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Advantages and disadvantages of project-based learning
Advantages and disadvantages of project-based learning
Advantages and disadvantages of project-based learning
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teacher teaches, the other teacher takes attendance, works on grading, or plans the next activity.
Like sequential teaching, project-based learning relies on teachers dividing responsibilities. Project-based learning ( PBL) (Chang & Lee, 2010) is a teaching strategy in which students “acquire and develop core learning concepts through collaborative projects that require the learning and application of contextual knowledge” (p. 961). Although project-based learning does not require the use of technology, in this example, project-based learning, as a team teaching model, relies on one teacher teaching the computer concepts needed in order to complete the technological aspect of this specific project while the co-teacher focuses on the content
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Perry described the co-teacher’s role in the classroom as a continuum (2005). The form of collaboration that requires the least interaction with colleagues include methods such as project-based learning and sequential teaching, where one colleague creates the lesson, and the other delivers it (Aliakbari & Bazyar, 2012); whereas a higher level of collaboration might include “planning, teaching, and evaluating” together (Perry 2005). In other words, the teachers must work together to create a course in which they agree upon common goals, objectives, and outcomes. The composition of instructors in the team taught classroom depends on these course goals, objectives, and outcomes. For example, one common team teaching practice used in classrooms that focus on social justice education is to form teams comprised of racially diverse instructors (Garran, Aymer, Gelman, & Miller 2015; Ouellett & Fraser, …show more content…
If there are special education students within a class, then the logical choice may be to have a special education teacher collaborate with the general education instructor. If an English teacher wants to teach a lesson exploring the price differences of Elizabethan goods versus modern goods, then perhaps a math or economics teacher would be the appropriate team member. Chang and Lee’s (2010) study focused on the use of a computer teacher working with two general education teachers in order to conduct research. In Chang and Lee’s (2010) study, computer teachers and content area teachers, one English teacher and one geography teacher, collaborated over the course of two years to teach sophomores, juniors, and seniors in Taiwan using project-based learning. One tool the teachers used to measure the success of the students were midterm test scores (Chang & Lee 2010). In geography, which had an experimental group size of 89 students, the experimental test group’s scores did decrease; however, their scores decreaesd by fewer than three points, whereas the control groups scores dropped by almost seven points (Chang & Lee 2010). The experimental English group, which was comprised of 42 students, experienced an increase in test scores by almost sixteen points, in contrast, the control group’s score only increased by half appoint (Chang & Lee 2010). This example illustrates the
Markham, T., Larmer, J., & Ravitz, J. L. (2003). Project based learning handbook: A guide to standards-focused project based learning for middle and high school teachers. Novato, Calif: Buck Institute for Education.
Information technology (IT) project management in the domain of public education can be a complex undertaking fraught with challenges and risks. The ability to effectively oversee a project, which is a temporary endeavor undertaken to create a unique product, service, or result (Project Management Institute, 2013), can be crucial in supporting academic initiatives and engagement in school settings. This paper will describe and then reflect upon the experience of being tasked with the project of creating a mobile lab at North Saanich Middle School. The reflective portion will examine the process through the perspectives gained because of the subject matter presented in PJMT 501 as the beginning of this course coincided with the start of the implementation phase and continues concurrently with the closeout phases (Schwalbe, 2010, p. 58) of the project. Specifically, three examples of how scope, time, and cost goals (Schwalbe, 2010, p.9) became unbalanced will be examined and a reflection on how to learn from these experiences will be forwarded. This perspective will help to describe how the exposure and deeper understanding of the basic principles of Project Management not only influenced the completion of this project but also will influence future approaches to other IT projects.
Her students depend on her ability to work efficiently in a team. Katie spends part of her day in a co-teaching partnership. Throughout the day Katie works directly with one of the campus’s reading resource teachers to develop effective instruction for her students with exceptionalities. In order to develop the most appropriate curriculum for the students at SFA, the reading department (including the reading resource teacher) meets daily to assess and modify curriculum. This is Katie’s first year in a co-teaching partnership and she spoke about the importance of self-reflection when developing effective working partnerships. Fortunately for Katie, she and her partner are both new to the realm of co-teaching. Katie stated that both of them being first year co-teachers made working together significantly easier. Katie said the best exercise she and her partner did to establish a strong relationship was to begin by getting to know each other. Finding commonalities has allowed them to be better partners, and therefor better instructors. On several occasions I have witnessed Katie use her planning period to help other faculty members. While it was never directly stated during our interview, part of the reason her partnerships are so successful is because she had an immense amount of respect for her
Schools are beginning to adapt more to the variety of students needs in the classroom. Co-teaching is one of the methods schools and teachers are using to reach more students. It got originally noticed in 1960s but didn’t become popular and supported till 1990s (Villa). Co-teaching is when the general education teacher is working along side another professional. They could be a special education teacher, ESL teacher, a reading specialist, or any other professional that could assist in creating a coordinated curriculum for a diverse classroom. Both the general education teacher and the other professional will plan the coordinated curriculum and instructions that will be used in the general education classroom (Vaughn pg. 79).
As future teacher, I need to be aware that my classroom will be filled with diverse learners. There will be students that need extra attention, accommodations, and modifications in the classroom to reach their academic goals by way of the collaboration of Special Education and general education teacher’s. There will be diverse learners with different issues to overcome that require a knowledgeable teacher who can assist the students to reach particular individualized goals because, as we know, everyone is different I want to be able to reach out and help every single one of my students and by taking courses about learning the needs of exceptional learners, such as Collaboration for Inclusive Schooling, I may learn how to work with and assist students with special needs and provide for them an opportunity to learn.
...also enhance the interest of the student. Using computers to do work will interest students because it is not the typical textbook and a tool used widely by students nationwide. As mentioned by Sylvia implementing group based projects or assignment increases the interest level of students. Collaboration allows students to interact with peers and creates a thriving atmosphere; social interaction is interesting. Group work encourages students to explore and decipher projects or assignments together. Rather than setting low expectations for students, a teacher could utilize tools that increased level of interest by understanding that interest is based on complexity and comprehensibility as shown by Sylvia, not simplicity and repetitiveness.
For the team teaching demonstration, Stuart Parfrey and I did a lesson covering the Second Industrial Revolution, an assembly line Lego activity, and a short quiz. We developed the presentation over a google doc PowerPoint; we put the content together, picked the videos, and what type of activity and assessment. We divided the creation of the lesson’s activity and assessment; I took the activity and Stuart developed the 10 question quiz. We met outside of class a few times to go over notes and discuss how we were going to teach the lesson. We worked well together in the preparation before the lesson, which helped us be efficient during the teaching demonstration.
In the 21st century, more educators are working collaboratively with other teachers to enhance their learning and promote their professional growth. Some schools provide professional development workshops so teachers can learn new teaching strategies to become better educators while others schools lack these professional workshops. There are still few individuals that do not believe that working collaboratively makes a difference in student learning and as educators, we must respect their opinions (Knight, 2008). As educators, we must make sure to establish a partnership with other teachers to promote learning and make a difference in student learning. According to knight (2008), working collaborative with other teachers is very critical for
Co-teaching is the collaboration of two or more credentialed teaching professionals, most typically a general education teacher and a special education teacher. To truly qualify as a co-teaching model, each teacher must be actively involved in the teaching of the lessons. Each teacher contributes their own unique expertise to the planning, instruction, and managing of all students in the classroom. If executed in this way, co-teaching can enhance the learning environment and involve and engage all students in the classroom. All students, from the academically gifted to the academically challenged, can benefit from the increased engaged time and more diverse instruction which the co-teaching model offers.
With lifelong effects, teachers impact the quantity, quality, and overall enjoyment of the educational experience. Their effect dilutes itself the classroom, into present life, and even the future. In the classroom, they mold and guide youth in their lifelong quest to search for the truth and their own voice in the world. Yet their influence does not stop at the classroom door. In fact, teachers have a profound impact on morals, creativity, and even politics. "Teachers always have the power in the class," Christian Zawodniak discusses in , "I'll Have To Help More Of You Than I Want To." They hold the grades and students usually perceive them as holding the knowledge too (Zawodniak 124). But how should a teacher exercise this bestowed power? Is a forced learning environment more beneficial or is a cooperative pedagogy more productive? With diverse students and unique learning needs, it is difficult to identify one or the other as more advantageous. However, I will attempt to explore the benefits and disadvantages of both, as well as how they can be combined or compromised in a delicate balance. Although I will strive to stay neutral and merely present the options, I may also occasionally include my own personal experiences.
Project management is a discipline based on careful planning, organization, motivation and control of resources to achieve specific goals and meet specific success criteria. Since every project is unique in nature, a project manager must learn to adapt and identify key areas to drive success. Thus, as a learning initiative, we were given a project to manage through a simulation program named Sim4Project. The emphasis of this simulation was on learning-by-doing, just like in a real-life project. Sim4Project provided a good mix of theoretical knowledge as well as hands-on experience. Professor Leonie gave feedbacks at the end of each period to ensure we were incorporating the project management principles learned in the classroom.
The application of collaborative learning strategies is a process in which two or more students work together. Collaborative strategies will be used in planning, translating and reviewing the education process to form student learning through group-oriented activities. This source will also be useful in lesson planning to help explain how collaborative learning strategies in the classroom will help students in the learning process improve by interaction; how positive interdependence of collaborative learning leads to common responsibility; how collaborative learning builds students’ self-esteem, and confidence in students. This application recommends that collaborative learning strategies can be implemented with Jig-saw technique as well as in learning technology which can be accessible to all participants working in cooperative groups (Iqbal, Kousar, and Ajmal, 2011).
Project based learning, also known as PBL, is a teaching method that encourages students to take their education into their own hands. The definition I found for project based learning is, “ A teaching method in which students gain knowledge and skills by working for a n extended period of time to investigate and respond to an engaging and complex question, problem, or challenge” (What is project based learning (pbl)?, n.d.). It helps students communicate with each other and think critically about the world around them. Many schools has already tried to incorporate project based learning into their curriculum. This form of education is students based and the teachers responsibility is to guide the students. While researching, I learned many
A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)
...I believe through the use of critical thinking, communication with students and parents and showing the creative side of learning the collaboration within colleague would be enhanced. I know from my prior experience within the classroom as a substitute that without some collaboration the students are at a disadvantage. One memory stands out the most when collaboration is mention is when I was subbing for a ECE Teacher in a regular learning classroom, while the teacher was giving the rest of the students their assignments I was working one on one with a ECE student that needed the extra help in order to fulfill their task. The teacher and I collaborated on the questions that the student had left to complete before moving on to their homework. Through the use of collaboration the student was able to complete their task and be on the same task as the rest of the class.