Project Based Learning Discussion Forum

How to assess implementation of PBL?

2010-02-19T18:43:38Z

hello my name is Maria Cristina’m teaching in PBL, we are currently looking for strategies to design a tool to identify, assess and evaluate the educational work also the implementation of the process of PBL at the university. I want to know if there is any tool for this purpose?
Thanks for your help
Sincerely
Maria Cristina

NC Virtual Public School looking for Teachers and Course Developers for STEM & PBL Courses

2011-05-24T10:47:00Z

Through the Race to the Top initiative, the NC Virtual Public School is dedicated to increasing the number of highly effective math and science teachers to students who are at risk of failure in math and science courses by delivering a new virtual STEM course model to address the needs of these students. The course offered will be blended courses developed by a team of project based learning and STEM experts and proven effective online instructors.

At this time, we are seeking to hire the following:
- a team of lead teachers/developers and course content developers to develop project-based Earth/Environmental Science and Integrated Math courses, (Need to have an NC Teaching License for 9-12 Math or Science)
- a web designer experienced in creating web-based templates for e-Learning,
- a professional development coordinator to develop and deliver professional development for project-based learning, STEM, and blended learning (Need to be able to travel in NC).

Lead teacher – Four professionals desired to work on a small team to collaborate in planning and developing a STEM course for online learners. This position includes membership on the course development team and teaching the blended online course during the first semester. Content specific positions are available in Integrated Mathematics I and Earth Science. Specific duties include: unit planning, lesson planning, content development, assignment details, and assessment details. Preferred qualities include: strong knowledge of NC SCOS and/or Common Core Standards for Integrated Math and/or Earth Science, online teaching experience, online training, experience with Blackboard is a plus, experience with project based learning is a plus. You must have the following to teach for NCVPS: You must hold a North Carolina SPII license and 9 – 12 certification in the content area for which you wish to apply. You must have online training either DATOC (which was renamed TOC) or Teaching Online Course, which is available through Learn NC.

Course Content Developer – Four professionals desired to work on a small team to collaborate in planning and developing a STEM course for online learners. The expert will conduct course development concerning STEM quality and alignment to the NCVPS STEM Instructional Framework. Specific duties include: STEM alignment, quality management, unit design, and content development. Preferred qualities include: strong knowledge and experience with project based learning, STEM, course design, course development, and experience teaching online is a plus.

Web Designer – Certified Web Professional desired to create and design one or more e-Learning website template(s) per specifications from NCVPS staff. Required qualities include: strong knowledge of HTML, CSS, Java and HTML5, strong knowledge and experience creating website templates, experience developing mobile websites, familiarity with Learning Management System environments and a strong working knowledge of a variety of mobile and computing platforms. Preferred qualities include: software design experience, experience developing e-Learning templates and experience in an educational environment. A portfolio of work examples may be requested to demonstrate qualities and experience.

Professional Development Coordinator – Professional desired to work with a small team to determine professional development needs for the Race to the Top STEM initiative. This could include professional development for project based learning, STEM, blended teaching, and mobile learning. The coordinator will plan professional development needs, create professional development resources, and deliver professional development both online and face-to-face for course development teams, online instructors, and face-to-face instructors. Preferred qualities include: strong knowledge and experience developing and delivering professional development for educators, experience with project-based learning and STEM, experience with blended learning and mobile learning are a plus.

Interested in applying for any of the above positions? Follow the steps below.
1) Complete the Online Application to submit your information. Online application can be found at bottom of the page at: http://www.ncvps.org/index.php/ncvps-stem-and-rttt/
2) Send your resume and any certifications you hold to STEMInterest at ncpublicschools dot gov.

PBL and Arts Integration (AI)

2011-09-06T11:11:04Z

I’m the Director of Arts Education for our school district and have some questions/thoughts about PBL and arts integration. Our district is utilizing PBL primarily at the high school level, but are moving into middle and elementary. As I explore PBL it looks as if the arts are often an essential piece. However, sometimes the posted lessons will say that the lesson is interdisciplinary in the arts and other subjects and sometimes not. I’m curious about this? How would this be decided?

For example - how could students be expected to design quilt squares without some exploration of the elements of visual art and the princiiples of design? I also see alot of multi-media presentations and spoken or oral presentations, some that are arts integrated, some not. If a project outcome includes a piece of artwork - is this AI (that would be best practices in arts education) or is it simply a “tack-on”? In PBL are the arts, dance, drama, music and visual arts, treated as unique subjects with their own distinct body of skills and knowledge?

I appreciate your thoughts on this. Thanks!

Introducing Art

2011-12-04T05:58:36Z

Subject/Course:

Grade Level:Art 7/8

Project Idea: Introductory Project

Major Products: Vocabulary Pre/Post sheet, Applied/Fine Art identification activity and one artwork at week’s end.

Driving Question: Can you understand various types of art from different cultures and historical time periods, given coherent examples and background information as well as basic terminology, even if you have never read about or studied them?

Content: Chapter objectives utilized with review and test. (Mittler and Ragans Introducing Art 2007).

21st Century Skills: See lesson plan.

Entry Event: Vocabulary activity with word-web.

Public Audience: Students (?)

Polling Pesky Pigeons

2011-11-04T05:08:49Z

Subject/Course:environmental science,math,geography and language arts

Grade Level:3-6

Project Idea: Students will research the drastic decrease of the once overwhelming pigeon population in the city of Detroit.

Major Products:Environmental Report(Powerpoint), Diorama of Detroit pigeons in city habitats

Driving Question:What has caused the drastic decrease of the pigeon population in the city of Detroit?

Content:What type of pigeons live in Detroit? Where do they nest? What environmental problems/changes has affected the pigeons? Are pigeons necessary for this area? What can we do to increase the pigeon population?

21st Century Skills:Problem-solving- Students record size of pigeon population over 10 year period and identify point of decrease. Crital-thinking- Students research environmental problems/changes that could possibly impact the pigeon population. Students brainstorm ways to increase the pigeon population. Communication- Students discuss and come to consensus on research findings. Students report findings to
focus group (Michigan DNR), teachers and classmates.Students utilize writing process to prepare report. Students use technology as resource to complete project tasks.

Entry Event:Show students video of Charlie Leduff’s news report @http://www.myfoxdetroit.com/news/charlie_leduff/
wherehave. Give students fictious task/assignment from the Michigan Department of Natural Resources.

Public Audience: Michigan Department of Natural Resources

Teaching Applied Project Management to Mid-Career Path (Adult Learners) In the Developing Nations

2011-11-01T22:08:18Z

Colleagues,
For the past 20 years, I have been using project based training methods to teach applied project and program management to mid-career path professionals in the oil, gas, mining, telecommunications and international development sectors in SE Asia, the Middle East and Africa with considerable success. The approach we use is blended learning- combined face to face and distance learning mode, spread over a 26 week period.

While these individuals are nearly all engineers/technical people, working full time, we have found that the real benefit is not only in enhancing their competencies in using the tools & techniques of project management, but helping develop the “soft” skills- leadership, problem solving, motivating, conflict resolution- teaching people working in a virtual team environment how to get people to do what they committed to do while having little or no formal authority over others on their team.

Not sure if this would help anyone in a high school or grammar school environment, but would be happy to share my lessons learned.

BR,
Dr. PDG, Jakarta, Indonesia
http://www.build-project-management-competency.com

some idea for pbl for the unit micro organisms

2011-11-01T20:18:50Z

please provide some idea for pbl for the unit micro organisms

Does my project have to go cross curricular to be considered a “True PBL”?

2011-10-20T14:58:59Z

If I am creating a PBL for my math class, does it have to go cross curricular to be considered a “True PBL”.

PBL in MultiAge classrooms

2011-10-26T11:28:21Z

I have been asked to give a presentation on PBL to an elementary school in my district that is all multi-age classrooms, and the Principal would like me to link the two. I can think of many reasons why PBL would be a great fit in multi-age classrooms, namely the ability to group students for project-based work, the opportunity to have older students work collaboratively with the younger students, the ability to design a project that hits multiple standards from each “traditional” grade level, etc. However, I am looking for suggestions for the following:

1. Any scholarly research that supports the use of PBL in multi-age classrooms
2. A place to look for sample PBL multi-age units

Thanks so much!

Amy Garrigan
Organizational Training and Development
Kenosha Unified School District (Wisconsin)

College Success

2011-10-26T23:56:59Z

How do students from PBL high schools generally fair in a college/university setting? After 4 years of authentic learning, are they able to adapt to a traditional college classroom? I could see where transitioning from one environment to another could be frustrating to a college freshman. Are you aware of any universities implementing PBL for undergraduate degrees?