivan EDSS 8420 Spring 2011. “Snow Ball Effect”.

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The Importance of the “Snow Ball Effect” with a Project-Based Learning Approach

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  1. The Importance of the “Snow Ball Effect” with a Project-Based Learning Approach Henok Tadesse Dr. Sullivan EDSS 8420 Spring 2011

  2. “Snow Ball Effect” • “Social studies needs to be set deeply into the school curriculum from the earliest grades. What results is a snowball effect: knowledge growing each year on its own momentum, empowering students with each passing year” (Parker, 2010). • “In social studies lessons and units of study, students don’t simply experience the world, but are helped systematically to understand it, to care for it, to think deeply and critically about it, and to take their place on the public stage, standing on equal footing with others. This, at any rate, is the goal” (Parker, 2010).

  3. Current Elementary Social Studies • “Social studies education has been endangered for a long time, with no aspect more threatened than the elementary program” (Passe, 2006). • “But leaders in the field may not be paying attention to the underdevelopment of elementary social studies and its contribution to problems in secondary social studies. The standard course of study is being violated, or ignored, in the early grades, but the rest of the system has yet to adapt to the repercussions” (Passe, 2006).

  4. Project-Based Learning • “When using the project-based learning strategy, it is almost guaranteed that the endeavor will be interdisciplinary. The teacher’s role is to serve as coach, guiding students to use a variety of resources, employ a strategy that is fun and motivating, and uncover content with depth and breadth” (Stix & Hrbek, 2006). • “A project should give students opportunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life” (Larmer & Mergendoller, 2010).

  5. Cycle of success

  6. Data • Current 5th grade students (23) in my class and 8th grade students (18) that I taught three years ago when they were 5th graders • Textbook use – 73% of 5th graders and 82% of 8th graders agreed to the ineffective use of textbooks in social studies • Primary source use and projects – 95% of 5th graders and 66% of 8th graders approve of this style of learning • Integration of curriculum – 100% of 5th graders and 79% identified evidence of having to use skills learned in other subject matters in social studies.

  7. Findings • “Snow ball effect” worked for 8th graders and is currently working for 5th graders (preparing them to do well in middle school) • Project-Based Learning provides an approach that is engaging and relevant (taking away from the primary use of textbooks) • Relevance – PBL allows students to learn in the 21st century, not 19th century • Implications – More focused social studies methods courses placed in Teacher Education to prepare pre-service teachers??

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