Should Be Taught In Schools Benefits

This project was quite expeditious due to the number of alternate subjects studied within the constraints of school. This made it quite difficult to complete because time limits were evident and tested. This could have had a substantial impact on the project itself, however, it did not because of skill and precision. Working individually could be beneficial in certain circumstances if one is smart, advantages might include independence and personal idea. Although, it was not easy coming up with good ideas and multi-tasking in different areas individually. In addition, working in a class group was helpful due to the amount of

Project Based Learning is a teaching method that allows students to gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge. Through this approach students acquire a deeper knowledge through active exploration of real-world challenges and problems. Beautiful Stuff! is a book written by Cathy Weisman Topal and Lella Gandini that shares the journey of real teachers in a real school who were inspired by educators from Reggio Emilia, Italy. Cathy Topal spent two mornings a week in the preschool and kindergarten as a visual aid teacher. Lella Gandini consulted with teachers about aspects of the Reggio Emilia approach. The teachers in book Rite Harris and Debbie Grubbs observed and recorded what happens when the focus is on process rather than product in project- based learning. The book provides approaches on how to nurture the creativity of children, which is a key part in a child’s development. In my paper I will summarize the five chapters within the book, along with providing two researched based article on project based learning (PBL), and give insight into my beliefs of project work with children.

In my class website, their icons are Superman and Batman. They are very big fans of these superheroes. We even got Social Norms on the board. "You don´t get what you want, you get what you work for. ¨ It is in our classroom on the wall close to the door. Success is not always about greatness, It´s about Consistent. Consistent HARD WORK gains success. Greatness will come. It is a quote. In Project Based Learning, you got to apply, analyze, evaluate, and create. And in Textbooks, you understand and remember. I like Project Based Learning more than Textbooks. All of the projects we were done were, Planter Boxes, Road Trip, Website, Newtons Cradle, Respect Skit, Pay it Forward, Footbridge Model, Government Mural, Biomes, Poetry, Native American Story, Cooking, Timeline of the United States, Flood Plan Newspaper Department well as a teacher. They both have a way of making Mountain Home Idaho a better place. On the May 19th, we will be having a big surprise party when the Mayor walks

This means that students lose their curiosity and passion for school. Instead, they reduce everything to points,

As a Middle School Coordinator at Roxby Downs Area School (RDAS) I have focused my research on creating an effective implementation plan to support RDAS with a pedagogical approach to project based learning (PBL) in the middle school years. This approach aims to better support students in their senior schooling. As the senior school currently aim to promote an adult learning environment which will incorporate project days, I have focused my direction on preparing students for this environment that will also assist in the development of 21st century learning. The implementation plan details the actions necessary to support the school in implementing and sustaining a PBL approach which serves as one of the key instructional methodologies to support the targeted middle school priorities identified in the school

1) During the Avalon Ambassordor project I, went to different schools educating teachers and student what project based learning was. I went to Cretin-Derham Hall High School spoke on a pannel. Me and other students from Avalontalked about the details of what project based schooling was and how it can be used in regular schools.

Carolina High School, a school with 100% of the population on Free and Reduced Lunch, is currently in year three of the implementation of the project-based learning model. According to English and Kitsantas (2013), “The student’s role in PBL is to take responsibility for their learning and make meaning of the knowledge and concepts they encounter” (p. 131). Additionally the teacher’s role is to facilitate this type of learning through structured activities that stimulate motivation and promote reflection as well as provide meaningful scaffolding, feedback, guidance, and prompts for thinking. Through observation data, it has been noted that when asked, the students cannot articulate the purpose of each activity they are completing within the

Is there a relationship between project-based learning (School Process) and the perceptions of students of the learning environment (Perceptions)?

(1) The article “Project-Based Instruction: A Great Match for Informational Texts” by Nell K. Duke, discusses the idea of implementing project based learning and how it can greatly improve student’s education. According to Duke, project based instruction involves “working over an extended time period for a purpose beyond satisfying a school requirement”. This includes doing projects in order to “build something, to create something, to respond to a question [students] have, to solve a real problem, or to address a real need” (Duke 1). The article talks about the benefits of this type of instruction and specific examples of how it can be implemented in the school curriculum and Common Core State Standards. Duke also emphasizes how the projects that are implemented should serve a real- life purpose so that students feel more engaged knowing their work will be seen by others outside the classroom and can even help solve a real-life

Landmark Collegiate has recently introduced project-based learning as a critical component of the school's pedagogical structure, purposefully incorporating project-based learning into student timetables. As a teacher, one of my primary professional goals is to encourage the intellectual engagement of my students and to develop their learning processes. I would like to balance periods of instruction, and a structured classroom, with inquiry based discussions that promote collaborative thinking and lead to independent projects, thereby making Landmark Collegiate relevant and important to my students in the 21st

These are good for every age group of students to take part in. David (2008) states, “The core idea of project-based learning is that real-world problems capture students’ interest and provoke serious thinking and apply new knowledge” (Maxim, 2014, p. 243). I believe projects are a good tool for teachers to use. It will give the students something fun to do and learn from their experiences. Secondly, I really liked reading about the digital story telling.

One example demonstrating that grades lead to limited learning of material, can be illustrated by a study that was conducted of students, some of whom were graded. One group of students was told about being graded and the other group was not. The group who was “told they’d be graded on how well they learned a social studies lesson had more trouble understanding the main point of the text than did students who were told that no grades would be involved” (Kohn). This experiment shows how students concerned getting a good grade detracts from the students overall understanding. In my experience, students have so much homework, activities, and pressure to excel that it becomes challenging to learn topics outside of those being assigned. For example, in order to complete history worksheets, students do not always read the passages to find the answers, but rather skim the passage for keywords

Some people argue that group activities help promote teamwork skills and effort, but it is too risky because your grade could be driven down because of a bad assignment and there are better ways to learn how to do teamwork and effort without risking your grade. Also, group projects offer a chance of socializing with other kids and learning how to get along with other people, and that might be true, but some kids will not get along and fight, which makes the assignment a mess and the chance of socializing will be ruined. Group assignments might offer a chance to do better work and have people work together with organization to make a better assignment. Sometimes that might be true, but it depends on what type of people are working together, they could just be lazy or dumb, or they could socialize off in class and not get work done or they couldn’t be organized and be in a frenzy. In the projects, a lot of things could go wrong, and more things could go wrong then the things that goes right.

They not only enrich their knowledge and abilities, but also communicate with their peers and teachers. So they can also develop their character.

2. Cooperative learning directed towards focusing on students’ team work while doing their project assignments.