衡量和庆祝成功

员工调查被用来衡量和庆祝我们的成功. 91%的员工表示,他们的春季PBL装置足够成功,可以在明年再次使用.

故事

给出明确的指导方针, 作出专业发展, 持续的时间与同伴协作, 还有冒险的自由, the entire Nokomis teaching staff experimented with project-based learning in an inspiring number of ways. 一些例子包括:

项目:
骗子的诗

以项目为基础的学习单元由 丽齐Levasseur他是诺科米斯地区高中的一名英语老师. 

什么是冒名顶替的诗?

An impostor poem is a pre-existing poem modified by a student to include new language written in the style and voice of the original author. The goal is to study and analyze the original work until it can be imitated so well that other readers can’t distinguish between what 的作者是 the original author and what 的作者是 the student.

尝试新事物的力量

“在冒名顶替的诗歌单元, 我让我的102名学生接触到大量的诗歌, but the nice thing about this unit was that it didn’t ask for students to simply write an essay. 而他们确实写了一篇反思, it was much more informal and the true learning came from analyzing poems so that they could replicate the poet’s writing and style. 这 new and engaging unit made it so that more of my students enjoyed the poetry we read and were able to select a poet that interested them for their final project.”

有效推动学生学习

“我觉得这个单元在推动学生学习方面非常有效. 而不是自己注释和分析一首诗,然后提交他们的分析, 学生创造了. 他们利用自己的分析技能发表文章,这是一项如此严格和更真实的任务. They were pushed to come up with words that an author would have used and use punctuation the way their poet would have and write in a style that they had analyzed. They created some really fantastic pieces and the looks on their faces when they fooled the majority of the class was priceless.”

项目:
PechaKucha

屏幕截图2012112-09 10.35.08 AM

以项目为基础的学习单元由 莉莎Fyrberg他是诺科米斯地区高中的社会研究老师. 

什么是PechaKucha?

PechaKucha是一种讲故事的形式,学生可以用它来做演讲. Presentations are made up of 20 slides; each slide is shown for a duration of 20 seconds, 给学生一小段时间来解释或评论每一张幻灯片. To learn more about how 莉莎Fyrberg used the PechaKucha in her class, please watch the video above.

学生反馈:在这个项目中你最自豪的是什么?

  • “I’m proud of how I was able to bring this sensitive topic to light and inform more people of a serious issue.”
  • “我最自豪的是我分析了建筑和芬兰性别差距的关系.”
  • “关于种族和种族的信息, 巴西的多样性是每个人到达那里的独特方式.”
  • “我对它的外观和我添加进去的所有信息感到骄傲. I want people to notice all the hours that I spent trying to make my Pecha Kucha the best it could be.”
  • “我最自豪的是,我没有像我想象的那样结结巴巴. I liked how I added a lot of information and that I found pictures that went along with what I was saying. 当人们看到这个项目时,我希望人们能注意到我所付出的努力。”

博客:我的学生真的学会了吗?

博客 的作者是 阿什利·克拉克她在诺科米斯地区高中教高中科学.

摘录:

“在上学的最后一天, I sat at my desk staring out at desks six feet apart and a whiteboard that had barely been used. 我的目光落在了一个学生在年底提交的项目上. 在我面前的自制儿童书籍标题, “Sunny’s Life: The Life Story of a Salamander”—was made by one of my environmental science students. 这本书让我笑了. 这本书并不是我心目中的总结性评估. 最初, I had developed a grand plan of having students develop a biodiversity assessment using quadrant methods and compile the information to educate our community more about our local environment. 不幸的是, the chaotic end of the school year and pace of hybrid learning did not allow for such a grand plan, 所以我对我的学生充满信心,向他们求助. I presented the dilemma and explained that our original plan would likely not fit into the timeframe left, so we brainstormed other ways they could show their learning while also avoiding the cliché slideshow or research paper. 在一起, we came up with the idea of paring down the original project to a children’s book with specific criteria to ensure the students showed their learning of the content I had already planned to assess.”

阅读更多

视觉上

听听玛丽·纳多的看法, 纽波特诺科米斯地区高中的校长, 缅因州, talk about how educators take learning outside of the traditional classroom and use project-based learning to provide impactful learning experiences to all students.

有兴趣了解更多? 大家一起说.

个性化的, 公平的, and student-centered education is too important to put aside; together, 我们可以提高你所有学生的学习水平.

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