Good morning everyone! Today we are going to present to you about...

Revisiting of PB learning plan:

Integration of the use of digital and non digital resources and assesment tools in
the LP procedure.

So, i think all of us already know about the PBL which was discussed by some of
those previous reporters right.

BUT FIRST, I'm going to ask you a question.

ANYONE FROM THE CLASS.

WHO CAN RECITE EXAMPLES OF DIGITAL RESOURCES OR DIGITAL TOOLS IN

TEACHING?

OK VERY GOOD.

HOW ABOUT NON DIGITAL TOOLS.

YES. VERY GOOD!

Okay, let's come now to our topic for today.

A sort of review?

What is PBL?

Project Based Learning (PBL) is a teaching method in which students learn by

actively engaging in real-world and personally meaningful projects.

Problem-based learning  (PBL) is a student-centered approach in which students

learn about a subject by working in groups to solve an open-ended problem. This
problem is what drives the motivation and the learning. 

Problem-based learning involves critical thinking to examine problems that lack a

well-defined answer. In project-based learning, students are challenged to
develop a plan and create a product or artifact that addresses the problem.

The differences

The difference between problem-based learning and project-based learning is

that students who complete problem-based learning often share the outcomes
and jointly set the learning goals and outcomes with the teacher. On the other
hand, project-based learning is an approach where the goals are set. It is also
quite structured in the way that the teaching occurs.

Project-based learning is often multidisciplinary and longer, whereas problem

based learning is more likely to be a single subject and shorter. Generally, project-
based learning follows general steps while problem-based learning provides
specific steps. Importantly, project-based learning often involves authentic tasks
that solve real-world problems while problem-based learning uses scenarios and
cases that are perhaps less related to real life (Larmer, 2014).

In conclusion, it is probably the importance of conducting active learning with

students that is worthy and not the actual name of the task. Both problem-based
and project-based learning have their place in today’s classroom and can promote
21st Century learning.

When schools went remote last spring, educators had to get creative to continue
instruction without sacrificing student engagement. Many embraced project-
based learning, an instructional model that takes a learning-by-doing approach,
and found ways to integrate it into online instruction.

Research shows that PBL can help students build 21st-century skills such as
collaboration, communication, critical thinking and creativity. It also gives
students agency in their learning and lends itself to a more authentic assessment
of their skills and capabilities. Plus, PBL allows students to learn about and reflect
on real-world problems through well-designed projects and self-evaluation.

Yet shifting PBL to an online or hybrid learning environment requires careful and
intentional planning. “PBL can’t effectively be reduced to a scripted process of
reading text, watching videos, completing virtual worksheets and taking multiple-
choice quizzes,” writes Ben Owens, a national faculty member for nonprofit
organization PBLWorks, in a blog post. “The same level of inquiry, questioning,
critique, reflection, scaffolding and collaboration will still be there, albeit in a
remote learning setting.”

To successfully use PBL in an online or hybrid classroom, consider these four

tips:
1. Be Mindful of the Devices Students Are Using

Teachers may design projects fit for a laptop or computer with a larger screen.
However, some students without those devices may not experience them in the
same way, which could impede student engagement, explains Rich Dixon,
PBLWorks’ director of online learning, in a webinar.

“The technology that’s in the hands of students can vary greatly,” Dixon says.
“For many of our students, that may include mobile phones with a much smaller
screen.”

DISCOVER: See the bigger picture of digital equity.

2. Use Videoconferencing Platforms for Meaningful Collaboration

Teamwork and collaboration are essential to PBL. In a traditional PBL classroom,

students congregate in small groups and work together to solve specific
problems, which involves asking each other questions, brainstorming strategies
and finding resources.

Videoconferencing platforms with built-in collaboration features such as

Microsoft Teams and Google Meet can help teachers replicate those
experiences online. For instance, Microsoft Teams has a digital whiteboard that
students can use to create concept maps or sketch out ideas from a laptop,
computer or mobile device. Google also is bringing the Jamboard interactive
whiteboard directly into Meet. Additionally, both Teams and Meet have
screensharing capabilities that make it easier for students to work on files
together, in real time, in Office 365 or G Suite for Education.
READ MORE: Find out how to secure your videoconferencing platform.

3. Make Group Work Effective with Project Management Tools

Using project management tools such as Project Pals, Headrush and Student
Corner can also help teachers drive student engagement, Dixon explains. They
allow teachers to manage student groups and monitor what they’re working on,
as well as improve communication with them.

Additionally, with a project management tool, students can have all of their
project resources in one place. “It can be so easy for students to get lost if
you’re referring to four or five different tabs,” Dixon says. “It can be
overwhelming, and students’ ability to concentrate may wane, so being able to
have it all anchored in one spot within a tool is really important.”

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4. Provide Ongoing Feedback and Promote Reflection

Learning management systems such as Google Classroom, Canvas and

Schoology allow teachers to conduct formative and summative assessments
during PBL. Using Google Slides and Adobe Spark to share work or showcase
final projects also encourages students to give each other constructive
feedback. Many educators also use Microsoft’s Flipgrid, a video-based social
learning platform, to engage students in weekly reflections. With a simple video
recording, students can share their wins and challenges, ask classmates
questions or discuss next steps as they progress through their projects.
Using PBL in remote learning lets teachers build a meaningful curriculum while
giving students the opportunity to collaborate and connect with each other —
even if they’re not face to face.

Best Practices for Virtual Project-Based Learning

As remote teaching and learning launches, teachers may want to consider increasing the project-based
learning that they engage their students with in order to build excitement and engagement. Here are
some best practices to start or build on your current practices.

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1. Alignment with your course.

Consider where you are in the year, your current unit and what you were hoping to still teach. Consider
the following questions:

What content and skills would most benefit and engage your students?

What skills have you already taught and what are a few new skills that you could introduce?

What critical thinking skills have your students been working on that can be strengthened?

Narrow down the list into something that feels manageable, and build out learning targets for your
project that will guide the learning. It will also help if you choose a focus for the project, but ensure that
it connects with what you were already doing to provide context for your students.

2. Develop your task.

At the end of this project, what will students be able to do and understand? How will they demonstrate
that thinking? What can be done in a virtual learning environment? Ideally, tasks will also include some
component of student collaboration, either through the ideation phase or in product development.
Some ideas include:

Students can create something at home and submit a picture

Written work

Use of mixed media (audio files, photographs, multimedia platforms (such as Flipgrid, etc.)

3. Making it relevant.

As you consider the topic of your project, and the task to culminate the learning, consider whether they
are relevant and connected to the real world, particularly as many students may feel more isolated
during this time. This includes whether it is culturally relevant to all your students, if it promotes equity,
if it mirrors in some way the work of professionals, and/or if the task is similar to professional products.

4. Team collaboration.

Having your team work together to collaboratively design a project that connects all your content areas
can build the strength of the project and how students engage with the material. Also, as students see
the connections between content areas, they may engage in topics or content they might have
disengaged with before. This can also decrease some of the burden for all teachers by sharing the work.

5. Student choice.

As in any project-based learning, student choice is a key component. Especially in remote learning!
Flexibility and choice are key, while still reducing decision anxiety. In a virtual space, student choice can
be included in:

Components of the task (e.g. how it is done)

Who students collaborate with

How students collaborate (e.g. what roles they take on in the group project)

Focus or topic of project

6. Student Collaboration.

Supporting your students to collaborate, think, ideate and create together will help all your students to
learn and expand their thinking. While there are lots of platforms, tools and apps that can be used for all
parts of project-based learning, if you are going to add in anything new, prioritize a tool to support
collaboration. Norms for online collaboration will be helpful, as this is a new skill and may provide
challenges in unexpected ways.

7. Engage experts.

There are a number of online, free resources available that could be used as ‘experts’ to support your
students’ knowledge and project development (Ted Talks, university lectures, etc.). Also, consider having
an expert do a Zoom or Google meet with your students.

8. Use of fieldwork.

Projects and tasks that encourage students to participate in fieldwork, or the collection of data,
observations and/or new findings, will increase engagement. Options for fieldwork include:

Data collection that students can participate in, no matter their home setting

Provide data sets for students to engage in.

Interviews over the phone or social media

Links to art galleries, libraries, etc. where students can engage in their own independent research,
observations, data collection.

9. Feedback.
While feedback from the teacher is always helpful, it is particularly useful in a remote learning
environment. Feedback from the teacher or peers can help build community. Virtual learning also
pushes students to be leaders of their own learning in really authentic, and possibly, new ways. Consider
how you can engage students in asking you or each other questions, respond to success criteria, and
solicit or provide feedback.

10. Pacing guide.

A pacing guide can be provided to your students in your Google classroom. This will allow for students to
self-pace and have check-ins or formative assessments along the way. This will allow for students to take
a lead role in their learning, but also for teachers to be able to follow up with students who might need
more support. This also helps students see the big picture.

11. Time.

Less is more. All work done virtually tends to take longer than you think. This is especially true of
projects and asking students to collaborate. Start small and go for depth over breadth as we all learn
together in this new learning environment.

How Students Benefit From Project-Based Assessments (With Examples)

Posted in Pro Tips | May 18, 2018

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Project-based assessments are an alternative to tests that allow students to engage with their learning
in more concrete ways. Instead of merely studying theory, a hands-on project asks students to apply
what they've learned to an in-depth exploration of a topic. You can use projects as part of the ongoing
learning process or as a capstone assessment in place of a traditional final exam.

Project-based assessment is often a component of project-based learning (PBL), in which the entire
focus of a course or unit is to teach via student engagement in problem-solving and exploration. Like
PBL, project-based assessment is student-centered and requires reflection on both the process and the
content to be meaningful.

Making project-based assessment work takes careful planning and a willingness to be flexible, as no two
student projects will be alike. If you'd like to try project-based assessment in your classroom, consider
these best practices from the Buck Institute for Education (BIE) to make sure your assessment is both
meaningful and effective:

Allow students to choose topics, problems, and the direction of their work to make it personally
meaningful.

Be clear about the parameters of the project and your grading rubric from the outset so students—and
parents—know what to expect.

If students are working in groups, make sure you have a way to assess individual learning rather than
just giving a shared grade on the final product.

Check in with students frequently, both informally and with announced benchmarks to scaffold learning
and set them up for success

How Students Benefit from Project-based Assessments

There are many ways in which project-based assessments benefit students. Below are a few key
benefits.

Authenticity

The best projects are authentic in that they provide real-life experiences and opportunities to apply
learning to areas that affect students' communities. Increasing engagement with the world around them
prepares students to be good citizens in addition to making them college-and career-ready. Colleges and
employers require students who can do more than just memorize subject-area information.
Motivation

The best designed project-based assessments give students voice and choice; that is, students can select
the work that is most meaningful to them. This increases engagement and motivation to do well and
opens the door for deeper, richer learning that will stick with students for life. They also have the
opportunity to share their work and develop strong communication skills in addition to standard
subject-area knowledge.

Metacognition

Well-designed project-based assessments provide significant feedback to students about their progress
along the way. Instead of waiting for the results of a single test, they can make their own goals and
benchmarks to track their learning. This requires designing clear, detailed rubrics that students can use
to measure their progress as they work. Informal check-ins will also help students sharpen their thinking
and build confidence as they work.

Collaboration

Projects are the perfect opportunity for students to work together toward a common goal. Small group
work is linked to better retention of information and career-readiness thanks to the "soft skills" involved
in working with others regularly. Structured collaboration is key, so grades should be clearly divided
between group goals and individual progress to provide an accurate measure of learning.

Creativity

Because project-based learning often involves problem-solving, students develop creativity and critical
thinking skills that serve them well in college and careers. Group projects in particular can boost this
effect—studies have found that when students focus on overcoming conflict together instead of
avoiding it, their academic and career-ready skills experience a boost. Finding innovative ways to
approach a problem is great practice for applying skills in any future endeavor.

Project Based Assessment Examples

Project-based assessments can take any number of forms, so knowing where to start can feel
overwhelming. Try modifying one of these examples to get inspired about the possibilities for your
students:
Design a Society: Whether you choose to develop a moon colony, a new school, or a Medieval
monastery, a project that asks students to design a social living situation presents a complex problem
and nearly endless ways to solve it. There are also plenty of opportunities for cross-curricular learning,
depending on the aspects of the society you choose as an area of focus.

Solve a Local Problem: Younger learners can tackle a problem as simple as making the school library
easier to use for kindergartners, while older learners can work on an issue in the community at large.
This type of project lends itself well to social studies and science classes, particularly when it comes to
ecological issues.

Publish Something: Working together to create a newsletter, party chapbook or collection of essays is a
great way to allow students to have their voices heard. This project works in any subject and can be
continued throughout the year if you choose to make several editions of a magazine or newsletter.

Place-based Projects: Building a project around a significant location in the community is also a good
jumping-off point for a project-based assessment. Place-based learning has the added benefit of getting
students out into nature or other parts of the community to make connections and enrich the area for
everyone.

Get Technical: Adding technology to project-based learning provides additional motivation and increases
engagement for many students. Consider designing an app, making a documentary to publish on
YouTube, or designing a new social media platform that addresses a specific problem or issue relevant to
your teaching.

Project-based learning and assessment are a valuable addition to learning in any subject and at any age.
When you tailor the experience to your students needs and provide plenty of structure along the way,
you'll allow them many new avenues for creative expression and critical thinking in addition to mastery
of the subject curriculum.

student engagement strategies