474853648-PBL-Slide-decks-final-pptx.pptx

This is for pbl

1. Virtual Training For Teachers Teaching Science Grades 3-6 on Content and Pedagogy MARY JANE M. TUBO Master Teacher 1 Naguilian Central School Naguilian District

2. RATIONALE To help in the realization of the K to 12 Science Curriculum vision of developing scientifically literate and productive members of society who manifest skills as critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators

3. Develop facilitation skills in Project-Based Learning in an online platform TERMINAL OBJECTIVE

4. ENABLING OBJECTIVES Get aquainted with the key elements and growing trends related to Project-Based Learning (PBL ) 2. Learn how to use the Project-Based Learning (PBL) as a tool to design learning activities 3. Appreciate the value of Project-Based Learning (PBL) as a pedagogy to recurring least mastered competencies in grades 3 to 6 Science

5. Reflect on your current Science teaching practices and styles and experiences. ACTIVITY 1 P reparing for the goal

6. What are the strategies/practices do you employ in teaching Science? 2. What do you think is the most effective strategy in teaching the subject? Why?

7. ACTIVITY 2

8. Pupils learn best when they make connections bewteen the curriculum and their interests and experiences.

9. Learners construct understanding/ meaning based on their prior knowledge or experience.

10. Education is a social process, therefore learning should engage and expand the experiences of the learners.

11. The greatest learning occurs when learners are pushed slightly beyond the point where they can work without assistance.

12. Teachers must encourage work that is complex and draws on a full range of pupils’ abilities.

13. What is PROJECT-BASED LEARNING about? B uilding up new ideas

14. PBL is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher- centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, and learner- centered .

15. PBL relies on the core idea that real-world problems capture learners’ interest and provoke serious thinking as they acquire and apply new knowledge in a problem-solving context.

16. Why is PROJECT-BASED LEARNING important?

17. PBL engages learners in complex, real-world problem solving that : is academically rigorous is relevant to the learners and the community empowers pupils as active learners

18. PBL affords learners opportunities to develop Gardner’s Multiple Intelligences, thus accommodating a wide variety of learning styles.

19. PBL ... Provides opportunities for pupils to pursue their own interests and questions and make decisions about how they will find answers and solve problems Improves education for all learners Facilitates pupil integration of the content of different subjects Teaches children to use their own minds well and applies what they learn in school to life-long endeavours

20. PBL… Helps learners to become technologically literate Helps learners develop a variety of social skills relating to group work and negotiation Provides a means for transferring the responsibility for learning from teachers to learners Calls upon learners to explain or defend their position to others in their project groups, so that learning is more apt to be personalized and valued

21. How does PROJECT-BASED LEARNING work?

22. Let’s watch a video clip on PBL at work.

23. What steps did the groups do to work on their projects?

24. What is the role of the teacher in PBL?

25. Identify a unique challenge or problem. Investigate the challenge using the inquiry process and apply ideas in the discipline. Explore the ideas and challenge the learners through collaborative activities. Utilize the inquiry process to refine products. Develop the summative product that addresses the challenge or problem and publically share it.

26. Identify a unique challenge or problem . How we could solve these problems?

27. 2. Investigate the challenge using the inquiry process and apply ideas in the discipline. How can we produce electricity?

28. 3. Explore the ideas and challenge the learners through collaborative activities.

29. 4. Utilize the inquiry process to refine products.

30. 5. Develop the summative product that addresses the challenge or problem and publically share it.

31. Identify a unique challenge or problem . How does sound travel in different materials?

32. 2. Investigate the challenge using the inquiry process and apply ideas in the discipline.

33. 3. Explore the ideas and challenge the learners through collaborative activities.

34. 4. Utilize the inquiry process to refine products.

35. 5. Develop the summative product that addresses the challenge or problem and publically share it.

36. Identify a unique challenge or problem.

37. 2. Investigate the challenge using the inquiry process and apply ideas in the discipline.

38. 3. Explore the ideas and challenge the learners through collaborative activities.

39. 4. Utilize the inquiry process to refine products.

40. 5. Develop the summative product that addresses the challenge or problem and publically share it.

41. The Six A’s of Designing Projects AUTHENTICITY (#1) Does the project emanate from a problem or question that has meaning to the learner? Is it a problem or question that might actually be tackled by an adult at work or in the community? Do pupils create or produce something that has personal and/or social value, beyond the school setting?

42. ACADEMIC RIGOR (#2) Does the project lead the pupils to acquire and apply knowledge central to one or more discipline or content area? Does it challenge the pupils to use methods or inquiry central to one or more discipline? (For example: thinking like a scientist) Do pupils develop higher order thinking skills and habits of mind? (For example: searching for evidence, taking different perspectives, etc.)

43. APPLIED LEARNING (#3) Does the learning take place in the context of a semi-structured problem, grounded in life and work in the world beyond school? Does the project lead pupils to acquire and use competencies expected in high performance work organizations? Does the work require pupils to develop organizational and self-management skills?

44. ACTIVE EXPLORATION (#4) Do pupils spend significant amounts of time doing field-based work? Does the project require pupils to engage in real-life investigation, using a variety of methods, media, and sources? Are the pupils expected to communicate what they are learning through presentation and/or performance?

45. ADULT RELATIONSHIPS (#5) Do pupils meet and observe adults with relevant expertise and experience? Do pupils have an opportunity to work closely with at least one adult? Do adults collaborate on the design and assessment of the work of the pupil?

46. ASSESSMENT PRACTICES (#6) Do pupils reflect regularly on their learning using clear project criteria that they have helped to set? Do adults from outside the classroom help pupils develop a sense of real-world standards for this type of work? Will there be opportunities for regular assessment of pupil work through a range of methods, including exhibitions and portfolios?

47. Develop an activity using the PBL approach. L inking new ideas into practice

48. “Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results”.   John Dewey

49. PROJECT-BASED LEARNING RESOURCES www.bie.org/ www.pblnet.org www.iearn-canada.org/guideontheside.html www.gsn.org/web/pbl/pedagog,htm http://www.ciese.org/currichome.html http://www.hightechhigh.org/resource-center/ http://www.pearsonfoundatiopn.org/pg4.5.html lectures on Project-Based Learning during the SEAMEO-RECSAM In-Country Training on 21 st Century Teaching on Science and Mathematics (November 22-28, 2019)