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Work-Based/Project-Based Learning

Work-Based/Project-Based Learning. Nick Rogers NREd Consulting, LLC. W BL / PBL. What does that mean to you?. History. What work requires of schools. A SCANS report for America 2000. What are scans? . Three-part Foundation Basic Skills Thinking Skills Personal Qualities.

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Work-Based/Project-Based Learning

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  1. Work-Based/Project-Based Learning Nick Rogers NREd Consulting, LLC

  2. WBL / PBL • What does that mean to you?

  3. History What work requires of schools. A SCANS report for America 2000

  4. What are scans? Three-part Foundation • Basic Skills • Thinking Skills • Personal Qualities

  5. What are scans? Five Competencies • Resources • Interpersonal • Information • Systems • Technology

  6. Purpose of WBL/PBL • Engage students in contextualized learning • Make learning meaningful • Help students track what they are learning • Provide evidence of learning for portfolio • Can serve as formal or informal formative assessment

  7. EXERCISE 1 • Pick an everyday activity that one might do. • Example: Call a business to confirm a visit

  8. Breakdown the activity into tasks • Example: Answering the telephone • Tasks: • Reading the numbers • Pushing the right buttons • Speaking into the phone • Listening to person on other end • Determining whether to be transferred or leave a message • Transferring or leaving a message

  9. align the tasks to scans • Examples: • Reading the numbers • Basic Skills: A. Reading • Pushing the right buttons • Thinking Skills: B. Decision-Making • Technology: A. Selects Technology • Speaking into the phone • Listening to other person • Determining where to be transferred or leave a message • Transferring or leaving a message

  10. Sample activities • Searching for medical information online • Ordering a sandwich in a fast food restaurant • Giving someone directions • Making an appointment • Finding the nearest gas station Pick one and break into taskS. Then align to scans.

  11. Check off scans on scans checklist

  12. Next…. • Identify SCANS not practiced • Design tasks and activities which will incorporate unpracticed SCANS • If students are struggling with a particular SCANS skill or competency • Design another activitey with tasks which include those SCANS • Do a “pull-out” and do a stand-alone task with those SCANS.

  13. Assessment • Students self-assess • Go through checklist • Teacher assesses with student • What observed • Both discuss which SCANS need to be practiced and reinforced

  14. A Review of Research on Project-Based Learning by John W. Thomas • The five criteria are: • Centrality • Driving question • Constructive investigations • Autonomy • Realism

  15. PBL projects are central, not peripheral to the curriculum. • First, according to this defined feature, projects are the curriculum. In PBL, the project is the central teaching strategy; students encounter and learn the central concepts of the discipline via the project. • Second, the centrality criterion means that projects in which students learn things that are outside the curriculum ("enrichment" projects) are not examples of PBL, no matter how appealing or engaging.

  16. PBL projects are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline. • This criterion is a subtle one. The definition of the project (for students) must "be crafted in order to make a connection between activities and the underlying conceptual knowledge that one might hope to foster." …(and)…..is usually done with a "driving question" …… • PBL projects may be built around thematic units or the intersection of topics from two or more disciplines, but ….the questions that students pursue, as well as the activities, products, and performances that occupy their time, must be "orchestrated in the service of an important intellectual purpose"

  17. Projects involve students in a constructive investigation. • An investigation is a goal-directed process that involves inquiry, knowledge building, and resolution. Investigations may be design, decision-making, problem-finding, problem-solving, discovery, or model-building processes. But….. the central activities of the project must involve the transformation and construction of knowledge (by definition: new understandings, new skills) on the part of students…

  18. Projects are student-driven to some significant degree. • PBL projects are not, in the main, teacher-led, scripted, or packaged. Laboratory exercises and instructional booklets are not examples of PBL, even if they are problem-focused and central to the curriculum. PBL projects do not end up at a predetermined outcome or take predetermined paths. PBL projects incorporate a good deal more student autonomy, choice, unsupervised work time, and responsibility than traditional instruction and traditional projects.

  19. Projects are realistic, not school-like. • Projects embody characteristics that give them a feeling of authenticity to students. These characteristics can include the topic, the tasks, the roles that students play, the context within which the work of the project is carried out, the collaborators who work with students on the project, the products that are produced, the audience for the project's products, or the criteria by which the products or performances are judged. • Gordon (1998) makes the distinction between academic challenges, scenario challenges, and real-life challenges. PBL incorporates real-life challenges where the focus is on authentic (not simulated) problems or questions and where solutions have the potential to be implemented.

  20. NREd Consulting, LLC website: www.nredco.com email: nr@nredco.com Telephone number: 760 321-9096

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