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OCM BOCES PBL News
PBL 101 Regional training slots are still available for the following dates:
(for secondary educators only)
Click on a link to register.
PBL Trainers are coaching in the following school districts:
The purpose of PBL coaching is for the coach to work with teachers to…
The results of PBL coaching are to increase or improve student engagement and student achievement using best instructional practices in a PBL framework.
Additional, benefits of PBL coaching include:
To learn more about coaching options, contact Lynn Radicello at 431-8596 or email her at email@example.com.
PBL & Activating the Desire to Learn
21 Simple Ideas To Improve Student Motivation
Project-Based Learning Motivates Students to Learn
Project-Based Learning: Real-World Issues Motivate
Concrete, authentic project-based learning helps students illustrate core knowledge.
Three Good Reasons for PBL
Eeva Reeder, a former math teacher who led a high school geometry project on designing a school for 2050, says she started project-based learning for three reasons: First, her students were not learning concepts deeply enough to apply or even remember them for a long period. Second, a growing body of research upheld the view that concepts are best understood using concrete examples constructed by the students themselves. Third, while taking a break from teaching to finish a master's thesis, Reeder took a job at a bridge-design company and realized, when she was asked to do a task, that she had never applied her knowledge of mathematics in a real-world situation.
blog by Katrina Schwartz posted on MindShift about the how keep students motivated to learn by treating like adults, with hands-on activities, and students knowing that teachers care.
Motivating Students to Read through Project-Based Learning
Read the research here about how PBL motivates students to read, written by Kelly Walsh. Walsh reports, “This study examined how Project Based Learning (PBL) motivated students to read content area texts. Data was collected though observations, student questionnaires, recordings of student presentations, and student created artifacts. The data shows that students were motivated to read content area texts because they were allowed to work collaboratively and given choices through PBL. Not only were students more motivated to read, they also used a variety of literacy skills such as comprehension and discussion throughout the process of creating their projects.”
ASCD Book Collection
Upcoming PBL Events:
2015 Regional Training Sessions
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