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Course Overview
This course will have three essential components. The first will be a theory driven perspective accounting for what we know of how people learn and how project-based instruction may be our best choice for bridging the gap between theory and practice. The second component will be a technological component that will assist the enrolled students in developing their own project-based unit. The third component will be a field component consisting of two parts: 1) observation of well-implemented project-based instruction in local schools and 2) implementation of project-based instruction with area high school students on a study trip to Port Aransas or an Astronomy project at a local high school.
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Perspective
A major hurdle in implementing project-based curricula is that they require simultaneous changes in curriculum, instruction and assessment practices--changes that are often foreign to the students as well as the teachers. In this course we will develop an approach to designing, implementing and evaluating problem- and project-based curricula that has emerged from collaboration with teachers and researchers. Previous research has identified four design principles that appear to be especially important: (1) Defining learning appropriate goals that lead to deep understanding; (2) Providing scaffolds such as beginning with problem-based learning activities before completing projects; using "embedded teaching", "teaching tools" and sets of "contrasting cases"; (3) Including multiple opportunities for formative self assessment; (4) Developing social structures that promote participation and revision. We will first discuss these principles individually and then compare them to other design principles suggested by other groups involved with project-based instruction.
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Objectives
Theoretical Implications
Students will:
- Discuss the importance of project-based instruction in terms of students’ cognitive development, equity, and motivation.
- Reflect on applications of educational theory as it relates to classroom practice in the area of project-based instruction.
- Distinguish between project-based and other instructional approaches and decide which approach best fits instructional goals based on benefits and limitations of each.
- Evaluate the usefulness of technology in achieving learning objectives and select appropriate resources for student use based on the relationship of salient features of the technology to learning objectives.
- Describe examples of project-based instruction in math or science and analyze those examples using models for PBI such as Krajcik's and Morsound's.
Field Experiences
- Use inquiry methods with high school students in a project-based setting.
- Compare and contrast observations of "real" project-based classrooms with those presented in readings and with theoretical models.
- Demonstrate skill in setting up and managing wet lab and field project-based environments including set up, safety, and assessment.
Practical Application
- Use design principals to develop interdisciplinary, two to three-week project-based units for high school classes.
- Develop alternative assessments appropriate for project-based instruction.
- Discuss lab safety and liability issues related to project based instruction and wet-lab or field environments (OSHA regulations, how to read materials safety data sheets, safe disposal of chemicals, etc.).
Technological Competencies
- Use relevant technology to develop projects (e.g., webliographer, concept mapping software, video editing software, Nicenet, etc.,)
- Integrate relevant technology into curricular units (e.g., Internet, simulations, data analysis packages, modeling software, etc.,)
Course Expectations
- Prepare for and participate in class discussion (actual and virtual discussions) and class work. (Objectives 1-5, 11)
- On-line discussions (individual activity): Students will participate in weekly on-line discussions on course readings and field experiences. These will take place prior to class sessions and may form the basis for class activities. (Objectives 1-5)
- Take part in at least 2 on site visits to a local school implementing project-based instruction. After you visit the school be prepared to write and post on-line a detailed description of what you observed. These descriptions will serve as the basis for part of the class discussions. (Objectives 2, 5, and 7)
- Project Teaching Experience: There are two options for teaching experience in the course. Students will write 5E lesson plans, teach those lessons to two groups of students and reflect on their lessons. Lessons will be videotaped (required) and reviewed with students prior to writing the reflection.
Option 1: Port Aransas Coast Trip: Students will lead high school students on a three-day excursion to the Coast. You will be responsible for teaching lessons, assessing student progress, and chaperoning students while we are there. There will be a weekend trip prior to the study trip to prepare lessons for the students.
Option 2: If you cannot participate in this opportunity, we will arrange for you to work with local high school students on projects for a total of 24 contact hours. The 24 contact hours includes planning with the teacher and can be broken up over a period of weeks or done in short succession. (Objectives 6-8)
- Course project: (small group activity): Students will prepare a unit suitable for use in a school setting. The unit will include an anchor video, benchmark lessons, investigations, calendar, objectives, project rationale, theoretical basis for project, concept map, assessment strategy, related resources, and technological tools to assist in implementing the project. (Objectives 1, 4, and 9-11)
- Class Discussions: Class discussions will tie together theory and field experiences. Students will use on-line discussions, readings, class activities, and field experiences as the basis for discussing focus questions. (Objectives 1-5, and 7)
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