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Aprendizaje basado en proyectos
APRENDIZAJE BASADO EN PROYECTOS GLOBALES
LA CREACIÓN DE UN PROYECTO DE CLASE
Mantener a los estudiantes de las Instituciones Educativas (IE) comprometidos y motivados constituye un reto muy grande aún para los docentes más experimentados. Aunque es bastante difícil dar una receta que sirva para todos, la investigación evidencia que existen prácticas que estimulan una mayor participación de los estudiantes. Estas prácticas implican dejar de lado la enseñanza mecánica y memorística para enfocarse en un trabajo más retador y complejo; utilizar un enfoque interdisciplinario en lugar de uno por área o asignatura y estimular el trabajo cooperativo (Anderman & Midgley, 1998; Lumsden, 1994). El aprendizaje por proyectos incorpora estos principios.
EL APRENDIZAJE BASADO EN PROYECTOS SOCIALES El Aprendizaje Basado en Proyectos Sociales es un tipo de aprendizaje que utiliza el “método de proyectos” para la conducción didáctica de un proyecto social con diferentes actores, con el fin de participar en la promoción del Desarrollo Humano Sostenible. Consiste en un conjunto de experiencias de aprendizaje que involucran a los estudiantes, sus profesores y personas de la comunidad en la solución de algún problema de orden social. Al asociar varios grupos de personas en un mismo proceso de aprendizaje común, todos colaborando en compartir el conocimiento y la acción social, el Aprendizaje Basado en Proyectos Sociales, de por su misma naturaleza, crea una Comunidad de Aprendizaje.
El Aprendizaje por Proyectos Utilizando las Tecnologías de la Información y las Comunicaciones
Diseño de Proyectos Efectivos
Project, Problem, and Inquiry-based Learning
Instructional module Project Based Learning El módulo de instrucción responde a preguntas como: ¿ Por qué es importante el aprendizaje basado en proyectos? ¿Qué es? y ¿Cómo funciona?
Designing Worthwhile PBL Projects for High School Students, Part 1 A project-based learning teacher and coach with nearly 15 years of experience writes about "the most effective tool for organizing content and motivating students to think hard." Designing Worthwhile PBL Projects for High School Students, Part 2 Project-based learning has the potential to become one of the most useful and defensible instructional strategies of this age. New Skills for a New Century The Challenge 2000 PBL+MM Model Why do project-based learning? Assessing Student Work with Project-Based Learning Project-Based and Problem-Based:The same or different? The terms project-based learning and problem-based learning are each used to describe a range of instructional strategies. The breadth of their respective definitions, their conceptual similarity, and the use of the shorthand term PBL result in some confusion in the literature. A brief survey of professional dialogue, Internet postings, and literature on project-based and problem-based learning reveals both similarities and differences between the two. Evaluation of Project Based Learning Steps for Planning and Implementing a PBL+MM Project Challenge 2000 Planning Guide Planning Guide Student Reflection Questions The following questions can be used by the teacher and a colleague to reflect on how a class project embodies the model of project-based learning supported by multimedia General Activity Summaries:Creating a rubric Establishing a common understanding of the assessment process and allowing students to participate in creating their own assessment standards are important components of project-based learning. Student-created rubrics emphasize student decision-making, collaborative learning, performance-based assessment, and real world connections. Rubrics can be used for planning and assessment by students and teachers throughout the project and as tools for media literacy General Activity Summaries: Peer design reviews Design reviews throughout the project give students the chance to learn from each other and learn to critique constructively. Design reviews are short structured events, in which a group discusses the work they have done so far, and their plans to complete the project. There peers critique the plan and offer suggestions. Students can learn a lot from each other. General Activity Summaries :Student led discussions Student led discussions will be an important aspect of group projects. Whether practicing informal collaboration or more formal real world type meetings, students will benefit from taking time early on to develop strategies or guidelines for good student led discussions. By discussing, developing, and reflecting on student roles, ground rules, and other aspects of group discussions, students can enhance the efficiency of student led discussions. An established structure for such discussions will also support students' willingness to risk expressing ideas and increase their involvement with the process. General Activity Summaries: Production teams Production teams set the stage for student direction. Production teams which work together for the duration of a long term project can provide multiple opportunities for students to collaborate with each other and play active roles in the learning and production process. Production teams can also provide unique opportunities for assessment and reflection. The goal of planning for production teams is to provide adequate structure for students to function independently. General Activities: Across group help When groups are working on their projects, it's valuable to have strategies for the groups to share questions with each other. Students learn from each other, generate new ideas, and get important feedback from other groups
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