25 th April 2008 Education Through ICT Presented By: Sushil Upreti Rudra Paneru Faculty of Computer...

25th April 2008

Education Through ICT

Presented By:Sushil UpretiRudra Paneru

Faculty of Computer ScienceSOS Hermann Gmeiner School, Sanothimi

Education Through ICT(Information & Communication Technology)

25th April 2008


Contents

• ObjectivesObjectives

• Project Based Learning (PBL)Project Based Learning (PBL)

• Problem Based Learning (PBL)Problem Based Learning (PBL)

• ICT integration in EducationICT integration in Education

• Tools in ICTTools in ICT

• Planning & ImplementationPlanning & Implementation

• Microsoft PowerPointMicrosoft PowerPoint

• ConclusionConclusion

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Objectives

Objectives:Objectives:

• Define Project Based Learning (PBL)• Describe the benefits of PBL and its impact

on student achievement• Create a project that includes student

instructions, assessment, and time lines

• Implement PBL

• Identify key elements in high-quality PBL projects

• Explain classroom and student management strategies

Project Based Learning

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Introduction to PBL

What does this Chinese proverb say about learning?


Tell me — and I will forget.

Show me — and I may remember.

Involve me — and I will understand.

Confucius (450 B.C.)

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Introduction to PBL


Lecture

Reading

Audio-visual

Demonstration

Group discussion

Practice by doing

Teach others

Involve Me and I Will Understand

Average Retention Rate

5%

10%

20%

30%

50%

75%

90%

From: National Training Laboratories, Bethel Maine

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Introduction to PBL


What else does the research show?

• Learning takes place within the context of culture, community and past experiences.

In the past 25 years, two very important developments in teaching and learning have been driven by a rapidly changing world.

• For students to become successful adults, they need both knowledge and skills.

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Introduction to PBL


How can we meet the new challenges?

Mahesh Sir (Teacher 1) might say:

“Using PBL is one answer to meeting the challenges we face!”

Anita Mam (Teacher 2) might respond:“But teachers have always used projects as culminating or change-of-pace activities. So how is PBL any different from what good teachers have always done?”

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Introduction to PBL


What is PBL?

PBL is an instructional method that challenges students to

– Learn to learn.

– Seek solutions to real-world problems.

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Introduction to PBL


In Project-Based Learning:

Students:actively engaged in learning.

Teachers:as facilitators and coaches.

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Introduction to PBL


How is PBL different?

• Problems and projects are used to engage students’ curiosity and initiate learning the subject matter.

• PBL prepares students to: - Think critically and analytically. - Find and use appropriate learning resources.

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Introduction to PBL


How does PBL impact student achievement?

Students acquire new knowledge and skills in the process of

Designing Planning Producing

some new product or performance.

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Introduction to PBL


How does PBL impact student achievement?

Project Based learning helps students to develop:

• Communication skills

• Planning and organizational skills

• Problem-solving skills and strategies

• Collaborative skills (Teamwork)

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Introduction to PBL


Few samples of PBL projects …..

•Horoscope project•Personnel Web Site•Develop a Courseware

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Introduction to PBL


PBL projects …..

http://www.geocities.com/naresh_shrestha001/index.html

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Introduction to PBL


PBL projects …..

http://www.geocities.com/sujan_dhoju

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Introduction to PBL


PBL projects …..

http://www.geocities.com/ajita_poudel16

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Introduction to PBL


Why use PBL in the classroom?

• Promotes life-long learning.

• Accommodates students with varied learning styles and levels.

• Impacts student learning/ achievement.

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Introduction to PBL


Why use PBL in the classroom?

• Allows students to become active participants rather than passive observers in their own learning.

• Supports self-directed learning.

• Allows students to be risk-takers.

• Reinforces that there are multiple ways to solve problems.

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Education Through ICTProject Based Learning

Creating High-Quality Projects

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What Constitutes a Good Project?

“When you design a project, you are designing for learning rather than

planning for teaching.”

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• Real-world and relevant

• Open-ended

• Higher-order thinking

• Challenging

• Student-centered

• Self-directed learning

• Collaborative

What Constitutes a Good Project?

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Real-World and Relevant

• Based on life situations scaled to the student’s

ability level.

• Reflect real-world messy, everyday problems and

tasks.

• Are relevant and meaningful to the learner.

• Facilitates transfer of learning. Creates “I’ve seen

something like this before” moments.

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• No one right answer

• No one right path

• Requires problem-solving and higher-order thinking

• Requires exploration

• Facilitates risk-taking

Open Ended

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• Designed to challenge learners just beyond current abilities.

• Composed of multiple activities, each activity related to the larger project goal.

• Requires students to seek out and use information in a variety of new ways.

Challenging

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• Requires students not just to recall, but to analyze, synthesize, and evaluate information.

• Opportunities to solve predictable and unpredictable problems.

• Asks questions to get students thinking/headed in right direction.

• Scaffolds project tasks to guide learners through the process.

Higher-Order Thinking

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• Empowers students to take ownership of own learning.

• Develops learning skills instead of spoon-feeding answers.

• Can occur with or without help of others.

Self-Directed Learning

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• Learners are at the center of the instruction and learning environment.

• Progressively given choice (ownership) in how project will develop and emerge.

• Grounded in the learner’s experiences.• Guided based on learner needs.

Student Centered

• Teacher Centered: They'll get this lecture today because it represents the next chapter in the book or because it interests me!

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Collaborative

• Reflective of work situation in the real world.• Provides opportunities to construct meaning.• Enhances social skills and interaction

– group decision-making– conflict management– communication

• Provides opportunities in leadership.

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PBL is Learning in Action

• Support the development of personal and social responsibility.

[Students become active participants, not passive observers.]

PBL allows students to:

• Develop a problem-solving process that can be used throughout life-higher congruency with workplace needs.

• Synthesize independent ideas/knowledge into a useful product.

- Look for answers and solutions and construct meaning.

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PBL is also Teaching in Action

• Provide a new approach to teaching that can– Revitalize– Reenergize– Excite

teachers and students!

PBL in the classroom can:

• Create a powerful learning community where students and teacher are focused on achievement.

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• Once up-front planning is complete, teachers can focus on facilitating.- Less daily explanation, more direct interaction

with students

PBL is also Teaching in Action (Contd.)

• Provides a better sense of what students are actually learning.

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Using PBL in the Classroom

Management Strategies

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How does a teacher’s role change in a PBL classroom?

• Guide the learners to resources where the answer may be discovered rather than teaching the answer.

In a PBL classroom, teachers:

• Become facilitators rather than disseminators of information.

• Let students see the teacher as learner too.

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• Create and manage student teams.

How does a teacher’s role change in a PBL classroom?

In a PBL classroom, teachers:

• Model problem-solving processes.

• Coach and encourage students to become self-directed learners.

• Continuously assess student learning.

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How do you create and manage teams in a PBL classroom?

• Teachers must incorporate and facilitate each of these ingredients.

• In this new role as facilitator, teachers must create and manage student teams.

• There are certain ingredients that should always be addressed.

• These team ingredients can make or break a project.

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Creating and Managing Teams

• Common Goals

• Interdependence

• Interaction

• Perception of team members

• Motivation

Team Ingredients include:

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Student self-selected teams:

• Reinforces the decision-making process.

• Teams may be more cohesive or can become more argumentative.

• May cause conflict among friends.

Teacher-selected teams:

• Distributes ability among groups but may create difficulties with interaction among team members.

• More closely emulates a real-world environment.

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Team Selection Issues to Consider:• Use different approaches (teacher vs. self select)

for projects throughout the year.• Team Size: 3–5 students works well,

– Partnerships may also be appropriate depending on the project.

– Larger groups tend to increase challenges.– Smaller groups may have a dominate member.

• Teachers should monitor teams closely by meeting with them on a regular basis for feedback.

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Team Composition Considerations:

• Heterogeneous teams provide:– Alternative perspectives to knowledge and

learning.– A situation more reflective of the real world.– Include students with varied strengths and

abilities

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Team Composition Considerations:

• Homogeneous teams provide:– An opportunity for teachers to reinforce specific

skill gaps.– Allows students on the same ability level to work

together.

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Discuss Team Interaction Expectations:

• Dialogue together: process that builds shared meanings and definitions of a problem.

• Handling team members who are not contributing equally.

• Consensus decision making.

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Possible Team Problems:

• Social Loafing• Domineering teammates• Destructive Criticism• Failure to resolve conflict• Uneven distribution of workload

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Team Solutions:

• Social Loafing:– Build in individual accountability– Revisit rules– Allow team to brainstorm solutions together

• Domineering Teammates:– Role rotation– Teacher mediation

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Team Solutions:

• Destructive Criticism:– Keep it “professional” not “personal”

• Failure to Resolve Conflict:– Encourage discussion

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Team Solutions

• Uneven Distribution of Workload– Identify functional roles– Rotate roles– Provide ongoing review and feedback

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Assessment &

Evaluation in the PBL Classroom

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Assessment in project-based Classroom

Assessment & Evaluation

• Share new knowledge.• Celebrate learning.• Demonstrate product and process.• Recognize the various creative solutions offered

for the same problem.

Students need constant feedback as they work through the process of solving problems so they can:

Sharing learning is a critical element that provides feedback during the project.

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Assessment & EvaluationWhat is the difference in the terms?

• Evaluation– Occurs at the completion of the project– Determines whether project met specific

criteria and standards– Provides grades

• Assessment– Ongoing– Provides constant feedback– Occurs throughout the project

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– Peer evaluation• Rubrics• Checklists• Written Recommendations

Types of Evaluation:

–Teacher evaluation

– Self evaluation• Reflection• Journals

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• Observations • Essays • Interviews • Performance Tasks • Journals

• Exhibitions and Demonstrations

• Teacher-created Tests • Rubrics • Self and Peer Evaluation

Methods and Tools

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Challenges:Teachers Face

in the PBL Classroom

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Challenges for Teachers

Challenges in Implementing PBL

“PBL requires students to take on active learning strategies and adopt a self-directed learning disposition. Some students find it difficult to cope when asked to transform into active critical thinkers.

PBL teachers may also face difficulty as they prepare to facilitate discussion, provide coaching, challenge student thinking and manage group work.”

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• Lack of familiarity with PBL– Identifying critical issues.– Connecting prior knowledge to new ideas.– The problem solving process.– Making things “come together”.

• Making time for feedback – Providing a culture in the classroom for frequent

and ongoing assessment.– Time for sharing and self-reflection.– Time to process thoughts and ideas.

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• Scaffolding learning– Including activities to set the stage for learning.– Engaging students with interesting real-world

problems.– Dividing activities into manageable tasks.– Keeping students focused and directed in their

learning.

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Working with teams of students:

• Making optimal use of team time and resources.• Organizing and distributing responsibility and work

tasks.• Avoiding segmented learning:

– Is it important that all students participate in each activity?

– How will you ensure that all students obtain the maximum benefit from the project?

– Have you clearly defined the requirements for each student’s contribution?

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• Providing appropriate assessment:– Feedback relating to group activities– Feedback needed for each individual in group

• Providing appropriate evaluation:– Percentage distribution to group and individual

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• What issues might be most challenging to you?

• How will you overcome those challenges?

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Planning a Project for Your Classroom

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Planning a Project

Now You Are Ready!

• Using what you have learned, plan your own PBL activity or unit for your classroom.

• The next slides review the 5 steps you should take to create PBL activity.

• Try it with your class … remember to be patient; this may be a new experience for both you and your students.

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Planning a Project

Creating a Project…

• Is there a problem or topic you want students to explore?

• What do you want the students to learn?• What knowledge and skills must students already

have prior to starting the project?• What standard/benchmark correlates to this project?• What activities will the project include?• How will you assess the learning?• How much time can you dedicate to the project? • What is the time line?

?

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Planning a Project

Steps in the Process

Step 1 - Getting Started:

– Think about a project that would meet your classroom curriculum standards.

– Use the Getting Started – Developing a PBL Template handout provided to organize your ideas.

– Develop your problem and activities.

11

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Planning a Project


Step 2 - Creating Student Materials:

– Review the Student Instruction Worksheet Template.

– Complete the Student Instruction Template if appropriate.

– Review the instructions carefully to be sure they clearly represent the project requirements.

22

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Planning a Project


Step 3 – Designing the Assessment

– Complete the Project Assessment Template.

– Carefully review to ensure the assessment accurately reflects the learning anticipated.

33

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Planning a Project


Step 4 – Starting the Project with Your Students

– Gather materials, introduce and explain project components to students.

– Facilitate student learning by managing the project and the students in your classroom.

44

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Planning a Project


Step 5 – Completing the Process

– Evaluate student products.

– Look Back / Reflect

• Reflect on the Project.• Review Final Student Reflections.• Improve the project for future use.

55

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One Final Thought

Enjoy the process and remember the old saying …

It’s the journey not the destination!

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Acknowledgements

Acknowledgements

• www.northface.edu • www.mentorplace.org• www.bie.org/pbl/pblhandbook/intro.php

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