Project-Based+Learning

flat
= NETS*T for Project-Based Learning Activities =

**1. Facilitate and Inspire Student Learning and Creativity**
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers... .....a. promote, support, and model creative and innovative thinking and inventiveness .....b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources .....c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes .....d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers... .....a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity .....b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress .....c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources .....d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers... .....a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations .....b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation .....c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats .....d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

** 4. Promote and Model Digital Citizenship and Responsibility **
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers... .....a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources .....b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources .....c. promote and model digital etiquette and responsible social interactions related to the use of technology and information .....d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools

** 5. Engage in Professional Growth and Leadership **
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers... .....a. participate in local and global learning communities to explore creative applications of technology to improve student learning .....b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others .....c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning .....d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

= Reflection of Project-Based Learning Activities =


 * Reflection on my use of Project-Based Learning**

.....Project-Based Learning is not something I use nearly as much as I would like. From the students' perspective, PBL activities are more meaningful, more fun to do, and are something they will remember. From a teacher's perspective, PBL is more fun to do with the kids, more satisfying professionally, and easier to manage than traditional activities. I think the main reason I do not use PBL as much as I should is because it takes a great deal of time to set up. The projects need to be planned out with outcomes and standards, meaningful and authentic assessments (self, peer, and teacher reflective evaluations), procedures and all project components, and rubrics so the students know what is expected. Once the base work is completed, implementation is a piece of cake. Another part of my problem is that technology tools are the most logical avenues for the projects, but I do not have enough access to the computer labs. When our new tech lab is finished I am hopeful that this will change. One final hindrance has to do with my own skills. I am becoming more proficient in the use of all the technology I have available to me, but I have trouble coming up with authentic learning activities which are appropriate to the skills. This will be solved with time, patience, and research - and more classes! .....I have started planning out some PBL activities for my 5th graders because they are the group I can have computer time with once a week. I want to do more with digital storytelling and report presentations. We have started creating PowerPoints for a book report on a book we read in class. One challenge we are wading through is their lack of real application skills. This initial project probably does not count as a real PBL application, but they lack the knowledge and skills to do anything big yet. We have created folders to keep their items in, created a blank PPT, opened Picnik accounts, and saved one picture from the internet which will be graphically edited using Picnik. The kids are REALLY excited about this whole process. Even for the kids who are used to using computers, most of this is new material. They come in excitedly telling me that they opened a PPT at home to start playing and they are looking at some of the other tools we are using. In upcoming weeks the will add their edited images and text and beginning "playing" with transitions. I also have their WikiSpaces accounts created so they will be learning how to upload their finished projects for presenting. For extra experiences, I have begun some discussion posts for them on the wiki hoping to spark some interest in online communication and eventually collaboration - first student to student, class to class, and (with a little luck and understanding from our new administrator) student to community. I am creating a Blended Schools course specifically designed to enhance these skills using blogs, wikis, discussions, and any other appropriate tools. Graphic organizers (especially timelines) will be very helpful in teaching sequencing and research organization. 4th graders make their life timelines from posters; I would like to show the kids how to do this online. .....Another future application, once the students become familiar with the technology, is to begin videotaping and audio recording so they can learn how to use MovieMaker and Audacity. I would like them to choose a topic they are familiar with to create a photo essay or digital story - even something as simple as baking a cake or properly brushing your teeth. This will hopefully lead into podcasting for similar purposes. .....All in all, I still believe that PowerPoints and Wikis are some of the best tools we have to promote Project-Based Learning activities. Access to digital cameras and recorders, microphones, and computer equipment can open up a whole new world for our kids. Being a librarian, most of my PBL activities would be literature-based, but even that has a ton of possibilities!