Susannah Moran Karen Diaz

Assessment  Authentic Tasks: –Do you think the United States should sign the Kyoto Protocol? Write a memo to the president of the United States supporting your position.  Assessment Tools –Checklist of skillsChecklist of skills –Rubric instruction assessment

What is Constructivism?

Constructivism is a theory which tries to answer the question “How do we learn?”

Students construct their own knowledge.

The Characteristics of Constructivist Learning & Teaching  The teacher asks open-ended questions and allows wait time for responses.  Higher-level thinking is encouraged.  The class uses raw data, p rimary sources, manipulatives, p hysical, and interactive materials.

The Characteristics of Constructivist Learning & Teaching  Student autonomy and i nitiative are accepted a nd encouraged.  Students are engaged in dialogue with the teacher a nd with each other.  Students are engaged in experiences that challenge hypotheses and encourage discussion.

The constructivist teacher…  Sets up problems  Monitors student exploration  Guides the direction of student inquiry  Promotes new patterns of thinking  Uses: –raw data –primary sources –interactive materials –authentic tools

Classes can take unexpected turns as students are given the autonomy to direct their own explorations.

What is Project-Based Learning?

Project-Based Learning is a comprehensive approach to instruction. As students participate in projects, they develop an array of interdisciplinary skills. (Math, Language Arts, Fine Arts, Geography, Science, and Technology)

Project-Based Learning The defining features of Project-Based Learning include  Content  Conditions  Activities  Results

compelling ideas Content compelling ideas  Problems presented in their full complexity  Students find interdisciplinary connections between ideas  Students struggle with ambiguity, complexity, and unpredictability  Real-world situations which engage students’ interest

student autonomy Conditions student autonomy  Students take part in a community of inquiry and pursue work in a social context.  Students are called upon to exhibit task/time management behaviors both individually and as part of the group.  Students direct their own work and take control over their own learning.  Students simulate the professional work of the scholar, researcher, engineer, reporter, planner, manager, and other practitioners.

investigative and engaging Activities investigative and engaging  Students conduct multi-faceted investigations for extended periods of time.  Students encounter obstacles, seek resources, and solve problems in response to an overall challenge.  Students make their own connections among ideas and acquire new skills as they work on different tasks  Students use authentic tools.  Students get feedback about the worth of their ideas.

real-world outcomes Results real-world outcomes  Students generate complex intellectual products that demonstrate their learning.  Students participate in their own assessment.  Students are held accountable for their work and actively choose how they will demonstrate learning.  Students exhibit growth in frequently neglected areas important for real-world competence.

Project-Based Learning Four Reasons to Use Project-Based Learning  In depth focus on central ideas and salient issues  Search for answers and solve problems  Collaboration and self-directed learning  Develop and integrate skills into lifelong learning habits

Project-Based Learning helps learners develop all of their intelligences and makes learning a part of living, not just a preparation for it. Project-Based Learning addresses students’ individual learning styles. Multiple Intelligences

Group work emphasizedStudents work alone Assessment is ongoing, authentic, and performance-based Assessment = Testing Diverse points of view encouragedFinding the "correct" answer Interactive InstructionDidactic Instruction Student build knowledge while teacher acts as facilitator Teacher transmits knowledge to students Primary Sources and Manipulatives Textbooks + Workbook Flexible CurriculumFixed Curriculum Big ConceptsBasic Skills PBL ClassroomTraditional Classroom What Does A Project-Based Learning Classroom Look Like?

A Vision Becomes Reality

Assessment  Authentic Tasks: –Do you think the United States should sign the Kyoto Protocol? Write a memo to the president of the United States supporting your position.  Assessment Tools –Checklist of skillsChecklist of skills –Rubric instruction assessment Student takes control of learning. Teacher directs students to resources. Teacher and student assess student understanding. Students design and create products to demonstrate learning. Teacher guides direction of inquiry and promotes new patterns of thinking.