Maria Urquidi's Portfolio

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Go to Introduction to Project Based Learning course page

Intent of Project

MU Intent Notes

The intent of this project is to introduce teachers to the concept of Project Based Learning in such a way that they are motivated to try it and feel confident that they know where to find the resources they need for support. This course will not cover the nuts-and-bolts of creating a project but will serve as an introduction to the concept.

Topics that will be covered:

  • What does Project Based Learning look like?
  • Why is it an effective method of instruction?
  • What are the considerations that go in to defining a project?
  • Where can a teacher go for examples and resources?

Needs Analysis

MU Needs Analysis Notes

The idea for this project came from my conversations with teachers in my district who had heard that project-based learning was being tried in the High School. Their reactions led me to think that there was a need to clarify exactly what Project-Based Learning; particularly since many of them thought that their authentic assessments were the same thing as project-based learning. This initial impression was confirmed by an online survey. (See notes)

Performance Objectives

MU Learning Outcomes Notes

  • The learner will understand what PBL is and is not
    • Defined concept: Being able to classify an object or event by a definition that expresses the relationships among the concept's attributes and its functions (Verbs: Identify/Naming)

  • The learner will understand why PBL is an effective learning tool
    • Verbal information: Being able to recall information in a variety of forms. (Verbs: State/Orally)
  • The learner will be able to recognize a rigorous, standards-based project
    • Defined concept: Being able to classify an object or event by a definition that expresses the relationships among the concept's attributes and its functions (Verbs: Identify/Naming)
    • The learner will know the components of a PBL project
    • The learner will understand the role of 21st century skills in the project
  • The learner will know where to find resources to assist them in the design of a project
  • The learner will choose to learn more about PBL as evidenced by enrollment in additional training
    • Attitudes: Choosing desired behavior (Verbs: Chooses/Evidenced)


Task Analysis

MU Task Analysis Notes

Curriculum Map

MUCurriculumMap.jpg File:MUCurriculumMap.pdf

Resources and References

What is PBL?

Research as to Effectiveness

  • Relevant readings from ETAP 623
    • American Psychological Association. (1997). Learner-Centered Psychological Principles: A Framework for School Reform & Redesign. American Psychological Association Presidential Task Force. Washington, DC.
    • Perkins, D., & Blythe, T. (1994). Putting understanding up front. Educational Leadership, 51 (5), 4-7
    • Bielaczyc & Collins. (1999). Learning Communities in Classrooms.
    • Song, Hae-Deok. (2005) Motivating Ill-Structured Problem Solving in a Web-based Peer-Group Learning Environment: A Learning-Goal Perspective. Journal of Educational Computing Research.
    • Shambaugh, R. Neal, & Magliaro, Susan G.(1997) Mastering the Possibilities: A Process Approach to Instructional Design. Allyn and Bacon. Boston.
    • Krajcik, J., & Blemenfeld, P. (2006). Project-based learning. In K. Sawyer (Eds.), Cambridge handbook of the learning sciences (pp 317-334). New York: Cambridge University Press.

Examples

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