- Feb 2018
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clalliance.org clalliance.org
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Traditional education is failing to engage many students as they enter their middle school, high school, and college years. The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips. We need to harness these new technologies for learning rather than distraction.
This is very accurate. As students progress through different levels of academia the content and instruction often becomes overwhelming and students lose interest and drive to engage.
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Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments.
I couldn't agree more
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www.cultofpedagogy.com www.cultofpedagogy.com
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“When am I ever going to use this stuff in real life?”
truer words have never been spoken...
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With project based learning, the content is baked inside of a long-term project, a real-world problem students need to solve in a creative and authentic way. In the process of solving the problem, students also meet required standards, but this work is integrated into the project, not separate from it.
creativity is key
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Careful, though: The “project” in many cases is often something like a poster that merely regurgitates the facts students were taught in the unit.
I feel like this is the most common type of assessment, which is what project based learning is trying to step away from.
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inst-fs-iad-prod.inscloudgate.net inst-fs-iad-prod.inscloudgate.net
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How will we know if stu-dents have achieved the desired results? What will we accept as evidence of stu-dent understanding and their ability to use (transfer) their learning in new situations? How will we evaluate student performance in fair and consistent ways?
These are tough questions too. I don't necessarily believe in multiple choice or standardized testing when it comes to the English discipline. It's not a subject that can be narrowed down to black and white. There is a lot of grey area that is dependent on each individual student's level of understanding, which makes it difficult to asses student progress sometimes.
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What should students know, understand, and be able to do? What is the ultimate transfer we seek as a result of this unit? What enduring under-standings are desired? What essential questions will be explored in-depth and provide focus to all learning?
I struggle with this stage. Many of my ideas are just random thoughts that I think would be beneficial. It's difficult for me to plan things according to the end result as I myself usually focus more on the process taken to get to the end result.
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drive.google.com drive.google.com
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s. The teacher as designer is similarly constrained. We are not free to teach any topic we choose. Rather, we are guided by national, state, district, or institutional standards that specify what students should know and be able to
this is so frustrating sometimes but I'm sure is necessary in many circumstances
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ts learn and understand the desired knowledg
crucial distinction
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To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you're going so that you better understand where you are now so that the steps you take are always in the right direc
Planning for the future while at the same time understanding that we have to be adaptable and accommodate ourselves accordingly when things don't follow the plan we've put together.
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- Jan 2018
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www.ascd.org www.ascd.org
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But it is the process of students' learning and the depth of their cognitive engagement— rather than the resulting product—that distinguishes projects from busywork.
couldn't agree more
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