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Project-Based Learning: Teachers
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The project-based learning approach creates a "constructivist" learning environment in which students construct their own knowledge. Whereas in the "old school" model the teacher was the task master -- in the "new school" model the teacher becomes the facilitator. See graphic comparing two models.
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Introducing and implementing PBL in a traditional school setting can be a complex challenge, requiring a significant change in teachers' approaches to teaching and students' approaches to learning. Communication, teamwork, and time management join math, language, and other subject-area content as new essentials for students. And the teacher's role no longer includes just delivering instruction or expecting students to repeat facts on tests. Instead, it is to offer resources that help students investigate and develop content purposefully and creatively.
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Teachers who make extensive use of cooperative learning and project-based work develop skills as intellectual "coaches" and undertake a new role as the activity designer and facilitator rather than the chief "doer" or center of attention. Their role is by no means a passive one... (Means and Olson, 1994), as illustrated by the example in Exhibit 10.
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The Synopsys Outreach Foundation works to promote project-based learning among students and teachers in Silicon Valley and encourages participation in science fairs. Founded in July 1999, the Synopsys Outreach Foundation offers a program of teacher grants and training, grants to schools for materials and equipment, administrative support, project supplies, and a series of incentives for teachers and students who are developing science projects for competition. For more information, visit the Synopsys Outreach Foundation at http://www.outreach-foundation.org/ .
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In this video, a teacher discusses the value of an integrated, project-based approach to learning. The importance of linking facts and ideas to a meaningful project such as a Medieval event is stressed. - Excerpt from “SOAR: A Reading Collaboration” by IU Ed Services
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Each group will create a presentation designed to pursuade the California State Board of Education of the value of project-based learning as in instructional strategy to empower teachers to engage students in meaningful learning consisted with No Child Left Behind. Your group will be responsible for a three minute (strictly timed) persuasive presentation on their topic for the group.
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