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[xmca] Re:Project based learning
Hi Andy,
Just came across this website (www.handsonlearning.info/) for "Hands on
Learning" down here on the Mornington Peninsula and thought it might be
pertinent to your question.
Cheers,
Helen Grimmett
>
> Message: 4
> Date: Sun, 6 Sep 2009 00:37:31 -0500 (CDT)
> From: Gregory Allan Thompson <gathomps@uchicago.edu>
> Subject: [xmca] Project Based Learning (some examples from Dewey)
> To: xmca@weber.ucsd.edu
> Message-ID: <20090906003731.AKE35795@m4500-00.uchicago.edu>
> Content-Type: text/plain; charset=UTF-8
>
> As a late contribution to Andy's project based learning
> question, I was just reading in The Metaphysical Club (by
> Louis Menand) about some of the examples of Dewey's projects
> at the Laboratory School, and was struck by how simple and
> easily accessible they were:
> "One of Dewey's curricular obsessions, for instance, was
> cooking.... The children cooked and served lunch once a week.
> The philosophical rationale is obvious enough: preparing a
> meal (as opposed to, say, memorizing the multiplication table)
> is a goal-directed activity, it is a social activity, and it
> is an activity continuous with life outside school. But Dewey
> incorporated into the practical business of making lunch:
> arithmetic (weighting and measuring ingredients, with
> instruments the children made themselves), chemistry and
> physics (observing the process of combustion), biology (diet
> and digestion), geography (exploring the natural environments
> of the plants and animals), and so on. Cooking became the
> basis for most of the science taught in the school. It turned
> out to have so much curricular potential that making cereal
> became a three-year continuous course of study for all chidren
> between the ages of six and eight--with (on the testimony of
> two teachers) 'no sense of monotony on the part of either
> pupils or teacher.'" (Menard, p. 323).
>
> The principle behind this, for Dewey, was the unity of
> knowlege, that is, the understanding that knowledge is not to
> be separated from activity. I find these examples to be
> instructive in their simplicity and closeness to the student's
> lives -- most of these activities are located within the walls
> of the school.
>
> Seemed like good food for thought.
> -greg
>
> ----------------------------
> >
> >Message: 4
> >Date: Fri, 04 Sep 2009 12:00:51 +1000
> >From: Andy Blunden <ablunden@mira.net>
> >Subject: Re: [xmca] Project Based Learning
> >To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> >Message-ID: <4AA074D3.7030009@mira.net>
> >Content-Type: text/plain; charset=windows-1252; format=flowed
> >
> >xmca-ers, I sent the same message about project based
> >learning to a friend here in Melbourne who gave me such a
> >comprehensive answer, I thought I should share it:
> >-------------------------------------
> >Dear Andy,
> >
> >Project-based learning (PBL) is what you are, of course,
> >referring to. With an array of pedagogical origins extending
> >back many centuries (well, further, of course, in a
> >philosophical sense) and passing through numerous iterations
> >(including Dewey and the school of American pragmatism), the
> >espoused theory of PBL has been less nuanced than its richer
> >practice which invariably blends with other (even
> >oppositional) teaching strategies and methods.
> >
> >*A critique of PBL and other minimal guidance approaches*
> >
> >Minimal guidance techniques whereby learners discover or
> >'construct' essential information (including project-based
> >learning, discovery learning, problem-based learning,
> >inquiry learning, experiential learning and constructivist
> >learning) can constitute an inefficient and ineffectual way
> >to teach and learn. After at least 50 years of advocacy
> >associated with instruction using minimal guidance, there is
> >still no solid body of research supporting such techniques.
> >Not only is unguided instruction normally less effective,
> >there is also evidence that it may have negative results
> >when students acquire misconceptions or incomplete or
> >disorganised knowledge.
> >
> >Cognitive load theory (Paul A. Kirschner, John Sweller, and
> >Richard E. Clark in their above critique of minimal
> >guidance) suggests that the free exploration of a complex
> >environment may generate a heavy working memory load that is
> >detrimental to studentsâ?? more strategic and sharply focused
> >learning. As learning, by definition, means a change in
> >long-term memory, the problem with minimal guidance is that
> >the load on working memory makes it difficult for long-term
> >learning.
> >
> >Studentsâ?? working memory is thus burdened by requiring them
> >to sort through irrelevant information while locating
> >information that is relevant (a problem compounded, of
> >course, by the Net and superficial fact-gathering). And
> >working memory cannot be used efficiently to commit relevant
> >information to long-term memory if assessing the relevance
> >of material. Indeed, it is possible to search or work on
> >projects for extended periods of time with quite minimal
> >alterations to long-term memory.
> >
> >*A criticism of this critique â?? steps toward a synthesis*
> >
> >The main criticism is that critiques of PBL, etc. *do not
> >adequately bring to the fore the need to move beyond the old
> >antithetical either-or* *of teacher-centred didactic
> >instruction _versus_ student-centred learning*. There is
> >obviously always the danger of glorifying one end of the
> >educational spectrum and casting the other end into total
> >darkness. As suggested by terms such as 'guided discovery',
> >elements of both instructional guidance and inquiry-based
> >learning are not mutually exclusive.
> >
> >This blend of the best elements of what are often presented
> >as clear-cut alternatives is, of course, consistent with the
> >work of educators who seek to progress a 21st century
> >teaching and learning practice, founded on a more intimate,
> >complex, dialectical interplay of *both* studentsâ??
> >independent inquiry, problem-solving and practical project
> >work *and* increased depth of students' knowledge and
> >understanding of concepts, facts, laws, principles and
> >theories, as imparted by teachers.
> >
> >Long developed by many teachers in practice (even if their
> >espoused, 'pure' theories contradict this), this dialectical
> >interplay is obviously at the basis of techniques such as
> >scaffolding, cognitive apprenticeships and Vygotskyâ??s zone
> >of proximal development. Important, of course, to teaching
> >in the ZPD (as "the distance between the actual
> >developmental level, as determined by independent problem
> >solving, and the level of potential development as
> >determined through problem solving under adult guidance, or
> >in collaboration with more capable peers") is the precise
> >determination of what the student can really manage and
> >develop on his or her own. But this, in turn, obviously
> >depends on the guided instruction of a teacher or a more
> >knowledgeable peer or new, data-rich kinds of
> >technology-assisted collaborative learning.
> >
> >*Beyond the old dualisms in education*
> >
> >This educational practice is obviously quite distinct from
> >the two hitherto dominant and contrasting paradigms of
> >overly-didactic instruction _versus_ constructivist
> >inquiry-based learning. It is thus not inquiry-based
> >learning or PBL _per se_ (all of which contain useful
> >insights into how best to engage and motivate many students)
> >but rather the persistence of false dichotomies in education
> >that is the problem to be resolved, notwithstanding the many
> >instances of creative synthesis.
> >
> >Educational theory and practice has, of course, long been
> >bedeviled by false dualisms. (*This is _partly_ an Anglo
> >problem, of course â?? but this cultural and linguistic
> >question is another issue altogether*). Anyway, these
> >dualisms are also out of sync with most students who would
> >benefit greatly from an education system and from schools
> >that did not pose practical activities, projects and meaning
> >against abstract and theoretical studies but instead more
> >systematically and creatively combined new forms of
> >practical project work and independent inquiry and even
> >greater depth of scientific and philosophical knowledge and
> >understanding.
> >
> >Hope that this is of use!
> >
> >Cheers,
> >-Nic (nicholas.abbey@optusnet.com.au)
> >0402 152 634
> >
> >*As for the technique of PBL, have a look at:*
> >
> >â?¢ Mitchell, S., Foulger, T. S., & Wetzel, K.,
> >Rathkey, C. (February, 2009). The negotiated project
> >approach: Project-based learning without leaving the
> >standards behind. Early Childhood Education Journal, 36(4),
> >339-346. Available at
> >http://www.springerlink.com/content/c73q57211024x727/fulltext.html
> >
> >â?¢ Boss, S., & Krauss, J. (2007). _Reinventing
> >project-based learning: Your field guide to real-world
> >projects in the digital age._ Eugene, OR: International
> >Society for Technology in Education.
> >
> >â?¢ And from
>
>http://download.intel.com/education/Common/au/Resources/DEP/projectdesign/DEP_pbl_research.pdf
>
> >one or more of the following may be of interest:
> >* *
> >*Resources and research*
> >
> >*Autodesk Foundation
>
>*http://web.archive.org/web/20030812124529/www.k12reform.org/foundation/pbl/research/*
>
> >In a comprehensive synthesis, John W. Thomas, Ph.D.,
> >examines the research base for project-based learning.
> >*Buck Institute for Education *http://www.bie.org Buck
> >Institute offers training and a handbook to guide middle
> >school and high school teachers in incorporating
> >project-based learning into the curriculum. The Web site
> >also includes resources and research on PBL effectiveness.
> >*George Lucas Educational Foundation *www.edutopia.org* GLEF
> >provides a summary of project-based learning research, along
> >with a gallery of project examples (in print and video
> >versions).
> >*The Multimedia Project: Project-Based Learning with
> >Multimedia *http://pblmm.k12.ca.us/PBLGuide/MMrubric.htm*
> >Challenge 2000 Multimedia Project, federally funded project
> >which ran from 1996-2001, is described in detail and
> >explained in the larger context of a systemic school reform
> >initiative in Silicon Valley. Site includes array of
> >resources, including implementation strategies,
> >award-winning project examples, and evaluation published by
> >SRI.
> >*National Foundation for the Improvement of Education
> >*http://www.nfie.org/publications/ctb5.pdf* Connecting the
> >Bits (2000) includes a chapter on "Project-Based Learning
> >and Information Technologies."
> >*The Project Approach *http://www.project-approach.com*
> >Maintained by Sylvia Chard, professor at University of
> >Alberta and co-author of Engaging Children's Minds: The
> >Project Approach (2000).
> >* *
> >*References *
> >
> >_Project-based learning research_. Edutopia.
> >www.edutopia.org* Intel® Teach to the Future. (2003).
> >_Project-based classroom: Bridging the gap between education
> >and technology_. Training materials for regional and master
> >trainers. Author. Jarrett, D. (1997).
> >_Inquiry strategies for science and mathematics learning_.
> >Portland, OR: Northwest Regional Educational Laboratory.
> >http://www.nwrel.org/msec/images/resources/justgood/05.97.pdf*
> >_Project-based instruction: Creating excitement for
> >learning_. Portland, OR: Northwest Regional Educational
> >Laboratory. http://www.nwrel.org/request/2002aug/index.html*
> >SRI International. (2000, January). _Silicon valley
> >challenge 2000: Year 4 Report_. San Jose, CA: Joint Venture,
> >Silicon Valley Network.
> >http://pblmm.k12.ca.us/sri/Reports.htm* Thomas, J.W. (1998).
> >_Project-based learning: Overview_. Novato, CA: Buck
> >Institute for Education. Thomas, J.W. (2000). _A review of
> >research on project-based learning_. San Rafael, CA:
> >Autodesk. http://www.k12reform.org/foundation/pbl/research*
> >
> >
> >
> >
> >Michael Glassman wrote:
> >> Maybe it would be important to define Project Based
> Learning. I assumed that Andy was talking about the type of
> learning for instance promoted by Reggio Emilia (for younger
> children) and Perhaps the (early at least) Dewey school at the
> University of Chicago (which seemed to have influenced Reggio
> Emilia). In this form of Project Based Learning it is the
> students who initiate the project, based on their everyday
> experiences (this is where Reggio Emilia brings Vygotsky in a
> little bit I think). Whether the project continues is based
> on the continuing interests of the students, with the teacher
> serving as a facilitator. For older students the projects
> usually have a connection (but are not determined) by needs in
> their world and the community. For younger students the
> interest is more hedonistic. One early childhood project I
> wrote about was in an infant and toddlers class, based on
> construction, and it went on for months is a very fascinating
> manner.
> >>
> >> Is this what you meant Andy?
> >>
> >> Michael
> >>
> >> ________________________________
> >>
> >> From: xmca-bounces@weber.ucsd.edu on behalf of
> ERIC.RAMBERG@spps.org
> >> Sent: Thu 9/3/2009 11:51 AM
> >> To: ablunden@mira.net; eXtended Mind, Culture, Activity
> >> Subject: Re: [xmca] Project Based Learning
> >>
> >>
> >>
> >> Hey Andy:
> >>
> >> I have been in schools that utilize this and have seen
> mixed results. When
> >> a very powerful PTA assists in the organization of a
> project and parents
> >> spend their time tying up loose ends I have seen $25,000
> playgrounds
> >> built! Students were incorporated into the project in
> various ways and
> >> then they earned school credits based on portfolios that
> documented both
> >> their participation as well as the progress of the project.
> I have also
> >> seen gardens become overgrown and left untended.
> >>
> >> Here is a great website that provides insight into a
> specific project
> >> based learning initiative:
> >>
> >> http://www.urbanboatbuilders.org/
> >>
> >> A very worthwhile endeavor for helping to build social
> skills, teamwork
> >> and a sense of craftmanship.
> >>
> >>
> >>
> >>
> >> Andy Blunden <ablunden@mira.net>
> >> Sent by: xmca-bounces@weber.ucsd.edu
> >> 09/03/2009 10:26 AM
> >> Please respond to ablunden; Please respond to "eXtended
> Mind, Culture,
> >> Activity"
> >>
> >>
> >> To: "eXtended Mind, Culture, Activity"
> <xmca@weber.ucsd.edu>
> >> cc:
> >> Subject: [xmca] Project Based Learning
> >>
> >>
> >> Can anyone give me an opinion on the value of Project-Based
> >> Learning. Does it work (in other than privielegd schools)?
> >> What are the main criticism?
> >>
> >> Andy
> >> --
> >>
> --------------------------------------------------------------------
> ----
> >> Andy Blunden (Erythrós Press and Media)
> >> http://www.erythrospress.com/
> >> Orders: http://www.erythrospress.com/store/main.html#books
> >>
> >> _______________________________________________
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> >>
> >>
> >> _______________________________________________
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> >>
> >>
> >>
> >>
> >>
> --------------------------------------------------------------------
> ----
> >>
> >> _______________________________________________
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> >> xmca@weber.ucsd.edu
> >> http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> >--
> >-------------------------------------------------------------------
> -----
> >Andy Blunden (Erythrós Press and Media)
> >http://www.erythrospress.com/
> >Orders: http://www.erythrospress.com/store/main.html#books
> >
> >
> >
> >------------------------------
> >
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> >
> >End of xmca Digest, Vol 52, Issue 9
> >***********************************
> ---------------------------------------
> Greg Thompson
> Ph.D. Candidate
> The Department of Comparative Human Development
> The University of Chicago
>
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