Project-Based Learning Workshop Anna Marie Pietrolonardo, Illinois Valley Community College

Project-Based Learning Workshop

Project-Based Learning Workshop Anna Marie Pietrolonardo,

Illinois Valley Community College

Anna Marie Pietrolonardo, Illinois Valley Community College

Project-Based Learning Session Agenda


Learn the Concepts of Project-Based Learning

Learn the Concepts of Project-Based Learning

Participate in Project-Based Learning during this Workshop

Participate in Project-Based Learning during this Workshop



Introduction Group

Introductions & Goals

Objectives Background

Definition of terms

Curriculum Methodology

Introduction Group

Introductions & Goals

Objectives Background

Definition of terms

Curriculum Methodology

Application Individual Work Partner Pairing Group Activities

Summary Conclusion Questions?

Application Individual Work Partner Pairing Group Activities

Summary Conclusion Questions?

Group Introductions & Goals


What is your name, title, location?What content areas, levels do you

teach?How would you describe your

current teaching style?What do you like most about it?What would you like to improve?What do you hope to take away

from this session?

What is your name, title, location?What content areas, levels do you

teach?How would you describe your

current teaching style?What do you like most about it?What would you like to improve?What do you hope to take away

from this session?



Grouping PossibilitiesSubject(s) TaughtLevel(s) TaughtSame Preferred Teaching Method(s) Different Preferred Teaching

Method(s) Facing Same Challenge(s) Other

Grouping PossibilitiesSubject(s) TaughtLevel(s) TaughtSame Preferred Teaching Method(s) Different Preferred Teaching

Method(s) Facing Same Challenge(s) Other

ObjectivesObjectives

Enhance Student Skills in Subject Area

Develop Critical Thinking Skills Engage Learners throughout the

Activity Increase Long-Term Retention Interrelate with Other Content

Areas Interrelate with Life Experience

Enhance Student Skills in Subject Area

Develop Critical Thinking Skills Engage Learners throughout the

Activity Increase Long-Term Retention Interrelate with Other Content

Areas Interrelate with Life Experience

Definition of termsDefinition of terms


Project-Based LearningA learner-centered activity designed

to allow learners to acquire specific competencies within the environment of a real-world experience.

Project-Based LearningA learner-centered activity designed

to allow learners to acquire specific competencies within the environment of a real-world experience.


CompetencyA measureable, observable skill

expressed by action verbs according to Bloom’s Taxonomy

CompetencyA measureable, observable skill

expressed by action verbs according to Bloom’s Taxonomy

Knowledge Comprehension

Application Analysis Synthesis Evaluation

Arrange

Choose

Describe

Find

Match

Tally

Account for

Calculate

Define

Expound

Propose

Transform

Adopt

Capitalize

Operate

Relate

Solve

Wield

Audit

Canvas

Diagram

Reason

Study

Uncover

Build

Cause

Form

Produce

Revise

Yield

(from Bloom’s

Accept

Decide

Interpret

Reject

Settle

Weigh

Taxonomy)


Behaviorism A “Traditional”

Learning Theory that involves:

Recalling Facts Defining Terms Performing a

Specific Procedure Focus on what

student needs to know

Behaviorism A “Traditional”

Learning Theory that involves:

Recalling Facts Defining Terms Performing a

Specific Procedure Focus on what

student needs to know

Constructivism A Learning Theory

that involves: Building individual

interpretations of the subject matter based on personal and group experiences

Focus on what student will be able to do

Constructivism A Learning Theory

that involves: Building individual

interpretations of the subject matter based on personal and group experiences

Focus on what student will be able to do

First Breakout SessionFirst Breakout Session

Identify Grouping CriteriaForm Groups with Common

Interest Share Ideas Report Back on Highlights of Your

Discussion

Identify Grouping CriteriaForm Groups with Common

Interest Share Ideas Report Back on Highlights of Your

Discussion

CurriculumCurriculum

CurriculumCurriculum

Standards-based

Competency-based

Activity-based

Teamwork-based

Assessment embedded throughout project through rubrics

Standards-based

Competency-based

Activity-based

Teamwork-based

Assessment embedded throughout project through rubrics

MethodologyMethodology

Based on Constructivist PrinciplesLearner-Centered, Activity-BasedCommunicative Instruction &

ModelingMinimal “Lecture” Focus on Critical Thinking Skill

DevelopmentFocus on Life-Long Learning

Based on Constructivist PrinciplesLearner-Centered, Activity-BasedCommunicative Instruction &

ModelingMinimal “Lecture” Focus on Critical Thinking Skill

DevelopmentFocus on Life-Long Learning

Individual WorkIndividual Work


Example: Recommended Study SequenceEmbedded in Course Syllabus Reinforced in

Course Orientation Lesson Plans Class Activities First Assessment following Orientation

> Critical Thinking> Time Management



> Critical Thinking> Time Management

Announcement in BlackBoard


Permanent -- Recommended Study Sequence If you are confused about how to approach your assignments, here is a suggestion:

• Refer to the Schedule of Assignments for an overview of requirements and goals at the beginning of each study module.

Permanent -- Recommended Study Sequence If you are confused about how to approach your assignments, here is a suggestion:

• Refer to the Schedule of Assignments for an overview of requirements and goals at the beginning of each study module.



• Carefully review the “Puntos clave” table that relates directly to the important things to learn from each chapter in the text book. “Puntos clave” are listed on the right column of the Schedule for each chapter. • Then, read those sections of the text carefully.

• Carefully review the “Puntos clave” table that relates directly to the important things to learn from each chapter in the text book. “Puntos clave” are listed on the right column of the Schedule for each chapter. • Then, read those sections of the text carefully.



• Next, use the HLC and BlackBoard –Course Documents activities to help you learn the new material. • After you have done those things, you are well-prepared for class activities. In that way, you will already have the vocabulary, grammar and cultural understanding from the text resources to help you complete the collaborative activities during each class session.

Keep up the good work!

• Next, use the HLC and BlackBoard –Course Documents activities to help you learn the new material. • After you have done those things, you are well-prepared for class activities. In that way, you will already have the vocabulary, grammar and cultural understanding from the text resources to help you complete the collaborative activities during each class session.

Keep up the good work!




Quiz Question



Quiz Question


> Critical Thinking Think Outside the Box Just Think Consider the Strategic Priorities Order the Priorities Adjust as Needed ...

> Time Management Apply Critical Thinking to Temporal Constraints Plan Your Work/Work Your Plan Alan Lakein’s ABCs ...

> Critical Thinking Think Outside the Box Just Think Consider the Strategic Priorities Order the Priorities Adjust as Needed ...

> Time Management Apply Critical Thinking to Temporal Constraints Plan Your Work/Work Your Plan Alan Lakein’s ABCs ...

Second Breakout SessionSecond Breakout Session

> Critical Thinking> Critical Thinking

Projects to Aid MY Students in Developing Critical Thinking Skills:

Projects to Aid MY Students in Developing Critical Thinking Skills:

> Time Management> Time Management

Projects to Help MY Students Learn to Better Manage Their Time:

Projects to Help MY Students Learn to Better Manage Their Time:

Second Breakout SessionSecond Breakout Session

Form Groups with Common Interest

Share Ideas Report Back on Highlights of Your

Discussion

Form Groups with Common Interest

Share Ideas Report Back on Highlights of Your

Discussion


Web QuestsProject-based learning features

Clear objectives stated at onsetNot “just surfing”Rubric – graded performanceOpportunity for Individual ChoicesRelate to Real-World Experience in other

content areasDevelop life skills while studying target

language

Web QuestsProject-based learning features

Clear objectives stated at onsetNot “just surfing”Rubric – graded performanceOpportunity for Individual ChoicesRelate to Real-World Experience in other

content areasDevelop life skills while studying target

language


Web Quest Project For the course

Project you will develop an annotated list of 10 Web sites for a curriculum area.

You can work alone, in pairs, or in groups of up to four people.

Web Quest Project For the course

Project you will develop an annotated list of 10 Web sites for a curriculum area.

You can work alone, in pairs, or in groups of up to four people.

The assignments you complete throughout the course will contribute toward the course Project.

Use your best searching techniques to find sites on your subject.

The assignments you complete throughout the course will contribute toward the course Project.

Use your best searching techniques to find sites on your subject.


Bookmark at least 15 sites for further exploration.

Explore the sites, delete the ones that are not useful, and annotate the ones that are.

Bookmark at least 15 sites for further exploration.

Explore the sites, delete the ones that are not useful, and annotate the ones that are.

Choose the 10 best sites. Include the following information with each site. name of the site URL of the site description of the

site

Choose the 10 best sites. Include the following information with each site. name of the site URL of the site description of the

site


Create a bookmark file. Save the file as yourname.html. For instructions on how to do this, review the instructions given in Week 3, Topic: Bookmarks.

Create a bookmark file. Save the file as yourname.html. For instructions on how to do this, review the instructions given in Week 3, Topic: Bookmarks.

Open this file with your Web browser (i.e., Internet Explorer or Fire Fox) and then copy and paste the links into a word processing document.

Open this file with your Web browser (i.e., Internet Explorer or Fire Fox) and then copy and paste the links into a word processing document.


Add annotations for the URLs in the word processing document.

Save this as a text file, and copy your three favorite sites to the Forum with a brief explanation of why you chose these sites for your Project.

Add annotations for the URLs in the word processing document.

Save this as a text file, and copy your three favorite sites to the Forum with a brief explanation of why you chose these sites for your Project.

You can also exchange bookmark files with your partners if you are working in pairs or groups. Just send the text file as an email attachment.

You can also exchange bookmark files with your partners if you are working in pairs or groups. Just send the text file as an email attachment.


Look at some recommended sites from your class mates, and post your comments on them to the course Forum. You can also make suggestions for other sites.

Look at some recommended sites from your class mates, and post your comments on them to the course Forum. You can also make suggestions for other sites.

Evaluate your Project using the assessment rubric in the Syllabus.

Do a final revision of the Project.

Evaluate your Project using the assessment rubric in the Syllabus.

Do a final revision of the Project.


Be sure to consider any feedback you’ve received from other learners in this course.

Be sure to consider any feedback you’ve received from other learners in this course.

Submit your course Project to the Project Forum on the Discussion Board for evaluation by the Project Rubric.

Submit your course Project to the Project Forum on the Discussion Board for evaluation by the Project Rubric.


End of Semester Capstone PerformanceSPN-1001 –Cuando yo era niño/niña

Preterite/Imperfect Past TensesVocabularyReal/embellished/imaginary familyPersonal photos/realia/clip art

Examples

End of Semester Capstone PerformanceSPN-1001 –Cuando yo era niño/niña

Preterite/Imperfect Past TensesVocabularyReal/embellished/imaginary familyPersonal photos/realia/clip art

Examples

Partner PairingPartner Pairing


In Class Practice Eye-to-Eye/Knee-

to-Knee Window/door ESPP – En sus

propias palabras...

In Class Practice Eye-to-Eye/Knee-

to-Knee Window/door ESPP – En sus

propias palabras...

End of Chapter Partner/Group Performance BLN

End of Chapter Partner/Group Performance BLN


Heinle Learning Center in Quia Internet-based

platform for text-related study Resources

Partner – pairing for conversation and voice recording.

Heinle Learning Center in Quia Internet-based

platform for text-related study Resources

Partner – pairing for conversation and voice recording.


Black Board Module Activities FOL Instructions in Module AssignmentPosting Site in Discussion ForumStudents post threads to

communicate with classmates

Black Board Module Activities FOL Instructions in Module AssignmentPosting Site in Discussion ForumStudents post threads to

communicate with classmates



Discussion Forum Posting Site:Discussion Forum Posting Site:


Subject: El plan de la semana

Voy a trabajar.Voy a limpiar la casa.Voy a lavar la ropa.

¿Te gusta trabajar?¿Cuántos días limpia la casa?¿Te gusta cocinar?


Voy a trabajar.Voy a limpiar la casa.Voy a lavar la ropa.

¿Te gusta trabajar?¿Cuántos días limpia la casa?¿Te gusta cocinar?


Voy a lavar la ropa en la lavadora.Voy a trabajar.Voy a lavar la ropa.

¿Cómo era el trabajo?¿Quién plancha la ropa en la familia?¿Usas la lavadora y la secadora?


Voy a lavar la ropa en la lavadora.Voy a trabajar.Voy a lavar la ropa.

¿Cómo era el trabajo?¿Quién plancha la ropa en la familia?¿Usas la lavadora y la secadora?


Text messagesBlack Board (or other CMS)

Discussion ForumG-mail accountsMicrosoft Office 2007 GrooveYahoo Chat

Text messagesBlack Board (or other CMS)

Discussion ForumG-mail accountsMicrosoft Office 2007 GrooveYahoo Chat

Group WorkGroup Work

Group WorkGroup Work

In Class PracticeSondeo (Survey)POS Games – Sentence building

BB Group Activities FOLEnd of Chapter Group Performance

BLNLingua Franca ModuleEnd of Semester Capstone

Performance

In Class PracticeSondeo (Survey)POS Games – Sentence building

BB Group Activities FOLEnd of Chapter Group Performance

BLNLingua Franca ModuleEnd of Semester Capstone

Performance

SummarySummary

Concluding ActivityConcluding Activity

If you would like to receive additional information about Project-Based Learning, please print your name, e-mail address, land mail address and affiliation/grades taught on the Workshop Roster.

For more information, contact Anna Marie Pietrolonardo

[email protected]

If you would like to receive additional information about Project-Based Learning, please print your name, e-mail address, land mail address and affiliation/grades taught on the Workshop Roster.

For more information, contact Anna Marie Pietrolonardo

[email protected]

Questions?Questions?

ANNA MARIE PIETROLONARDO©2010 – ALL RIGHTS RESERVEDANNA MARIE PIETROLONARDO©2010 – ALL RIGHTS RESERVED

For more information, contact Anna Marie [email protected]

For more information, contact Anna Marie [email protected]