PROJECT-BASED LESSONS Erasmus+ Agreement 2014-1-BG01-KA202-001528 Strategic Partnership Project KA2.

PROJECT-BASED LESSONS

Erasmus+ Agreement 2014-1-BG01-KA202-001528Strategic Partnership Project KA2

What is Project-Based Learning?

PBL is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-

centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, and student-centered.

PBL empowers students as active learners. Students become practitioners using and demonstrating

knowledge, not just storing it. Students negotiate project ideas and assessment criteria with teachers and community members. Teachers act as coaches and facilitators. Teachers encourage intellectual risk-taking.

Students do not learn from what you do, but from what you have them do.

Integration of technology Story telling Non-competitive group and team work Performance-based assessment and rubrics Visual presentations and practice through technology and

other means Project-based assignments that integrate family and

community Activities appealing to multiple intelligences (Gardner)

Gardner’s Multiple Intelligences Visual-Spatial - think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to

draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.

Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.

Musical - show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.

Interpersonal - understanding, interacting with others. These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues. Tools include the telephone, audio conferencing, time and attention from the instructor, video conferencing, writing, computer conferencing, E-mail.

Intrapersonal - understanding one's own interests, goals. These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. They can be taught through independent study and introspection. Tools include books, creative materials, diaries, privacy and time. They are the most independent of the learners.

Linguistic - using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.

Logical -Mathematical - reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.

Students learn in project-based instruction by doing, creating, thinking, and making something that has a meaningful outcome for them.

Created items can include anything made by hand: artwork, community service projects, publications, designs, games, science experiments and displays.

Students can design, build, create, or otherwise use hands-on or production-oriented skills to make or do “something”.

Academic skills (reading, writing, math, science, etc.) are then incorporated into making “something”

1. Lesson Overview

Briefly describe your project here in the Lesson Overview. What will the students be doing/making? What will they use to do/make it?

What additional educational activities are included?

What is the outcome and who is it for (self, family, community, office, school, etc)? Remember to keep it simple while you develop your project ideas.

Projects that can be started and finished within a reasonable amount of time, with a definite outcome will be the most successful and positive for the student and teacher.

Provide the Name of the Project. Identify project components and needs. Interview community members or people outside the school if necessary. Locate place where project is needed. Assemble required materials. Design and Create the project itself. Apply scientific method where required. Write instructions, summaries, statements, findings, or creative writing. Read and Research relevant background materials. Use technology to research websites, make videos, tape recordings, or use computer programmes.

Lesson Objectives

Project Objectives:

When students complete this project, they will be able to…

Use action words here to itemize the skills and abilities that students will develop to complete

their project.

Action Verbs for Learning Objectives

Abstract Activate Acquire Adjust Analyze Appraise Arrange Articulate Assemble Assess Assist Associate Breakdown Build Calculate Carry out Catalog Categorize Change Check Cite Classify Collect Combine Compare Compute Contrast Complete Compose Compute Conduct Construct Convert Coordinate Count Criticize Critique Debate Decrease Define Demonstrate Describe Design Detect Develop Differentiate Direct Discuss Discover Discriminate between Distinguish Draw Dramatize Employ Establish Estimate Evaluate Examine Explain Explore Express Extrapolate Formulate Generalize Identify Illustrate Implement Improve Increase Infer Integrate Interpret Introduce Investigate Judge Limit List Locate Maintain Manage Modify Name Observe Operate Order Organize Perform Plan Point Predict Prepare Prescribe Produce Propose Question Rank Rate Read Recall Recommend Recognize Reconstruct Record Recruit Reduce Reflect Relate Remove Reorganize Repair Repeat Replace Report Reproduce Research Restate Restructure Revise Rewrite Schedule Score Select Separate Sequence Sing Sketch Simplify Skim Solve Specify State Structure Summarize Supervise Survey Systematize Tabulate Test Theorize Trace Track Train Transfer Translate Update Use Utilize Verbalize Verify Visualize Write

Required Equipment/Technology

List technological equipment, such as network accessible computers, word processing, graphics, or spreadsheet programs and printer, additional programs, or video cameras, needed to complete the lesson.

In our case it might be also kitchen utensils; domestic appliances, foodstuffs, etc.

The Lesson Procedure

The lesson format is normally laid out in three major steps: Preparation, Practice, and Performance. This sequence provides learners with a way to approach, organize, and implement their project successfully.

In this to follow to develop their project. “Activity” refers to the specific section, write out concise steps for both students and teachers activity for the students to perform, “Instructor Notes” are notes and references for teachers.

Step 1

Discuss the topic of your project. Think about what you already know about the subject and why it is important. How can this project be meaningful for you? Ask yourself “How can I do this?” “What do I need to do this?”

Instructions for Step 1

Introduce the project to your group. This is the time to introduce and discuss

the main concepts behind your project (i.e. teamwork, health,

community improvement). Establish prior knowledge of the subject with

your group. The goal here is to make this project personally meaningful to

the student.

Point out ways that the outcome of the project will relate to them.

A great way to capture interest is to include a joke, fable, or

storytelling related to the topic. Many students begin to relate

to the lesson ONLY when they are engaged in group discussion,

story-telling or other conversational devices.

Step 2. Prepare for your project

Choose your place, people, things, or methods to complete it. Outline or list the steps you or your group will need to take. Remember to include people as helpful resources if you need them!

You may divide your class into groups at this point if necessary. Assist the students in thinking through their preparations.

Remember, students learn by doing: when you find they are at an impasse, ask them “How can we accomplish this step? How can we get this done?” Allow the students to experience self direction and construct their place in community involvement.

Step 3. Practice and Process1. Review handouts as needed.

Develop handouts to supplement the lesson plan. Handouts should

include directions for activities such as laboratory work,

steps to complete artwork, or other specific sequences for the students

to follow. And remember, creativity and fun is a good ingredient to

include for learning success!

2. Research websites

Incorporate website content into basic academic skills such as reading

and writing assignments.

3. Conduct additional activity to develop understanding and completion

of project.

You may have the students conduct brief activities that enhance understanding of the

project such as a laboratory experiment, science activity, interviews, field trips,

or other activities that allow the students to become familiar with the subject.

Step 4 Presentation of the completed project

Put together the pieces of the project (build, write, develop, interview…whatever steps are

needed to complete the project). Do the computer work and/or hands-on work.

Review the steps needed to complete the project. Have the students organize all their material into a final format. Review all project materials for changes and improvements and make changes to project as needed. Present the completed project to class, school group, community or other involved group.

Do self-assessment.

Lesson Assessment Strategy

These are general questions to use in assessment of your lesson. Ifyour lesson is to be used by other teachers,Preparation, Presentation and Overall Implementation (Instructor)1. Are the instructions and expectations for the class clear from the

beginning?2. Am I spending sufficient time on modeling the skills I want students

to acquire?3. Is there enough variety in the lesson to appeal to most learning

preferences?4. How many learning intelligences am I addressing?5. Are students “connecting” to lesson objectives? How?6. How is this lesson “integrated”?

Performance and Practice (Students)

1. Do all students have the skills to follow instructions? If not, what measures am I taking to address the challenge?

2. Are all students participating in the activities either by active observation or by voicing their thoughts?

3. Am I identifying the strengths of each student and pairing/grouping people accordingly? What results am I getting?

4. How are students performing? Are all of them able meeting 80% of the lesson objectives? If not, what am I doing to help them achieve more?

What Zone Am I In?

Too Easy•I get it right away…•I already know how…•This is a cinch…•I’m sure to make an A..,•I’m coasting…•I feel relaxed,,,•I’m bored…•No big effort necessary.

On Target•I know some things…•I have to think…•I have to work…•I have to persist…•I hit some walls…•I’m on my toes…•I have to regroup…•I feel challenged…•Effort leads to success..

Too Hard•I don’t know where to start…•I can’t figure it out…•I’m spinning my wheels…•I’m missing key skills…•I feel frustrated…•I feel angry…•This makes no sense…•Effort doesn’t pay off…

THIS is the place to be. THIS is the achievement zone.

21st Century Skills

Critical Thinking & Problem Solving Creativity & Innovation Collaboration, Teamwork & Leadership Cross-cultural Understanding Communication & Media Literacy Computing and ITC Technology Career & Learning Self-direction

Project Learning is Skill-Based

To learn collaboration – work in teams

To learn critical thinking – take on complex problems

To learn oral communication –present

To learn written communications – write

Project Learning is Skill-BasedTo learn technology –

use technology

To develop citizenship –take on civic and global issues

To learn about careers – do internships

To learn content – research and do all of the above

A Project Learning Classroom is ...

Project-centered Open-ended Real-world Student-centered Constructive Collaborative Creative

Communication- focused

Research-based Technology-

enhanced 21st Century

reform-friendly Hard, but fun!

Project-Based Learning Resources

http://www.pbl-online.org/mod1/movies/msatmovie.htm

http://pbl-online.org/

http://www.edutopia.org/project-learning

http://www.bie.org/

Here are some examples…

A Weekly menu of healthy serving sizes and dishes A healthy recipe book that incorporates healthy versions of

American recipes as well as recipes from their homelands

A center/school-wide health fair A video documentary (or powerpoint presentation) about

health-related topics as they apply to their immediate families, friends, and community

…more examples

An interactive website (or pamphlet) about neighborhood health resources that can be accessed (or distributed to) people in the community, other students, etc.

An educational song or theatrical piece to be performed in front of an audience made of individuals who did not attend the health literacy course