Описание: Chinese universities are striving to integrate new educational elements such as student-centered learning, group learning, active learning, and learning by doing into current traditional curriculum systems for creativity development among young generations. However, the concept of creativity by its very nature is a complex term of many perspectives. It is necessary to clarify what creativity is, how creativity can be fostered in learning environments, and what universities should do in order to foster creative young talents.
Introducing Problem-Based Learning (PBL) for Creativity and Innovation in Chinese Universities: Emerging Research and Opportunities is a critical scholarly resource that provides a multidimensional understanding on both challenges and opportunities of fostering creativity and PBL in Chinese universities and particularly discusses this implementation in a Chinese cultural context. Though related to a Chinese cultural context, the book can inspire other universities in other cultures, particularly in Asian areas, to learn why PBL is a potential strategy for creativity development and to rethink how to facilitate the innovation capability of universities in the future. Featuring a wide range of topics such as course design, educational technology, and curriculum development, this book is ideal for education professionals, academicians, teaching professors, researchers, administrators, and students.
Описание: Provides a multidimensional understanding of both challenges and opportunities of fostering creativity and Problem-Based Learning in Chinese universities, and particularly discusses this implementation in a Chinese cultural context.
The book's companion website features an updated guide to help teachers integrate technology into PBL experiences for online and blended learning instruction.
Does project-based learning (PBL) feel just out of reach in in your secondary classroom? Is project-planning an overwhelming project in and of itself? Dr. Jennifer Pieratt, a consultant and former teacher, knows firsthand how challenging designing projects can be, especially for secondary teachers with large caseloads and short class periods to engage in meaningful teaching and learning.
In this hands-on, interactive guide, Pieratt supports secondary teachers through the iterative process of planning authentic project-based learning experiences. Using backward design, she gives teachers ready to use strategies for identifying the best concepts to tackle in PBL experiences, brainstorming realistic projects, facilitating meaningful learning, and creating formative and summative assessments. The book is visually accessible in style and features
#realtalk soundbites that tackle the challenges to implementing PBL
Tips and resources to support the project-planning process
Planning forms to guide you through planning your projects
Key terminology and acronyms in PBL
Exercises to help you reflect and process throughout your project plans
Master PBL planning with this clear, efficient, and easy-to-use guide to creating enriching experiences for your students!
Project Based Learning can be messy, complicated, and downright scary. When done right, though, PBL and Inquiry are challenging, inspiring and fun for students. Best of all, when project-based learning is done right, it actually makes the teacher's job easier.
Now, you can demystify project-based learning
As questions and mysteries around PBL and inquiry continue to swirl, experienced classroom teachers and school administrators Ross Cooper and Erin Murphy have written a book that will empower those intimidated by PBL to cry, "I can do this " while at the same time providing added value for those who are already familiar with the process. Hacking Project Based Learning demystifies what PBL is all about with 10 hacks that construct a simple path that educators and students can easily follow to achieve success.
Hacking Project Based Learning provides a simple blueprint for PBL that helps you:
Establish a culture of inquiry and creativity in your classroom
Teach the kind of collaboration skills that harness dissonance
Turn High Impact Takeaways (HITs) into a project based plan
Create Umbrella questions that drive the project
Build a Progress Assessment Tool (PAT) that helps students inform and assess their learning
Use formative assessment throughout the entire PBL experience
Seamlessly integrate direct instruction to enhances the process, rather than interfere with it
Practice the patience that inspires a productive struggle, which leads to better understanding
Teach and embrace reflection during and at the end of the project
Publish work the right way, so all stakeholders can see it
Experts rave about Hacking Project Based Learning
"HACKING PROJECT BASED LEARNING is a classroom essential. Its ten simple "hacks" will guide you through the process of setting up a learning environment in which students will thrive from start to finish."
-Daniel H. Pink, New York Times Bestselling author of DRIVE
"Ross Cooper and Erin Murphy have researched PBL from every angle and offer practical steps to make the PBL experience highly beneficial to students because they are practitioners who use it. This book is a very important "How-to" for every teacher and leader who is interested in PBL.
-Peter DeWitt, author/consultant, Finding Common Ground blog (Education Week)
"The challenge for educators with project and inquiry based learning is finding the time and having the knowledge to implement effectively. Cooper and Murphy provide a much-needed resource that addresses both of these pain points in a concise, clear manner.
-Eric Sheninger, Senior Fellow, International Center for Leadership in Education
Are you ready for an amazing productive struggle in your classroom?
Countless educators from across the globe would love to leverage project based learning to create learner-centered opportunities for their students, but, believe it or not, PBL has yet to go mainstream.
If project based learning can benefit so many students, why isn't this approach the norm in teaching? Because educators have questions.
Since the release of their first book, Hacking Project Based Learning, Ross Cooper and Erin Murphy, prominent PBL experts, have connected with thousands of PBL practitioners.
Project Based Learning is Cooper's and Murphy's response to the most common, and most complex, questions educators ask about PBL and inquiry, including:
How do I structure a PBL experience?
What do I do while the kids are working?
How do I get grades?
How do I include direct instruction?
What happens when kids don't work well together?
How do I manage the chaos?
Project Based Learning answers these questions, and more, to show you how to do PBL and inquiry, and all school projects the right way, in any subject or grade.
Order yours today, and launch PBL in your class tomorrow.
Описание: Plan enriching Project-Based Learning experiences with ease!
If discovering a clear and efficient project-planning process is on your list, prepare to cross it off! This practical guide will help you design and construct project-based learning (PBL) experiences that facilitate deeper learning and develop 21st century skills for your students. Covering steps in the process such as brainstorming, benchmarking, and assessments, this accessible book also features: - #realtalk soundbites that honor the challenges to implementing PBL - Tips and resources to support the project-planning process - Planning forms to guide you through planning your projects - Exercises to help you reflect and process throughout your project plans
Автор: McDowell M Название: Rigorous PBL by Design ISBN: 1506359027 ISBN-13(EAN): 9781506359021 Издательство: Sage Publications Рейтинг: Цена: 5067.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The author shows how Project or Problem-Based Learning can be designed differently in order to accomplish maximum student growth in learning.
Автор: Megan Yih Chyn A. Kek; Henk Huijser Название: Problem-based Learning into the Future ISBN: 9811024529 ISBN-13(EAN): 9789811024528 Издательство: Springer Рейтинг: Цена: 12577.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
In this book we respond to a higher education environment that is on the verge of profound changes by imagining an evolving and agile problem-based learning ecology for learning. The goal of doing so is to humanise university education by pursuing innovative approaches to student learning, teaching, curricula, assessment, and professional learning, and to employ interdisciplinary methods that go far beyond institutional walls and include student development and support, curriculum sustainability, research and the scholarship of teaching and learning, as well as administration and leadership.
An agile problem-based learning (PBL) ecology for learning deliberately blurs the boundaries between disciplines, between students and teachers, between students and employers, between employers and teachers, between academics and professional staff, between formal and informal learning, and between teaching and research. It is based on the recognition that all of these elements are interconnected and constantly evolving, rather than being discrete and static.
Throughout this book, our central argument is that there is no single person who is responsible for educating students. Rather, it is everyone’s responsibility – teachers, students, employers, administrators, and wider social networks, inside and outside of the university. Agile PBL is about making connections, rather than erecting barriers.
In summary, this book is not about maintaining comfort zones, but rather about becoming comfortable with discomfort. The actual implementation is beyond the scope of this book and we envisage that changing perceptions towards this vision will itself be a mammoth task. However, we believe that the alternative of leaving things as they are would ultimately prove untenable, and more distressingly, would leave a generation of students afraid to think, feel, and act for themselves, let alone being able to face the challenges of the 21st century.
Автор: Susan M. Bridges, Rintaro Imafuku Название: Interactional Research Into Problem-Based Learning ISBN: 1557538042 ISBN-13(EAN): 9781557538048 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 6896.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Problem-based learning (PBL) has been deployed as a student-centered instructional approach and curriculum design in a wide range of academic fields across the world. The majority of educational research to date has focused on knowledge-based outcomes addressing why PBL is useful. Researchers of PBL are developing a growing interest in qualitative research with a process-driven orientation to examining learning interactions. It is essential to broaden this research base so as to support PBL designs and approaches to leading students into higher-order thinking and a deeper approach to learning. Interactional Research Into Problem-Based Learning explores how students learn in an inquiry-led approach such as PBL. Included are studies that focus on learning in situ and go beyond measuring the outcomes of PBL. The goal is to further expand the PBL research base of qualitative investigations examining the social dimension and lived experience of teaching and learning within the PBL process. A second aim of this volume is to shed light on the methodological aspects of researching PBL, adding new perspectives to the current trends in qualitative studies on PBL. Chapters cover ethnographic approaches to video analysis, introspective protocols such as stimulated recall, and longitudinal qualitative studies using discourse-based analytic approaches. Specifically, this book will further contribute to the current educational research both theoretically and empirically in the following key areas: students' learning processes in PBL over time and across contexts; the nature of quality interactions in PBL tutorials; the (inter)cultural aspects of learning in PBL; facilitation processes and group dynamics in synchronous and asynchronous face-to-face and blended PBL; and the developing nature of PBL learner identity.
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