Project Based Learning (PSB) Aprendizaje basado en Proyectos
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The document discusses project-based learning (PBL) as an educational methodology that engages students in extensive inquiry to tackle complex questions or challenges, emphasizing significant content and 21st-century competencies. It outlines essential elements of PBL, including collaboration, motivation, and the importance of a clear assessment structure while noting the challenges of time and inflexible educational systems. Tools for creating final products in PBL are diverse, ranging from posters to podcasts, and assessment includes self, peer, and teacher evaluations.
Project Based Learning (PSB) Aprendizaje basado en Proyectos
- 1. Mª ISABEL ARRANZ REQUEJO
- 2. In Project Based Learning, students go through an extended process of inquiry in response to a complex question, problem, or challenge. Essential Elements of PBL include: ◦ Significant content ◦ 21th century competences ◦ In- Depth inquiry ◦ Driving question ◦ Need to know ◦ Voice and choice ◦ Revision and reflection ◦ Public audience
- 3. They are focused on “know how to do something”. This methodology fits perfectly in key competences. http://www.slideshare.net/jpla23/key- competences-in-the-spanish-education-system They are more motivating for students (they learn because they need to solve something) They involve colaborative work (their work depends on other´s people work, something they will have to face in life)
- 4. CONS: - Need of time to develop the different parts of the project. - The educational system is not flexible enough for projects, so we have to adapt the projects to the requirements of the school, schedule, etc.
- 5. 1.-INTRODUCTION: Encourages them to do it. 2.-PROCESS: The explanation of every step, every task they have to follow to get to the final product. 3.-THE FINAL PRODUCT: this is not only all the activities they have done, this is something they have to ELABORATE. 4.-ASSESSMENT: It has to be clear from scratch what is going to be important, what is the aim and also what are the main aspects to take into account.
- 9. In this part, you need to explain carefully to your students what they have to do and how. This part involves researching and also activities that led them to elaborate the final product.
- 13. The final product is what you want to achieve having finished all the previous tasks. The main point about projects is precisely this one: this is not a bunch of disconnected task; every different task led you to a step in the process to create SOMETHING: It can be a poster (a traditional one or a poster online using Glogster), a podcast (for example, an interview on a radio programme), a exhibition on a museum or on a tourism agency exhibition, it can be a story book.
- 18. Poster board/gloster Power Point Podcast : (Interesting for Bilingual) Storybook Diary etc
- 19. Three different tools to assess the project: ◦ 1.- Assessement of the students´s work: Rubric: .
- 20. 2.- Peer to Peer assessment: involves paying more attention to the other student´s work, taking the responsability of deciding whether it is right or not. 3.- Self- assessment tool: Students reflect on their own work and tend to be more critical with themselves than with other students
- 22. Peer to peer assessment: everyone assess other student´s work. As they have to reflect on other´s students and they know the teacher is going to take their marks into account, they take it seriously.
- 24. Using blog, or websites like sribd, slideshare, you can also borrow some ideas that can inspire you to create your own project for your specific students or just carry out that project. http://es.scribd.com/doc/75384666/Webques t-Geography-Ads http://geographyandhistorybilingualspace.blog spot.com