Please find included in this presentation
by Wendy Bernstein:
*Rationale for project-based learning
*Wearable Art Lesson
Rationale for project-based approached to learning
Project Based Learning or PBL provides students with an engaging and meaningful way to learn. PBL is an effective teaching method that allows students the opportunity to practice skills they will need in their educational settings, eventually in their careers and ultimately as contributing members of society.
Often teachers are not comfortable with Project Based Learning because the skills being practiced, the information being taught and the creativity being expressed may not seem as visible or measurable as more segmented or isolated teaching methods. However, PBL provides students with a more meaningful and purposeful setting to grow as a learner than traditional methods. In fact, PBL can make learning more enjoyable and rewarding for students by allowing them to work toward a common goal in a meaningful manor. During a project, students have the opportunity to practice communication skills, use technology, solve problems, think critically, monitor self involvement, and ultimately produce a product that was the collaboration of a team. Using PBL, students gain a deeper understanding of topics/concepts being taught through meaningful and purposeful activities.
In order to exist in the 21st Century, schools need to be mindful of how they are preparing students for the future. The application of skills learned in school, the ability for students to communicate and collaborate, and the ability to produce critical thinkers should be a the forefront of all teaching! We are not doing what is best for students if we are not considering the implications of our teaching methods and how we will support our students as they connect with one another, their community and ultimately the world.
Sample Lesson from Intervention Group
"One man's trash is another man's treasure."
A culturally diverse and creatively engaging lesson
by Wendy Bernstein
*Students will gain awareness of art in various forms, throughout various cultures.
*Students will have an opportunity to make a connection between their community's daily life and the impact they can make in a global sense.
*Students will collaborate to create Wearable Art while strengthening their ability to integrate information from multiple sources.
*Students will speak, write, and create to show their integration of knowledge and ideas.
Lesson Two: Graphic Organizer
Gretchen Owocki- 4.9 Integrating Information Across Texts
*Students write on sticky note "What I know about wearable art before reading." and add to the chart paper graphic organizer.
*Students read, Wear Your Art
After reading first two chapters, students use Wikipedia:
a. Annemiek Wetering
Students add to graphic organizer, "What I know after reading title I."
Students use Wikipedia to research: "Trash-o-saurus"
Read: A Ton of Trash-Readworks
After reading article, students add to graphic organizer, "What I know after reading title II."
Teacher shares original video and photos from the actual art2wear Art Show given by NCSU students and faculty.
Students read and view:
a. art show brochure
b. pictures from art show website
a. Students will create art2wear out of common household items
b. Students will collaborate and create a project to recycle, reuse, or reduce trash in a manor that will positively impact their community.
This "Wearable Art" lesson was used with a fourth grade intervention group. The activities and design of this lesson were to fit into a thirty minute daily small group.
*Reading for Understanding is a strategy that students use to self-monitor reading engagement.
*Terms such as explicit/text, background knowledge/schema and inference are student used terms.
* Students are expected to use all skills taught during reading lessons including but not limited to: context clues, prefixes/suffixes, text structures, text features.
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Public - 5/26/16, 9:33 PM