Project-Based Learning, Constructivism, and Technology

Project-Based Learning, Constructivism, and Technology

• Prepared by Carla Piper, Ed. D.

Who are our Students?Who are our Students?

• Watch this YouTube on K-12 Vision of our Students - http://www.youtube.com/watch?v=_A-ZVCjfWf8

How do we teach our students?How do children learn?

How do we teach our students?How do children learn?

• Constructivism – Students learn best by being “active” learners.– Students learn by constructing their own

• Bloom’s Taxonomy – Levels of Learning - Taxonomy– Develop Higher Level Critical Thinking– meaning

• Diverse Learning Styles– Multiple Intelligences– Students learn in different ways.

What does the research say?

ConstructivismConstructivism

• Knowledge is constructed by learner• Teacher guides learner to construct

knowledge• Teacher provides rich context• Teacher provides learner centered

environment• Teacher facilitates, learner controls

Constructivism in the ClassroomConstructivism in the Classroom

• Students construct new ideas by incorporating new material into the concepts and thought processes already in place.

• Allow student thinking to drive lessons

• Ask thoughtful, open-ended questions

• Encourage metacognition - thinking about how they are learning

• Encourage students to interact with each other and YOU – Cooperate and Collaborate.

• Reflect and Predict!

Goals for StudentsGoals for Students

• Develop higher level critical thinking• Understand causes or effects of ideas or actions• Become engaged in their own learning• Become active and not passive learners• Student initiative accepted• Student ideas respected and encouraged• Independent thinking encouraged• Students engage in dialogue• Students apply knowledge in authentic problem-

solving tasksBrahler & Johnson

Goals for TeachersGoals for Teachers

• Ask open-ended questions and allow wait time for responses

• Encourage student autonomy, initiative, and collaboration

• Uses raw data and primary material sources

• Provides authentic learning experiences

• Guide and facilitate learning

Brahler & Johnson

Constructivist Classroom:Teachers May Experience

Difficulties

Constructivist Classroom:Teachers May Experience

Difficulties

• Teacher loses some control over what learners will learn

• May take longer to cover certain topics• Testing is more difficult because learning is

less structured• Standardized testing relies on factual recall

and lower level thinking

Why use Computers in the Classroom?

Why use Computers in the Classroom?

• Is your desire to use computers technology-driven or pedagogy-driven?

• Do you want your classroom to be more teacher centered rather than learner centered?

• Do you have a diverse student population - culturally, emotionally, economically, environmentally, physically, intellectually, academically?

Modify Learning Environments with Technology

Modify Learning Environments with Technology

• Can “provide pathways into and out of our student’s brains” (Edwards)

• “The ways in which intelligences combine and blend are as varied as the faces and personalities of individuals” – Gardner

• Providing a nurturing, positive, and stimulating learning environment is important

• Intelligence is changeable – not stagnant• Constructivism fosters creativity

Constructivist Activities with Technology: 1990s

Constructivist Activities with Technology: 1990s

• To solve complex and realistic problems• To work together to solve those problems• To examine the problems from multiple

perspectives• To take ownership of the learning process

(rather than being passive recipients of instruction)

• To become aware of their own role in the knowledge construction process

• To participate in authentic learning tasks that reflect the complexity of the real-world environment in which learners will be using the skills they are learning

How can we use computers in the classroom to promote student

learning and still maintain control of behavior?

How can we use computers in the classroom to promote student

learning and still maintain control of behavior?

Project-Based Learning: PBLProject-Based Learning: PBL

• Allows for a variety of learning styles • "Real" world oriented - learning has value

beyond the demonstrated competence of the learner

• Risk-free environment - provides positive feedback and allow choice

• Encourages the use of higher order thinking skills and learning concepts as well as basic facts

• Utilizes hands-on approaches

Kraft - http://www.rmcdenver.com/useguide/pbl.htm

Project-Based Learning: PBLProject-Based Learning: PBL

• Provides for in-depth understanding • Accessible for all learners • Utilizes various modes of communication • Assessment is congruent with instruction -

performance-based • Students are responsible for their own learning • Students have ownership of their learning

within the curriculum • Projects promote meaningful learning,

connecting new learning to students' past performances

Kraft - http://www.rmcdenver.com/useguide/pbl.htm

Project-Based Learning: PBLProject-Based Learning: PBL• Learning utilizes real time data -

investigating data and drawing conclusions

• The learning process is valued as well as the learning project

• Learning cuts across curricular areas - multidisciplinary in nature

• Teacher is a facilitator of learning

• Student self-assessment of learning is encouraged

Kraft - http://www.rmcdenver.com/useguide/pbl.htm

Project Learning: EdutopiaProject Learning: EdutopiaAccording to research: A dynamic approach to

teaching• Explore real-world problems and challenges• Develop cross-curriculum skills • Work in small collaborative groups. • Fosters active and engaged learning • Inspires students to obtain a deeper knowledge of

the subjects they're studying. • View Video at: http://www.edutopia.org/project-

based-learning-overview •

Project Learning: EdutopiaProject Learning: Edutopia• Develop confidence and self-direction through both

team-based and independent work.• More likely to retain the knowledge gained through

this approach far more readily than through traditional textbook-centered learning.

• Read Intro at: http://www.edutopia.org/project-learning-introduction

• Read World Issues Motivate Students - http://www.edutopia.org/start-pyramid

Planning a Project: IPlanning a Project: I• Pose an essential question

– Is the topic relevant?– Is it connected to the real world?

– This is where you begin your in-depth investigation.• Establish a plan

– Which content standards will be addressed?– Teachers and students brainstorm activities that support the inquiry.– Involve students in the planning and project-building process.

• Create a schedule– Design a timeline for project components. – What will your benchmarks be?– Keep it simple and age-appropriate.

Mike Bower

Planning a Project: IIPlanning a Project: II

• Monitor student progress and work– Be a good facilitator and keep things moving– Have students refer to their rubric to keep them on task.

• Assess the project– How will you assess the project? – Use rubrics that address content, process, and timeline.

• Evaluate and reflect on your success – Have individuals and groups present their report.– Reflect on what went well and what could be improved. – Share ideas that will lead to new projects.

Mike Bower

ReferencesReferences• Edutopia: http://www.edutopia.org/ • Project Learning: http://www.edutopia.org/project-learning • PBL: Project Based Learning -

http://pblchecklist.4teachers.org/index.shtm• Problem-Based Learning Checklists -

http://pblchecklist.4teachers.org/checklist.shtml • Problem-Based Learning Online Resource - http://pbl-online.org/ • “Pedagogy: A Primer on Education Theory for Technical Professionals” –

Brahler & Johnson. Washington State University – Download from Microsoft Higher Education Website

• “Multiple Intelligences and Technology” – Edwards (no longer available)• Constructivism -

http://www.thirteen.org/edonline/concept2class/constructivism/index.html • Bower, Mike: EDUU451/551 Instructor – Modesto Campus