The Nine Steps of Project-Based Learning
When using the project-based learning strategy, it is almost guaranteed that the that would meet predetermined specifications and be subjected to heavy weight. thus allowing teachers to generate their own ideas for projects that would be. Kindergartners shouldn't be limited to crayons and text books, they too can do project-based learning. Project Based Learning engages students in developing . In this post, I will give a quick explanation of project-based learning and then give you some tips and ideas to begin to implement it in your own.
Chapter 11. The Nine Steps of Project-Based Learning
Jordan and his students determined the parameters of the construction, setting strictly defined limits to the length of the bridge and the roadway above. Negotiating the Criteria for Evaluation Mr. Jordan and his students decided that the projects should be assessed by asking the following questions: Did the group design and construct a bridge that employed the Roman arch concept?
Did the bridge support the weight that was placed upon it?
Once the criteria were clearly defined, the students realized that they might have to be modified in the future. Accumulating the Necessary Materials The students decided that they would use paper or soft balsa wood and glue or tape to make their arch bridges. Jordan told them that any material they needed would have to be purchased at a mock store, and they were expected to keep track of their expenditures on an expense sheet.
Jordan reminded students that construction commodities were very expensive in Ancient Rome. Students decided that the bridge that withstood the most weight and was most cost-effective would win. Creating the Project Students in each group worked on preliminary sketches and graphic organizers until they decided on a final design.
Project Based Learning in Kindergarten
During this stage, Mr. Jordan served as coach, moving from group to group to guide the students' work. Do the students have a clear understanding of the task? Does each student have ownership of her role within the group?
Are the students attentive and working together cooperatively? Are the resources that students use geared to their comprehensive level of understanding? Are any groups stumbling in a way that is blocking their work due to heightened emotions? Jordan's role as coach obtained a clarity of purpose throughout this process. Preparing to Present the Project The students in each group prepared for the final stages, discussing whether or not the presentations needed to be rehearsed, or whether display cards had to be written.
They also made note of the following: Who designed and built the arch bridge The cost expended on materials What made their design aesthetically appealing What they thought was unique about their design What made their arch bridge strong enough to hold the weight that was placed on it Step 8: Presenting the Project During this stage, students become aware of the ways their presentations meet the criteria of assessment.
The teacher-coach observes how engaged they are in presenting their projects. Each group in Mr. Jordan's class showcased its arch bridge to the class, explaining how the design was achieved. Testing one bridge at a time, weight was placed on top of it, to determine how much stress the bridge could bear without collapsing.
Not one student was absent on the day of the competition. Reflecting on the Process and Evaluating the Process In this simulation, the students discussed what they enjoyed about working in pairs or small groups, and how one student's idea would spawn another student's idea.
Project Based Learning in Kindergarten - KTeacherTiff
They discussed what they liked about the materials and what they found to be frustrating. Students shared their reflections to note what they had in common and what was special to each pair or to each individual personally. They reviewed the criteria of assessment and discussed how well they met them.
Note that the chart is brief, thus allowing teachers to generate their own ideas for projects that would be applicable to their own areas of specialization. Section Summary When students practice decision making and deductive reasoning and are exposed to examples from real life, they are able to expand their skills, evaluate their options, and think critically.
The activities in this section help students visualize how events actually unfold by having students conduct research, discuss and write about the material, collect or draw illustrations, and reflect on their work.
The final product should do something to answer this question.
An Example of Project Based Learning In my classroom, we use a science program that sends creatures by mail. The next day, the fish were dead. My students were devastated.
- Pre-K to Kindergarten
From this experience, I saw the perfect opportunity to begin a PBL unit. We had a driving question- How can we set up a habitat for goldfish in which they will thrive? I then mapped out the standards that I knew we were working on and that we could work on through the project.
Once you have this lined out, your day to day lessons will come much easier. We read many nonfiction books and took to the internet for information on proper goldfish care. We wrote down our new learning on anchor charts which we revisited often. We also did a survey to determine what we would name our goldfish. I incorporated goldfish problems that would help us into our daily problem-solving There are 10 gallons in a tank, each goldfish needs 5 gallons of water.
How many goldfish can be in our tank? Ideas to Get you Started— take a look at some of these driving questions, products, and audiences that you might use with your kinders. Sharing with older students is a favorite! How can we prepare for a class pet? How can we create an escape plan in our homes in case of emergency?