Making 20% Matter Most: Meeting the Needs of Gifted and High Ability Students Through Type III 20Time (T4) Projects

2021 ◽  
Vol 45 (1) ◽  
pp. 24-37
Author(s):  
Pamela Bailey ◽  
Jane L. Newman
Keyword(s):  
Project Based Learning ◽  
Evidence Based Practices ◽  
Course Content ◽  
Type Iii ◽  
9Th Grade ◽  
English Class ◽  
Passive Learning ◽  
Original Poems ◽  
Original Product ◽  
High Ability Students

A 9th grade Honors English class creates and publishes original poems, art, fiction, and nonfiction products through an activity called “Type Three – Twenty Time = T4.” The instructional method merges elements from Renzulli’s Type III process with elements from Brookhouser’s 20Time Project-based learning model. Each student researches an interest passion topic and creates a related original product or service for a real audience. Upon reflection on the experience, the author identifies evidence-based practices including compacting ELA course content to create time for the T4 process; enhanced student engagement; active learning versus passive learning; improved writing skills; quality presentation skills; higher level creative and critical thinking; and upgraded 21st Century skills.

scholarly journals Learning based on the project entitled "Design and construction of a wooden bridge"

2016 ◽  
Vol 6 (2) ◽  
pp. 135
Author(s):  
Cristina Barris ◽  
Lluís Torres ◽  
Enric Simon
Keyword(s):  
Structural Design ◽  
Failure Load ◽  
Theoretical Calculations ◽  
Project Based Learning ◽  
Course Content ◽  
The Third ◽  
Material Optimization ◽  
Engineering Degree ◽  
The University ◽  
Design And Construction

This article presents the results of a case involving the application of project-based learning carried out with students in the Mechanical Engineering degree program at the University of Girona. The project, entitled “Design and construction of a wooden bridge”, was conducted at the Polytechnic School in the third-year Structures course. This project required students to address, consider and solve different problems related to the resistance of materials, structural calculations, material optimization and structural design. The project also included the building of the bridge based on the calculations made, thus enabling the students to verify the suitability of the theoretical calculations as compared to real results. Finally, a competition was held to reward those teams who obtained the best ratio between the failure load and the weight of the bridge. The main conclusion observed from the implementation of only two editions of this project is the acquisition of the different proposed competences (both specific and cross-curricular) by the students. Finally, it was interesting to note that after completing the activity, the students were observed to be more motivated by the course content.

MO-F-134-02: Project-Based Learning - Expanding Course Content with a Broad-Scope Project

2013 ◽  
Vol 40 (6Part25) ◽  
pp. 413-413
Author(s):  
R Howell ◽  
S Kry ◽  
U Titt
Keyword(s):  
Project Based Learning ◽  
Course Content ◽  
Broad Scope ◽  
Scope Project

scholarly journals IMPLEMENTASI PROJECT-BASED SYLLABUS DALAM MENINGKATKAN MUTU PEMBELAJARAN

2016 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
I Dewa Gede Rat Dwiyana Putra
Keyword(s):  
Human Resources ◽  
Religious Education ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Team Work ◽  
Quality Of Education ◽  
Education Department ◽  
Instructional Process ◽  
English Class

<p><em>One of the important components which determine the quality of education is the quality of instructional process. A qualified instructional process is characterized by the involvement of all instructional aspects, namely; human resources, material, media, and also the environment where the instructional process takes place, (Mukhid, 2007). All of those instructional aspects need to be accommodated by an appropriate method in order to make them effective. An instructional method that is proved effective in improving the instructional process is Project-Based Learning (PBL). </em><em>This method of teaching and learning would facilitate the students with the instructional</em><em> process that accommodate the students’ creativity and potentials. PBL provides authentic challenges and choices of processes in accomplishing the task. The teacher guides the students as a facilitator while the students do the project using their individual initiative. Moreover, individual initiative which is different in every student then empowers the team work to get the expected goal (Liegel, 2004). Finally, the instructional syllabus should first be constructed to implement PBL effectively that could accommodate all of its advantages. This article would elaborates the application of</em><em> EFL syllabus that is made based on PBL method. The syllabus was applied in Applied English Class of Religious Education Department, IHDN Denpasar. </em><em>The findings highlight both</em><em> benefits and shortcomings of this type of syllabus and also emphasize the importance of Project-Based Syllabus in improving the quality of instructional process.</em></p>

scholarly journals The development of learning modul of colloid system integrated with project based learning (PjBL) system to increase the result of students’ learning

2021 ◽  
Vol 13 (1) ◽  
pp. 78-84
Author(s):  
Sri Wartika ◽  
◽  
Zainuddin Muchtar ◽  
Wesly Hutabarat ◽  
◽  
...  
Keyword(s):  
Project Based Learning ◽  
Learning System ◽  
Learning Material ◽  
Development Research ◽  
Pretest Score ◽  
Learning Module ◽  
9Th Grade ◽  
School Year ◽  
Colloid System ◽  
System Module

This research aims to develop learning material in the form of colloid learning system module integrated with PjBL model in accordance with curriculum 2013 and to find out the increasing of students learning result after using learning module of colloid system integrated with Project Based Learning (PjBL) system. The type of the study is development research and experiment. It examines how the module of Integrated with Project Based Learning (PjBL) integrated with PjBL model is organized based on curriculum 2013 and the experiment is managed by analyzing the using of the module in senior high school. The study was carried out to the students of 9th grade of SMA Negeri 1 Sunggal and SMA Swasta Muhammadiyah 18 Sunggal school year of 2018/2019 in second semester. The data are examined by using independent sample of T-test by using SPSS 23 program. The result shows that colloid system module integrated with PjBL developed model is valid and appropriate to be used based on BSNP.The score of the students who are taught by with the module has increased in average about 82.80 (high) with a pretest score of 31.80 (low), the score of the students who are taught by using textbooks increase to 77.60 (middle) with a pretest score of 32.40 (low). Keywords: Module, Colloid, Project based learning

Fashion Libraries as a Means for Sustainability Education—An Exploratory Case Study of Adolescents’ Consumer Culture

2019 ◽  
Vol 13 (2) ◽  
pp. 129-151
Author(s):  
Carolin Becker-Leifhold ◽  
Anja-Lisa Hirscher
Keyword(s):  
Project Based Learning ◽  
Female Adolescents ◽  
Post Intervention ◽  
Mixed Methods Approach ◽  
Course Content ◽  
Incremental Change ◽  
German City ◽  
Students Attitudes ◽  
Depth Interviews

Adolescents often do not consider sustainability in their consumption behaviours. Sustainability issues are challenging to communicate through course content alone. Against this background, the concept of fashion libraries (FLs) was introduced to adolescents at a non-denominational school in a small German city. The purpose was to explore whether the students’ attitudes would change over time in response to distinct interventions and project-based learning, such as the foundation of an FL, upcycling workshops and lectures on sustainability. The sample comprised 10 female adolescents in the age between 13 and 16 years, who volunteered to participate in the clothing library project. An exploratory mixed-methods approach, including a questionnaire, two interventions and pre-and post-intervention in-depth interviews, was utilized. The findings hint at an incremental change in the students’ attitudes towards an appreciation of garments and a change in behaviour. They started to reflect their behaviour and consequently reduced the frequency and quantity of their clothing purchases. To the best of the authors’ knowledge, this is the first article in which an FL was founded to investigate the consumption behaviour of adolescents.

Project based learning approach in pedagogical agent assisted learning environment

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Efsun Karaca ◽  
Dilek Karahoca ◽  
Adem Karahoca
Keyword(s):  
Learning Environment ◽  
Human Computer Interaction ◽  
Attitude Scale ◽  
Project Based Learning ◽  
Computer Assisted ◽  
Pedagogical Agent ◽  
Course Content ◽  
Before And After ◽  
Students Attitudes ◽  
Computer Interaction

Since many of project based learning (PBL) cases performed in Science & Mathematics fields, the purpose of this study is to specify the contributions of developing computer assisted project for the teaching process in Human Computer Interaction (HCI) course teaching with the support of pedagogical agent assisted learning environment. This study attempts to examine the effects of PBL approach in pedagogical agent assisted learning environment on students’ attitudes and achievements in human computer interaction (HCI) course. Project-Based Learning Attitude Scale, Pedagogical Agent Satisfaction Survey and Perception of Course Content Attitude Scale were applied to students in order to determine the students’ achievements in and attitudes towards the activities of pedagogical agent assisted PBL approach. Furthermore, review tests were applied twice as pre-test and post-test before and after the pedagogical agent assisted learning. As a result, the paper indicates that pedagogical agent assisted PBL approach affects students’ achievements and attitudes in HCI course in a good way.Keywords: project based learning. pedagogical agent assisted learning environment, human-computer interaction, e-learning

scholarly journals ASSESSING STUDENTS’ LEARNING IN PROJECT-BASED LEARNING APPROACH

2015 ◽  
Vol 7 (1) ◽  
pp. 38-50
Author(s):  
Fitriati
Keyword(s):  
Teaching And Learning ◽  
Project Based Learning ◽  
Assessment Process ◽  
Learning Approach ◽  
Development Programs ◽  
Simple Task ◽  
Passive Learning ◽  
Real World Problem ◽  
Comprehensive Information ◽  
Effective Teaching And Learning

Students’ passive learning has motivated educators constantly to seek innovative ways to encourage students and improve their learning outcomes. Project-Based Learning (PBL) may be a particularly productive method for transforming practice in ways that support students learning. However, the implementation of PBL is challenging because it requires substantial change to teaching and assessment. The purpose of this paper is to explore new assessment methods that are needed in assessing students’ performance in PBL and how teachers can employ these methods in their practices. The insights provided by Project-Based Learning approach are essential for promoting effective teaching and learning. PBL provides students with an opportunity to engage in the learning process by working collaboratively to solve real-world problem. Moreover, PBL offers the potential to help students become reflective and flexible thinkers who can use knowledge to take an action. This paper emphasizes that the formative approach should be integrated throughout the assessment process, but it should be balanced with observation and tests or tasks in order to provide comprehensive information about student progress and outcomes. Sustained project-based learning is not a simple task for teachers, therefore, teachers need to be involved in professional development programs to get more understanding about what and how assessment might be realized in the project-based approach.

scholarly journals REDEFINING PROJECT BASED LEARNING IN ENGLISH CLASS

2018 ◽  
Vol 2 (2) ◽  
pp. 121
Author(s):  
Aswadi Jaya ◽  
Hermansyah Hermansyah ◽  
Evi Rosmiyati
Keyword(s):  
Project Based Learning ◽  
English Class

Infusing the Science of Learning Into a Higher Education Leadership Seminar at a Public University

2020 ◽  
pp. 57-77
Author(s):  
Lisa Jasinski ◽  
Coreen W. Davis ◽  
Annie Biggs ◽  
Julie A. Schell
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Learning Strategies ◽  
Project Based Learning ◽  
Learning Goals ◽  
Graduate Courses ◽  
Course Content ◽  
University Of Texas ◽  
The University

This chapter explores how one graduate-level seminar incorporated technology and insights from the science of learning to improve the delivery and assessment of course content. Drawing on the case study, “Technology and Innovation in Higher Education,” an elective seminar for master's and doctoral students taught at The University of Texas at Austin (2015-2017), the authors discuss the benefits of project-based learning, retrieval-based learning strategies, and the use of diverse teams in educational settings. The authors consider how technology was used in this blended-learning/hybrid course to more efficiently and effectively achieve the learning goals. The chapter concludes with practical recommendations for instructors who seek to incorporate insights from the science of learning in their graduate courses.

Harnessing the Power of Low-tech Collaborative Learning

2020 ◽  
Vol 2 (6) ◽  
pp. 609-614
Author(s):  
Monica Sheth ◽  
Naziya Samreen ◽  
Irina Rapoport ◽  
Priscilla J Slanetz ◽  
Alice Fornari ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
The United States ◽  
Learning Activity ◽  
High Tech ◽  
Educational Approach ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Passive Learning ◽  
Interactive Classroom

Abstract Medical education in the United States has undergone a paradigm shift from passive learning to more interactive student-centered teaching methods. Several digital tools and platforms have been developed to assist educators in creating a high-tech, interactive classroom. However, there are many low-tech ways to engage learners and improve retention by combining collaborative learning techniques and summary exercises. Collaborative learning is an educational approach that involves the coordinated engagement of two or more learners for the purpose of completing a task or solving a problem. Such methods use a student-centered active learning model to promote higher-order cognitive tasks through active engagement in course content. Additionally, summary exercises at the end of a learning activity promote reflection and retention of learned concepts while clarifying content that may have been confusing for the learner. The purpose of this article is to describe the methodology and tips for the implementation of low-tech collaborative learning methods and summary activities into trainee educational activities to create an engaging student-centered learning environment.

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