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About Project-Based Learning Projects help students personalize their learning and are ideal for gaining key knowledge and understanding of content and answering the question: Where am I ever going to use this?

Among the greatest benefits of project-based learning PBL are gains in students' critical-thinking skills and development of their interpersonal and intrapersonal skills.

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PBL is also an ideal way to help learners gain speaking and presentation skills indentified in the Common Core Standards. However, implementation is not without concerns. As Condliffe and colleagues noted, math teachers have found it difficult to implement PBL.

It requires that teachers modify Academic review pricing beauty by ashley roles from directors to facilitators of learning and that they tolerate not only ambiguity but also more noise and movement in the classroom. Teachers must adopt new classroom management skills and learn how best to support their students in learning, using technology when appropriate.

And they must believe that their students are fully capable of learning through this approach. Given these challenges, professional development — both initial training and continuing support — is likely to be essential to the successful implementation of PBL.

As Bryan Goodwin found in his literature review on PBL, "Educators can avoid this phenomenon and realize the potential of projects to promote students' critical-thinking by framing projects around a driving question"p.

The Buck Institute for Education BIE has an archived-webinar on Driving Questions for those who need to learn more about their purpose and see examples of their use in various K grades and subjects. This challenging open-ended driving question or problem is just one of the essential elements of meaningful projects, according to John Larmer and John R.

Mergendoller of BIE. They updated their PBL model in to what they called a "gold standard" See their blog post on whywhich is also the source for the image on PBL. Every good project needs significant content, meaning tied to standards so that students gain key knowledge and understanding.

Students also need to perceive the work as meaningful to them. A clear connection to an entry event adding this meaning might be via almost anything: Students need a voice and choice in fulfilling project requirements, keeping in mind that limited choices be considered and that "teachers should design projects with the extent of student choice that fits their own style and students"p.

Projects should give students opportunities to build 21st century skills or success skills and to use technology that will be useful to them in life and the workplace. Projects should enable learners to conduct real inquiry. This has to do with authenticity or how real-world a project is.

With "real inquiry comes innovation--a new answer to a driving question, a new product, or an individually generated solution to a problem"p. Learners should receive feedback to use in revision, as learning that real-world work often involves revision.

Teachers should not be the only ones to provide this feedback. Peer-editing sessions with the aid of appropriate rubrics or checklists can be useful for students to present their rough drafts to each other Pahomov, As Larissa Pahomov pointed out, "Why should students put so much effort into a product that is only going to be viewed by one person?

Although there might be live presentations to share projects, "they should also be designed to stand on their own, after the formal presentation has ended" p.

A venue for presenting completed projects might be "as simple a setting up a gallery in the hallway or a landing page for links to projects" p. A blog or wiki is ideal for posting online presentations, which elevates projects beyond the school walls. Projects might be entered into contests and competitions, or presented to real-world professionals for feedback.

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If projects involve teamwork, educators will need to emphasize commitment to the team as an essential component for success of group work. Larmer noted that this may not automatically emerge, but a "sense of responsibility to their peers can be one of the most powerful motivating factors for students working on a project in teams" p.

To help support teamwork, teachers might consider "constructing list of norms or a rubric with students; having students write contracts for how they will work together; providing them with tools, such as task planners and online collaboration platforms; and teaching them how to resolve conflicts and make decisions.

During a project, have team members frequently check in with one another—and the teacher—to be sure things are going smoothly" p. Finally, projects should include the element of reflection.

With the above being said, Volker Ulm offered teachers some sound advice regarding math project-based learning: Enriching classroom teaching with projects is certainly the most challenging, but at the same time the most beneficial form of independent learning.

It is challenging because it requires high-level skills on the part of the students, e.

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So project-based learning should never degenerate into a teacher-centered training course where ultimately the teacher still does all the planning, structuring and organizing, prepares and procures all the materials, or even produces and presents the results.timberdesignmag.com is a place to share and follow research.

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