PBL+Defined

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 * Project described by Dolton:**

Important characteristics of project-based learning, according to the International Society for Technology in Education (ISTE), include the following: Studies of project-based programs show that students go far beyond the minimum effort, make connections among different subject areas to answer open-ended questions, retain what they have learned, apply learning to real-life problems, have fewer discipline problems, and have lower absenteeism (Curtis, 2002). Newsome Park Elementary School in Virginia, described in Chapter 9, successfully embraces the project method. At Grand River Collegiate Institute in the Waterloo Region District School Board in Ontario, 11th grade students took on the problem of improving the city image (Drake, 2000). This project did not originate in any subject area; students completed project work in a separate time slot scheduled into the school day. After extensive research, students wrote proposals to renew or enhance the city's image and presented the proposals to a group of external evaluators. Student assessment considered teamwork, critical thinking skills, problem solving, and time management. Interestingly, more than one proposal received serious consideration by the city council.
 * Project-based learning** is an instructional strategy in which students work cooperatively over time to create a product, presentation, or performance. The two essential components of project-based learning are an engaging and motivating question and a product that meaningfully addresses that question.
 * Students can shape the project to fit their own interests and abilities.
 * Students collect and analyze information, make discoveries, and report their results.
 * Students conduct research using multiple sources of information.
 * The project cuts across a number of disciplines.
 * Students must draw on a broad range of knowledge and skills.
 * The project extends over a significant period of time.
 * The project involves the design and development of a product, presentation, or performance that can be used or viewed by others.
 * The context for the subject matter is larger than the immediate lesson.
 * The instruction and facilitation is guided by a broad range of teaching goals.
 * Project-Based Learning **. In project-based learning, students tackle a local problem. Some schools call this problem-based learning or place-based learning. According to Chard (1998), planning project-based curriculum involves three steps:
 * 1) Teachers and students select a topic of study based on student interests, curriculum standards, and local resources.
 * 2) The teacher finds out what the students already know and helps them generate questions to explore. The teacher also provides resources for students and opportunities to work in the field.
 * 3) Students share their work with others in a culminating activity. Students display the results of their exploration and review and evaluate the project.

http://www.ucs.mun.ca/~emurphy/stemnet/cle3.html instructional design". The following principles illustrate how knowledge construction can be facilitated: Wilson and Cole (1991) provide a description of cognitive teaching models which "embody" constructivist concepts. From these descriptions, we can isolate some concepts central to constructivist design, teaching and learning:  Ernest (1995) in his description of the many schools of thought of constructivism suggests the following implications of constructivism which derive from both the radical and social perspectives:  Honebein (1996) describes seven goals for the design of constructivist learning environments:  An important concept for social constructivists is that of //scaffolding// which is a process of guiding the learner from what is presently known to what is to be known. According to Vygotsky (1978), students' problem solving skills fall into three categories:  Scaffolding allows students to perform tasks that would normally be slightly beyond their ability without that assistance and guidance from the teacher. Appropriate teacher support can allow students to function at the cutting edge of their individual development. Scaffolding is therefore an important characteristic of constructivist learning and teaching. Multiple perspectives, authentic activities, real-world environments these are just some of the themes that are frequently associated with constructivist learning and teaching. There were many similarities between the perspectives of different researchers in this brief review of the literature. The following section presents a synthesis and summary of the characteristics of constructivist learning and teaching as presented by the above review and as suggested by the previous section on constructivist theory. These are not presented in a hierarchical order. 10.The learner's previous knowledge constructions, beliefs and attitudes are considered in the knowledge construction process. 11.Problem-solving, higher-order thinking skills and deep understanding are emphasized. 12.Errors provide the opportunity for insight into students' previous knowledge constructions. 13.Exploration is a favoured approach in order to encourage students to seek knowledge independently and to manage the pursuit of their goals. 14.Learners are provided with the opportunity for apprenticeship learning in which there is an increasing complexity of tasks, skills and knowledge acquisition. 15.Knowledge complexity is reflected in an emphasis on conceptual interrelatedness and interdisciplinary learning. 16.Collaborative and cooperative learning are favoured in order to expose the learner to alternative viewpoints. 17.Scaffolding is facilitated to help students perform just beyond the limits of their ability. 18.Assessment is authentic and interwoven with teaching.
 * 1) Provide multiple representations of reality;
 * 2) Represent the natural complexity of the real world;
 * 3) Focus on knowledge construction, not reproduction;
 * 4) Present authentic tasks (contextualizing rather than abstracting instruction);
 * 5) Provide real-world, case-based learning environments, rather than pre-determined instructional sequences;
 * 6) Foster reflective practice;
 * 7) Enable context-and content dependent knowledge construction;
 * 8) Support collaborative construction of knowledge through social negotiation. (p.35)
 * 1) Embed learning in a rich authentic problem-solving environment;
 * 2) Provide for authentic versus academic contexts for learning;
 * 3) Provide for learner control;
 * 4) Use errors as a mechanism to provide feedback on learners' understanding. (pp.59-61)
 * 1) sensitivity toward and attentiveness to the learner's previous constructions;
 * 2) diagnostic teaching attempting to remedy learner errors and misconceptions;
 * 3) attention to metacognition and strategic self-regulation by learners;
 * 4) the use of multiple representations of mathematical concepts;
 * 5) awareness of the importance of goals for the learner, and the dichotomy between learner and teacher goals;
 * 6) awareness of the importance of social contexts, such as the difference between folk or street mathematics and school mathematics (and an attempt to exploit the former for the latter). (p.485)
 * 1) Provide experience with the knowledge construction process;
 * 2) Provide experience in and appreciation for multiple perspectives;
 * 3) Embed learning in realistic and relevant contexts;
 * 4) Encourage ownership and voice in the learning process;
 * 5) Embed learning in social experience;
 * 6) Encourage the use of multiple modes of representation;
 * 7) Encourage self-awareness in the knowledge construction process. (p.11)
 * 1) skills which the student cannot perform
 * 2) skills which the student may be able to perform
 * 3) skills that the student can perform with help
 * 1) Multiple perspectives and representations of concepts and content are presented and encouraged.
 * 2) Goals and objectives are derived by the student or in negotiation with the teacher or system.
 * 3) Teachers serve in the role of guides, monitors, coaches, tutors and facilitators.
 * 4) Activities, opportunities, tools and environments are provided to encourage metacognition, self-analysis -regulation, -reflection & -awareness.
 * 5) The student plays a central role in mediating and controlling learning.
 * 6) Learning situations, environments, skills, content and tasks are relevant, realistic, authentic and represent the natural complexities of the 'real world'.
 * 7) Primary sources of data are used in order to ensure authenticity and real-world complexity.
 * 8) Knowledge construction and not reproduction is emphasized.
 * 9) This construction takes place in individual contexts and through social negotiation, collaboration and experience.