Resources for Assessment in Project-Based Learning Project-based learning (PBL) demands excellent assessment practices to ensure that all learners are supported in the learning process. With good assessment practices, PBL can create a culture of excellence for all students and ensure deeper learning for all. We’ve compiled some of the best resources from Edutopia and the web to support your use of assessment in PBL, including information about strategies, advice on how to address the demands of standardized tests, and summaries of the research. PBL Assessment Foundations 10 Tips for Assessing Project-Based Learning (Edutopia, 2011) This comprehensive guide from Edutopia goes over many best practices for assessment, including authentic products, good feedback, formative assessment, and digital tools. Back to Top PBL and Formative Assessment Practices PBL Pilot: Formative Assessment in PBL (Edutopia, 2015) In another blog post from Matt Weyers, find great tips on using formative assessment within the PBL process to drive student learning.
Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red Páginas: Codrops: Free Responsive Book Social icons Presentación El interés de los Entornos Personales de Aprendizaje (PLE, por sus siglas en inglés) no reside tanto en su novedad conceptual o tecnológica, como en la asunción de una perspectiva sobre la educación que intenta responder al gigantesco cambio tecnológico y cultural que ha tenido lugar en las últimas dos décadas en nuestra sociedad. Desde nuestra perspectiva, el tema de los PLE es un nodo, y esperemos que un punto de inflexión, en el que confluyen el pensamiento, los debates y las prácticas sobre qué aprender y cómo aprender -y enseñar- a principios del siglo XXI. Esperamos que disfruten su lectura tanto como nosotros hemos aprendido editándolo. Linda Castañeda y Jordi Adell Índice (y descarga) Castañeda, L. y Adell, J. Presentación 1 La anatomía de los PLEs (pp. 11-27) 2 El ecosistema pedagógico de los PLEs (pp. 29-51) Jordi Adell y Linda Castañeda Jesús Salinas 4 PLE: una perspectiva tecnológica (pp. 71-84) Oskar Casquero Lola Urbano
Five Keys to Rigorous Project-Based Learning Voiceover: How will today’s children function in a dangerous world? What means will they use to carve the future? Will they be equipped to find the answers to tomorrow’s problems? Teacher: When you think about traditional learning you think of a student sitting in a classroom and being talked at. Teacher: Now I imagine a lot of you are still thinking... Teacher: They are supposed to be a sponge. Peggy Ertmer: So there are a lot of different ways to approach PBL, a lot of different ways to implement it, but really it all boils down to five essential keys: real-world connection, core to learning, structured collaboration, student driven, and multifaceted assessment. Student: One of the problems in the ocean is that with the higher amount of CO2 calcifying organisms are decreasing and we’re testing to see how well life in the ocean lives without calcifying organisms. Student: --four by eight feet. Peggy Ertmer: So the second commonality is the PBL unit provides academic rigor. Student: Yes.
Aprendizaje basado en proyectos (ABP) Learning Tools in Assessing Project-based Learning Project-based learning is a constructivist teaching and learning method that engages students in authentic learning opportunities that are situationally significant to curricular content and the development of 21st century skills. The use of Learning Tools in Assessing Project-based Learning contributes to the overall success in implementing project-based learning in classroom settings by supporting educators and students in the documentation of learning over time. In addition, learning tools in project-based learning help to develop an assessment plan that is authentic to the tasks students are engaged in and authentically involve them in the learning process. These tools provide educators with the appropriate evidence of students meeting the major goals, both process and content, as defined in the project-based unit. Project Based Learning Hexagon Background Comparison of Project, Problem, and Inquiry Based Learning What it is, What it is Not Implications on Classroom Assessment References
Entornos y redes de aprendizaje personalizados (PLE-PLN) » Propuestas TIC para el área de Lengua Debido a su potencia, versatilidad y potencial educativo, los recursos y aplicaciones de la Web 2.0 y las redes sociales están llamados a modificar de forma sustancial el paradigma de enseñanza-aprendizaje. En este sentido, hay dos conceptos que resultan particularmente sugestivos: los entornos personales de aprendizaje (PLE, Personal Learning Environment) y las redes personales de aprendizaje (PLN, Personal Learning Network). Ambos conceptos, mutuamente relacionados entre sí, definen un escenario en el cual los alumnos y profesores tienen la capacidad de integrar distintas herramientas y servicios en entornos de aprendizaje, accesibles vía web, capaces de proporcionarles las aplicaciones, contenidos y materiales necesarios para atender a sus propios intereses, ritmos y condiciones de aprendizaje. PLE, Entorno Personal de Aprendizaje, según Néstor Alonso
Project-Based Learning Research Review: Best Practices Across Disciplines Educators often want to know how they can use PBL in their individual classroom. Project-based learning can be applied in any content area or any grade, but it may look very different across subjects. In the series of examples below, you will find descriptions of actual projects and exercises teachers have implemented in schools around the country, as well as links to the research reports on their outcomes. It should be noted that there are also many wonderful examples of cross-curricular projects, where teachers from two or more core subjects work together on a project. For an example, check out our Schools That Work package on an interdisciplinary project at Manor High School in Texas. Schools That Work: English teacher Mary Mobley (left) shared the PBL resources and tools she and her teaching partner created for their sophomore world studies project (right). Science Urban students in grades 3-5 received inquiry-science instruction. Math Economics History and U.S.