Project based learning in e twinning

Project based learning in e twinning

• 1.
  Project-Based Learning ineTwinning Miguela Fernandes ([email protected]), Agrupamento de Escolas da Batalha, eTwinning Ambassador, Portugal Teresa Lacerda ([email protected]), Agrupamento de Escolas de Póvoa de Lanhoso, eTwinning Ambassador, Portugal 26.June.2015
• 2.
  Project-based learning [PBL] “Standards-focusedsystematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.” The Buck Institute for Education (BIE - http://bie.org/)
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  Project-based learning [PBL] PBL… •…is a new approach to teaching and learning and helps students to acquire the 21st Century skills. • …engage students in investigation of real-world problems and challenges. For this, students need… • …explore the real-world • …collaborate with peers • …develop a critical thinking • …purpose solutions and make products. • The technology, web 2.0 and eTwinning can support students and teachers when they work on PBL.
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  The essential elementsof PBL Essential Elements of Project-Based Learning - Lorin Mayo, 2013 (http://www.shsu.edu/centers/project-based-learning/k-12.html)
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  Five keys PBL(1) Video in http://www.edutopia.org/video/five-keys-rigorous-project-based-learning
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  Five keys PBL(2) http://www.edutopia.org/video/five-keys-rigorous-project-based-learning
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  You are studentsof… • Biology • Computer Network • History Images found in Google with labelled for reuse with modification
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  Which is mygroup? Group 1A - Water pollution Real-world connection in Biology Define the problem Develop the project Structure the final product Make a public presentation Group 2 – Computer network Real-world connection in Computer Science Define the problem Develop the project Structure the final product Make a public presentation Group 3 - Discoveries Real-world connection in History Define the problem Develop the project Structure the final product Make a public presentation Group 1B - Water pollution Real-world connection in Biology Define the problem Develop the project Structure the final product Make a public presentation
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  Work Group Group 2 Real-worldconnection in Computer Network Group 3 Real-world connection in History 5 MINUTES Group 1A & Group 1B Real-world connection in Biology Images found in Google with labelled for reuse with modification Organize each group & Present yourself
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  Work Group 3MINUTES Images found in Google with labelled for reuse with modification Pre-Test: What is your Knowledge?
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  Work Group Step 2- Hypothesis & Research information [Sustained inquiry - The project involves an active, in-depth process over time, in which students generate questions, find and use resources, ask further questions, and develop their own answers.] 10 MINUTES Step 1 - Define the problem [Challenging problem - The project is based on a meaningful problem to solve or a question to answer, at the appropriate level of challenge for students, which is operationalized by an open-ended, engaging driving question.] Images found in Google with labelled for reuse with modification Problem & Plan
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  Work Group Step 2- Laboratory work / classroom [Authenticity] 20 MINUTES Step 1 - Field work [Authenticity - The project has a real- world context, uses real-world processes, tools, and quality standards, makes a real impact, and/or is connected to students’ own concerns, interests, and identities.] Images found in Google with labelled for reuse with modification Field & Laboratory work
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  Work Group Step 2– Reflection / Critique & Revision [The project provides opportunities for students to reflect on what and how they are learning, and on the project’s design and implementation. // The project includes processes for students to give and receive feedback on their work, in order to revise their ideas and products or conduct further inquiry.] 10 MINUTES Step 1 – Students voice [The project allows students to make some choices about the products they create, how they work, and how they use their time, guided by the teacher and depending on their age and PBL experience.] Images found in Google with labelled for reuse with modification Classroom work
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  Work Group 10MINUTES Step 1 - Decide and plan the final product [The project requires students to demonstrate what they learn by creating a product that is presented or offered to people beyond the classroom.] Images found in Google with labelled for reuse with modification Step 4 Plan the presentation for the peers Product & Plan presentation
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  Work Group 3MINUTES Images found in Google with labelled for reuse with modification Post-Test: What is your Knowledge?
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  Public presentation 10MINUTES Images found in Google with labelled for reuse with modification
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  Conclusions Don’t forget -Essential Project Design Elements: – Key Knowledge, Understanding & Success – Challenging, Problem or Question – Sustained Inquiry – Authenticity – Student Voice & Choice – Reflection – Critique & Revision – Public product
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  Conclusions • Students learnto learn • Students learn by doing • Use TwinSpace to: – Discuss & share – Publish the products – … • The limit is… your creativity 
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  The end! Miguela Fernandes([email protected]) Teresa Lacerda ([email protected]) Image found in Google with labelled for reuse with modification Workshop evaluation