Difference between revisions of "Samantha Schwartz's Portfolio Page"

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[[Samantha Schwartz| Samantha's Portfolio Page]]|[[Samantha's Personal Page]]|[[Samantha's Mini-Course]]
[[Samantha Schwartz| Samantha's Mini-Course]]|[[Samantha's Personal Page]]|[[Samantha's Mini-Course]]

Revision as of 14:42, 14 February 2014

Return to: ETAP Spring 2014 Home | Samantha's Mini-Course|Samantha's Personal Page|Samantha's Mini-Course


Needs Assessment

Performance Objectives

By the end of this unit students will be able to:

Understand what project based learning is and its benefits to high school students

Explore a project-based learning course example

Adopt PBL instructional strategies for their classroom

Develop a student-based rubric of assessment for a PBL lesson


Task Analysis


Curriculum Map

References and Resources

  • Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369-398.
  • Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A Middle School Computer Technologies Journal, 5(1), 83.
  • Larmer, J., & Mergendoller, J. R. (7). Essentials for project-based learning.Educational leadership, 68(1), 34-37.
  • Larmer, J., & Mergendoller, J. R. (2011). The Main Course, Not Dessert.
  • Lokken, S. L., Cheek, W. K., & Hastings, S. W. (2003). The impact of technology training on family and consumer sciences teacher attitudes toward using computers as an instructional medium. Journal of Family and Consumer Sciences Education, 21(1), 18-32.
  • Solomon, G. (2003). Project-based learning: A primer. TECHNOLOGY AND LEARNING-DAYTON-, 23(6), 20-20.