The Quick Start Essentials for Going Global With PBL in Your Classroom
Listen and learn : Snapshot
Tuesday, June 25, 10:45–11:45 am
Location: Room 111
Presentation 1 of 2
Handing Over the Reins: Planning for Student Ownership of PBL
Jennifer Casa-Todd Rachelle Dene Poth
Learn about the positive impact of PBL for amplifying student learning and globally connecting students. Students need opportunities to explore areas of personal interest for more authentic learning experiences through real-world connections. Learn how to connect globally to create authentic, inquiry-based learning experiences.
|Audience:||Coaches, Teachers, Teacher education/higher ed faculty|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS
|Focus:||Digital age teaching & learning|
|Topic:||Project-, problem- and challenge-based learning|
|ISTE Standards:||For Students:
|Additional detail:||ISTE author presentation|
|Related exhibitors:||Flipgrid , Microsoft Corporation , Nearpod , Swivl, Inc. , Quizizz Inc. , Edmodo , Buncee|
The challenge was in finding ways to engage students more in learning and provide an opportunity for students to explore on their own rather than having all completing the exact same task or project. For years I thought I had been doing Project Based Learning with my students, but after some new learning experiences and reflection, I realized that in fact I was having students learn based on projects. Because of this, I sought to try authentic project-based learning during the past school year. After a year of experience, working with the students and continuing to learn more from them, it has completely transformed our classroom experience and the opportunities for learning have increased tremendously. Students have gained more confidence, are more engaged and motivated when working independently or in a small group on project-based learning. Students have also taken the lead in the classroom, helping peers to explore, create and feel more comfortable with having more control in their learning choices. Finding ways to promote ongoing learning, which support student interests and guide them to go beyond simple task completion and rote memorization, but rather to be independent in learning and transfer knowledge to new, authentic experiences, with real-world applicability, can be challenging. The benefits are that by shifting to more PBL, inquiry-based and student-created learning experiences, leads to higher student engagement, prepares students for the future and connects students with peers and the community. It is a way to foster lifelong learning and for students to develop a growth mindset through an ongoing inquiry, problem-solving, critical thinking and collaboration. The evidence of success is that students took the lead, taught and learned from each other, redefined the learning in our classroom and opened a world full of new learning opportunities for everyone, including other students and guests in our classroom. It provided real world experiences and students were motivated intrinsically by their desire to learn more, drive their learning and excited to share their experience.
Expectations for Attendee
Attendees will understand the difference between projects and PBL, have a list of resources to gather more information, have some ideas for how to get started and to connect classrooms together for more authentic learning. Attendees will see that there are many options for empowering students through global connections and the increase in student engagement and motivation from the power of student choice and student driven inquiry. Attendees will be able to get started with PBL and have the right resources available to make it easier to facilitate.
A brief overview will inquiry-based of what project-based learning is and what the elements are of implementing project-based learning in the classroom. (10 minutes, inviting attendees to share their experiences will drive this part) Resources will student-created that will help any educators who are just get started with project-based learning in the classroom and sample rubrics and guidelines will real-world. SHowing how we used Edmodo to build our connections and what the benefits were. Discussion of student concerns when starting, the challenges faced during the process and solutions that we came up with together. Student PBL topics and presentations will be shared, with time set aside for questions and sharing of experiences with PBL. (10 minutes) The remaining time will be sharing the steps in our process moving from our classroom to connecting globally, and the use of different edtech tools to facilitate communication and collaboration between our students and our peer classrooms. Time will be set aside for questions and sharing of ideas real-world. The main ideas are how to get started with PBL but on a global scale and the tools to use for quick facilitation of global connections, including Microsoft resources, as well as Flipgrid, discussion of the SDGs (Sustainable Development Goals) and how students can learn more through the resources available.
The Global Educator: Leveraging Technology for Collaborative Learning and Teaching, Julie Lindsey
Project Based Learning, Suzie Boss
Hacking Project Based Learning, Erin Murphy and Ross Cooper
Dive into Inquiry, Trevor MacKenzie
Jennifer Casa-Todd is wife, mom, and a Teacher-Librarian in Ontario Canada, a former Literacy Consultant, and the author of the book, Social LEADia. She is also a GEG Ontario Leader, an ISTE Librarian PLN leader, and an adult mentor for OnEdSschat. She is completing research on the impact of mentorship on digital literacy, citizenship, and leadership at the University of Ontario Institute of Technology. She is passionate about showing teachers and students how they can use technology and social media to make the world a better place.
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