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Let’s Refresh: Understanding PBL. Tele-collaboration and Project-based Learning To Reorient Teacher Education Towards EFA and ESD 3-5 October 2013 Bangkok, Thailand . ICT in Education, UNESCO Bangkok Asia and Pacific Regional Bureau for Education. Getting to know each other. Testing . - PowerPoint PPT Presentation
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Tele-collaboration and Project-based Learning To Reorient Teacher Education Towards EFA and ESD
3-5 October 2013 Bangkok, Thailand
Let’s Refresh: Understanding PBL
ICT in Education, UNESCO Bangkok
Asia and Pacific Regional Bureau for Education
Getting to know each other
Click to edit Master title styleTesting
A. Please click A
Please cli
ck A
100%
Click to edit Master title styleHow many of us here today?
A. Click A
Click A
21
Click to edit Master title styleHow are you today?
A. Better than ever! B. Good.C. Not bad.D. Please.. Don’t ask.E. Other
Better than eve
r!
Good.
Not bad.
Please.. D
on’t ask.
Other
58%
35%
4%4%0%
Click to edit Master title styleWhere are you from? (region)
A. IndonesiaB. PhilippinesC. IndiaD. NepalE. MalaysiaF. Other
19%
23%
12%8%
12%
27%
Indonesia Philippines India Nepal Malaysia Other
Click to edit Master title styleYour age range
A. 10-20B. 21-30C. 31-40D. 41-50E. 51-60F. OtherG. I stopped counting.
5%
14%
27%
18%
5%
9%
23%
Click to edit Master title styleWhere are you from? (institutions)
A. University in generalB. Teacher Education
InstitutionC. High schoolD. Ministry
(government)E. Other
University in
general
Teacher E
ducation In
sti...
High school
Ministry (g
overnment)Other
44%
24%
8%4%
20%
Click to edit Master title styleWhich represents you the best?
A. Teacher educatorB. University
Administrator (Dean, president, etc.)
C. Teacher D. StudentE. Other
Teacher e
ducator
University Administ
rator...
Teacher
StudentOther
40%
16%
8%8%
28%
Click to edit Master title styleIn which area are you working? (choose all that apply)
A. ESDB. EFAC. Educational
TechnologyD. Other
ESD EFA
Educational T
echnology
Other
46%
23%19%
12%
Click to edit Master title styleWhy are you here? (choose all that apply)
A. Because my dean sent me.B. I like Bangkok! C. To learn more about PBL
so that I can improve my ESD (or EFA) curriculum.
D. To learn how to use ICT to enhance my teaching.
E. To network with other TEIs for the future PBL.
F. Other
Because
my dean se
nt me.
I like
Bangkok!
To learn m
ore about PBL .
.
To learn how to
use IC
T ..
To network
with other T
E..Other
1%
5%8%
27%26%
33%
PBL: Where have we been?
Click to edit Master title styleDo you remember?
• The 1st Workshop on “PBL and Tele-Collaboration to Reorient Teacher Education towards ESD and EFA”
Click to edit Master title styleHave you done the PBL?
A. No, not at all. B. Only plan.C. Implemented but
halted in the middle. D. Implementation
completed! E. Completed more than
once.F. Other
A. B. C. D. E. F.
8%12%
8%
0%
58%
15%
Click to edit Master title styleWhat were the main challenges? (choose all that apply)
A. PBL designB. ICT infrastructure C. FundingD. Institutional supportE. Lack of time F. Heavy curriculumG. Other
A. B. C. D. E. F. G.
4% 4%
28%
20%
4%
40%
0%
Click to edit Master title styleWhich of the following did your PBL require?
A. Curriculum-basedB. Real world problemC. Expert-like thinkingD. Achievable &
measurableE. Team workF. Extending learning
space beyond class Curricu
lum-based
Real world
problem
Expert-
like th
inking
Achievab
le & m
easurable
Team work
Extending le
arning spac..
.
0%
25%
50%
15%
0%
10%
Click to edit Master title styleHow far did your (tele) collaboration go?
A. Within your class (group work)
B. Between class, within institution
C. Between institutionsD. Between countriesE. Other
A. B. C. D. E.
19%
4%
15%
54%
8%
Click to edit Master title styleLevel of collaboration?
A. Little collaboration during the project but shared PBL end-products
B. Modest collaboration during the project (e.g. discussing online to generate/elaborate ideas)
C. Active collaboration during the project (e.g. negotiating and making decision together)
D. OtherA. B. C. D.
10%
20%
45%
25%
Why I didn’t do it.
Click to edit Master title style
A. Yes B. No
50%50%
True False
I couldn’t do PBL because my curriculum is too heavy.
Click to edit Master title style
A. YesB. No
I can’t do PBL approaches in my school because I don’t have little access to ICT.
8%
92%
Yes No
Click to edit Master title style
A. YesB. No
I can’t do PBL approaches because I have too many students in my class.
21%
79%
Yes No
Click to edit Master title styleFacilitating student-centred learning in a large class
• Concept map assignments for pre-class reading
• Breakdown tasks into small pieces
Image source: http://ecrp.uiuc.edu/v8n2/birbili.html
Let’s refresh our mind: what is PBL anyways?
Click to edit Master title styleWhich of the followings is a right description of PBL? (choose all that apply)
A. Doesn’t require teacher guidance.
B. Can be done individually. C. Community-based (rather
than curriculum-based)D. Requires driving questions
by teacher.E. Finding real-world solution
to real-world problemF. Students share
responsibility.
A. B. C. D. E. F.
0%4%
69%
15%
8%4%
Click to edit Master title styleBuck Institute of Education
• http://www.youtube.com/watch?v=Pou61mRWzlE
Click to edit Master title style8 Essentials for PBL (BIE)• curriculum-based
Significant Content
• student interest is engaged and inquiry is encouraged (via entry event); meaningful
• real-world connection
A Need to Know
• to focus efforts on a purpose/ challenge
• Open-ended to allow learning to take place
A Driving Question
• self-regulated problem solving/ decision-making: level to depend on readiness and style
Student Voice and Choice
• collaboration, communication, critical thinking, use of ICT
21st Century Skills
• encouraged to be open, generate questions, hypothesize/test ideas, draw conclusions, produce new solution
Inquiry and Innovation
• regular structured reflection & formative assessment (self and others) , able to revise based on feedback
• summative assessment
Feedback and Revision
• reflect on and defend process and outputs; mixed “real” audience
Publicly Presented Product
http://www.bie.org/tools/freebies/8_essentials_for_project-based_learning;Webinar: http://www.youtube.com/watch?v=Pou61mRWzlE
Click to edit Master title styleCREATE
Curriculum-basedC
Real-world problems R
Expert thinking neededE
Achievable and Measurable A
TeamworkT
Extending learning beyond classE
Click to edit Master title styleTips from Real Teachers
• Take a baby step: Start with the single-subject approach within classroom.
• Try to tie into the curriculum. • Get supports from the principal and other
teachers.
For this workshop
Click to edit Master title style21st Learning Design
• Developed by Stanford Research Institute International (SRI), supported by Microsoft
• Being used by MS Partners in Learning programme
• Useful rubric to enhance your lesson plan design (not limited to PBL)
Click to edit Master title styleSix domains
• Collaboration • Knowledge construction • Self-regulation • Real-world problem-solving and innovation • The use of ICT for learning • Skilled communication
Click to edit Master title styleExample: Knowledge Construction
Click to edit Master title styleSessions
Day 1: • Session 1: Refresher (this session)• Session 2: Knowledge ConstructionDay 2:• Session 3: Real-world problem-solving• Session 4: Collaboration• Session 5: Project planningDay 3:• Session 6: Useful ICT tools • Session 7: Project planning and wrap-up
Click to edit Master title styleBy the end of this workshop, you are expected to have:
• Revised and improved PBL design (from your previous PBL)
• Filled worksheet of a new PBL – Topic & objectives – Driving questions– Short description of your PBL– Participating students (grouping strategies)– Action plan with timeline– Telecollaboration plan– Assessment plan
Note: You can improve your previous one and fill out the worksheet if you have not implemented the previous one.
Click to edit Master title style
THANK YOU.
Jonghwi Park ([email protected])ICT in Education, UNESCO BANGKOK
(www.unescobkk.org/ict)
Click to edit Master title style
• PBL in secondary mathematics• Longitudinal study for two years of two British
schools implementing traditional and project/process-based approaches
• n=300 (Year 9 to Year 10 from two schools)
Does PBL really work? (1)
Boaler, J. (1998). Open and Closed Mathematics: Student Experiences and Understandings. Journal for Research in Mathematics Education, 29(1). http://math.coe.uga.edu/olive/emat6990sp10/JRME1998-Jo_Boaler.pdf
Click to edit Master title style
• Students from Process-based approach gained significantly higher grades in all aspects of applied tasks, tests and applied situations
• 71% vs 88% who passed the national exam (GSCE)• Students from traditional school developed inert,
procedural knowledge that was of limited use beyond textbook situations; learnings gained by students from non-traditional school were more usable and gave them the mathematical confidence that enable them to adapt and change procedures to fit new situations
Findings from Boaler’s study
Click to edit Master title style
• PBL in Primary Schools in social studies (Year 5)
• n=40 (traditional and PBL classes in Turkey)• Findings: – Higher academic success in Social Sciences course
in primary education – Improved research skills – Effective in developing students’ HOT skills
Does PBL really work? (2)
Gultekin, M. (2005). The Effect of Project Based Learning on Learning Outcomes in the 5th Grade Social Studies Course in Primary Education. Journal of Educational Sciences: Theory & Practice.
Click to edit Master title style
• PBL in Primary Schools (Year 4)• n=70 from a school in Greece (traditional and
PBL classes)• Findings:– Significant in academic knowledge, collaborative
skills and motivation – Pupils enriched and expanded their knowledge on
units studied mainly through hands-on, field-based activities and experiential learning
Does PBL really work? (2)
Kaldi, S., Filippatou, D. & Govaris, C. (2011): Project-based learning in primary schools: effects on pupils' learning and attitudes. International Journal of Primary, Elementary and Early Years Education, 39 (1), 35-47.