Blogs on Project-Based Learning

Blogs on Project-Based LearningRSS
Andrew MillerDecember 12, 2012

In my last post about taking PBL projects up a notch, I focused on integration of subject matters and disciplines. Fittingly, this post focuses on integrating technology. Teachers often adjust and improve projects by finding new and innovative ways to infuse technology into the PBL process and products. However, it's not about more technology tools, but about the intentional use of the tools available.

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Andrew MillerNovember 29, 2012

This series is about taking your PBL projects "up a notch." I wrote a blog about how to get started, but after you get started and are familiar with the benefits of keeping it small and focused, what are some of your next steps? One area where I see teachers taking their PBL projects up a notch is through integration. However, integration is actually quite complicated and includes many levels of implementation. Here are some tips to consider for integrating content areas into your next PBL project.

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Suzie BossNovember 28, 2012

Student reflection is a key ingredient in project-based learning, and for good reason. As John Dewey reminded us nearly a century ago, "We do not learn from experience . . . we learn from reflecting on experience."

Reflection not only makes learning stick at the end of a project but also helps students think about what's working well and what's not during PBL. When students take time to reflect on their progress, they can make revisions or course corrections so that they can achieve better results. (For a look at student reflection strategies, read High Tech Reflection Strategies Make Learning Stick.)

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Andrew MillerNovember 13, 2012

As you can see from the photo above, I got to politically "geek-out" on Election Night 2012. National Public Radio had put out an all-call for bloggers and other social media gurus to take part in #NPRMeetup. At this meetup, not only were we able to get up-to-the-minute developments on election results, but we were also behind the scenes at NPR Studios. The #NPRMeetup Team was comprised of a variety of individuals and political perspectives, all with their own objectives. My objective was to learn about the process and use these ideas to share with the education community in hopes that teachers might create classroom experiences that connected.

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Andrew MillerOctober 30, 2012

Given the number of technology tools being used by educators and students, it's no wonder that mobile technologies and mobile learning are being explored in various implementations. From data collection tools to mobile phones, students are learning at school and on their own.

Remember, however, that technology is a tool for learning, so we still need to focus on models that provide engaging uses for these tools. Project-based learning can pair well with tenets and best practices for mobile learning to create intention and flexible contexts for learning.

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Kiera ChaseOctober 16, 2012

Not every teacher gets to hear these words: the process of making "this video gave me a better understanding of how teachers teacher, so when I am faced with a math problem that I don't understand I can break it down and teach it to myself." This quote came from a ninth-grade student at the culmination of the Upside Down Academy project.

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Mark PhillipsOctober 11, 2012

A few months ago, I had a conversation with a highly intelligent colleague who told me that he was thinking of not voting in the presidential election because none of the candidates were "in touch with the coming revolution," represented by the Occupy Wall Street protests. I tried to explain that there were great differences between the candidates on a host of other important issues, to say nothing of the critical nature of Supreme Court appointments over the next four years. But I’m not sure I convinced him.

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Eric BrunsellSeptember 25, 2012

In an interview with students, MIT's Kerry Emmanuel stated, "At the end of the day, it's just raw curiosity. I think almost everybody that gets seriously into science is driven by curiosity." Curiosity -- the desire to explain how the world works -- drives the questions we ask and the investigations we conduct.

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Katie PiperSeptember 18, 2012

In recent years, most students in my project-based AP Government classes have indicated, in both class discussions and anonymously on surveys, that they prefer project-based learning to a more traditional classroom experience. They find PBL more fun and believe that it leads to deeper learning. However, two types of students often resist this model. Students of the first type generally do not enjoy school at all, and are looking for the path of least resistance. Because a PBL classroom is student-centered and calls on students to produce, less-motivated students will find it more difficult to "hide" and be left alone. The second type of student has already been very successful in traditional classrooms and is deterred by the challenges of this new model. These students are often highly motivated by grades, and worry that the project cycles will detract from direct content delivery.

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Adrienne Curtis DickinsonSeptember 18, 2012

Embarking on your first project-based learning unit is an exhilarating time full of big ideas and even bigger hopes about how this new avenue for teaching and learning will change your students' lives. As you begin to think about the intersection between the reality of your classroom and the promise of PBL, remember that PBL presents an authentic problem to the teacher, too!

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