First Cup of Coffee: Project Based Learning
Using American Ninja Warrior to teach math and engineering concepts to elementary students where this happens:
HER FAVORITE PART of the project was “seeing how engaged they were in the process and in their own learning. Besides learning about shapes, they also learned some engineering concepts, communication skills, decision-making, creativity, perseverance, critical thinking and teamwork. This was more of a real-world project; the kids figured out how they could get something done, and they really took an active role in their own education.”
A great article with powerful statements such as
But most working scientists spend less time with theories on the blackboard, and more time trying to measure things that aren’t easy to measure. How do you build a machine that can detect subatomic particles? How do you find gravity waves? How do you measure how much insulin is in a sample of blood?
AND
“In a typical class we teach skills,” Ms. Nadler said. “And then, if there’s a project, you utilize the skills you’ve already learned. We do the opposite. We say we’re going to create this” — it might be a 3D-printed drone or a wearable LED that lights up in the dark — “and you’re going to need to learn circuitry and coding to create it. We’ve captured their imagination, and then we’re guiding them with the skills needed to complete the project.”
It’s a different experience than read, learn, study, regurgitate on the test.
And in this article I read this statement and was like "YES!!!!"
“The biggest part of our project-based learning is career awareness and development, because it shows the students how their science and engineering learning actually applies to the job market that is out there…”
I want to do this! Starting a business, raising pigs, and making sausage? It does not get much more real than this! Sonoma Valley school delivers meaty project
3 Laws of Mindset Growth - Building the Culture in Project Based Teaching
Great tips and reminders about PBL such as
"I believe that the ebb and flow of a PBL classroom can create conditions where teachers have time and leeway to really listen to each student and learn what makes them tick. "
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