{"id":972,"date":"2017-03-09T14:02:47","date_gmt":"2017-03-09T20:02:47","guid":{"rendered":"http:\/\/sites.msudenver.edu\/sips\/?p=972"},"modified":"2019-09-10T17:50:02","modified_gmt":"2019-09-10T23:50:02","slug":"sip-5-8-project-based-learning","status":"publish","type":"post","link":"https:\/\/sites.msudenver.edu\/sips\/sip-5-8-project-based-learning\/","title":{"rendered":"SIP 5.8 Project Based Learning"},"content":{"rendered":"<h3>Thirsty for a Strong Instructional Practice?<span style=\"font-size: 12pt\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft\" src=\"http:\/\/www.theclasscouple.com\/uploads\/2\/5\/0\/7\/25070975\/2779777_orig.png\" width=\"350\" height=\"178\" \/><\/span><\/h3>\n<p><span style=\"font-size: 12pt\">Opportunities for students to engage in the community and be more self-directed in their learning are important elements of well-rounded curriculum. Yet providing students with a structured opportunity for such can be challenging.<\/span><\/p>\n<h3>Take a SIP of This: Project Based Learning<b> <\/b><\/h3>\n<p><span style=\"font-size: 12pt\"><b>What is Project-Based Learning? <\/b>Project-Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge. According to the <span style=\"text-decoration: underline\"><a href=\"http:\/\/www.bie.org\/\">Buck Institute for Education<\/a>,<\/span> Essential Elements of PBL include:<\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Significant Content &#8211; At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects.<\/span><\/li>\n<li><span style=\"font-size: 12pt\">21st-century competencies &#8211; Students build competencies valuable for today\u2019s world, such as problem solving, critical thinking, collaboration, communication, and creativity\/innovation, which are explicitly taught and assessed.<\/span><\/li>\n<li><span style=\"font-size: 12pt\">Voice and Choice &#8211; Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.<\/span><\/li>\n<li><span style=\"font-size: 12pt\">Driving Question &#8211; Project work is focused by an open-ended question that students understand and find intriguing, which captures their task or frames their exploration.<\/span><\/li>\n<li><span style=\"font-size: 12pt\">In-Depth Inquiry &#8211; Students are engaged in an extended, rigorous process of asking questions, using resources, and developing answers.<\/span><\/li>\n<li><span style=\"font-size: 12pt\">Need to Know &#8211; Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an Entry Event that generates interest and curiosity.<\/span><\/li>\n<li><span style=\"font-size: 12pt\">Critique and Revision &#8211; The project includes processes for students to give and receive feedback on the quality of their work, leading them to make revisions or conduct further inquiry.<\/span><\/li>\n<li><span style=\"font-size: 12pt\">Public Audience &#8211; Students present their work to other people, beyond their classmates and teacher.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-size: 12pt\"><b>How Do I Plan Project-Based Learning? <\/b>Planning for PBL can be be a new endeavour &#8211; and thus uncomfortable. Fortunately there are many resources available online. For example,<a href=\"http:\/\/www.edutopia.org\/pdfs\/stw\/edutopia-stw-maine-project-learning-six-step-rubric-planning-successful-projects.pdf\"> <span style=\"text-decoration: underline\">check out these \u201cplanning steps<\/span>\u201d<\/a> for the nuts-and-bolts of planning project-based learning. Although written for middle-school students, all of the steps also apply to PBL in higher education. Additional considerations:<\/span><\/p>\n<ul>\n<li><span style=\"font-size: 12pt\">Some students are less comfortable with self-directed learning. These students can benefit from explicit guidance in the steps of the project and accepting peer instruction and modeling.<\/span><\/li>\n<li><span style=\"font-size: 12pt\">Group work can be challenging, particularly at a non-residential university. Monitor student collaboration by communicating with them regularly. Have them put all of their work product and materials on Office365, a course Wiki, Blackboard, google docs, or some other collaborative technology-based support where you can monitor their progress.<\/span><\/li>\n<li><span style=\"font-size: 12pt\">Assessing project-based is important.To assess, provide very specific, observable, and measurable learning targets in writing. For example: Individuals will grade themselves and their group members based on overall group dynamics and functioning.<\/span><\/li>\n<li><span style=\"font-size: 12pt\">Long-term projects can be easy for students to put off. Incorporate periodic due dates for major stages of the project. Each step of the project builds on the prior, so giving students corrective feedback along the way is essential.<\/span><\/li>\n<\/ul>\n<h3>Still Thirsty? Take Another SIP of Project-Based Learning<\/h3>\n<ul>\n<li><span style=\"font-size: 12pt\">Project-based learning is related to, but not the same as, problem-based learning. <span style=\"text-decoration: underline\"><a href=\"\/\/www.edutopia.org\/blog\/pbl-vs-pbl-vs-xbl-john-larmerWorcester\">Find the distinctions here<\/a><\/span><\/span><\/li>\n<li><span style=\"font-size: 12pt\">From Educational Leadership: <span style=\"text-decoration: underline\"><a href=\"http:\/\/www.ascd.org\/publications\/educational_leadership\/sept10\/vol68\/num01\/Seven_Essentials_for_Project-Based_Learning.aspx\">Project-Based Learning <\/a><\/span><\/span><\/li>\n<li><span style=\"font-size: 12pt\"><span style=\"text-decoration: underline\"><a href=\"https:\/\/youtu.be\/BHdvoEgWvXo\">Click here<\/a><\/span> for an overview of some applications and benefits of project-based learning in higher education<\/span><\/li>\n<li><span style=\"font-size: 12pt;text-decoration: underline\"><a href=\"http:\/\/bie.org\/\">Buck Institute for Education<\/a><\/span><\/li>\n<li><span style=\"font-size: 12pt;text-decoration: underline\"><a href=\"http:\/\/www.edutopia.org\/pdfs\/stw\/edutopia-stw-maine-project-learning-six-step-rubric-planning-successful-projects.pdf\">Expeditionary Learning at King Middle School Planning Steps<\/a><\/span><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Thirsty for a Strong Instructional Practice? Opportunities for students to engage in the community and be more self-directed in their learning are important elements of well-rounded curriculum. Yet providing students with a structured opportunity for such can be challenging. Take a SIP of This: Project Based Learning What is Project-Based Learning? Project-Based Learning is a &hellip; <\/p>\n<p><a class=\"more-link btn\" href=\"https:\/\/sites.msudenver.edu\/sips\/sip-5-8-project-based-learning\/\">Continue reading<\/a><\/p>\n","protected":false},"author":165,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[19],"tags":[58,67,14,12],"class_list":["post-972","post","type-post","status-publish","format-standard","hentry","category-sip-post","tag-course-materials","tag-high-impact-practices","tag-student-engagement","tag-universal-design-for-learning","item-wrap"],"_links":{"self":[{"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/posts\/972","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/users\/165"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/comments?post=972"}],"version-history":[{"count":0,"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/posts\/972\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/media?parent=972"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/categories?post=972"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.msudenver.edu\/sips\/wp-json\/wp\/v2\/tags?post=972"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}