Jared Pyles

Tag: 542

  • The Active Classroom Initiative #7

    The project is in the books, now it’s time to reflect. What should students and instructors focus on in their reflection? What is valuable feedback that would be beneficial to the project’s implementation moving forward? How often should the reflection take place?

  • The Active Classroom Initiative #6

    Let’s discuss failure and feedback! Sorry about the audio only. I’m honestly not sure what happened to the video.

  • The Active Classroom Initiative #5

    Integrating curriculum with PBL: How can it be done in higher education?

  • The Active Classroom Initiative #4

    Effective assessment in PBL: What part can students play in creating rubrics and other assessments for the project?

  • The Active Classroom Initiative #3

    Discussing the development of the driving question

    5 Star Project mentioned: http://pblramsteines.weebly.com/
    Visual map for my PBL Project


  • The Active Classroom Initiative #2

    The project video above was a great inspiration to me when building my own project. I felt this project was a perfect example of creating authenticity in PBL. Specifically, I appreciated the emphasis on connecting to the public. This project does this by relating it to a real-world problem that they are trying to solve. The project also involves community experts not just at the end during the presentation phase, but during the revision process. I thought that was an interesting usage of outside experts. This will be something I will include, as I want to involve other schools with educational professionals who have built similar spaces to what my students will be doing. I would like to have professionals like this for students to bounce ideas off of and advice on building, developing, and revising their learning spaces.

  • The Active Classroom Initiative # 1

    After reading about what makes up PBL projects from BIE, I’ve noticed some commonalities in place that are seen in most PBL projects. Notably:

    • Real world connection
    • Communication with experts
    • Student voice and choice (or agency)
    • Presentations of final projects for the public
    • A movement from individual to group to whole class

    I also read about authenticity in PBL in an article from Edutopia. A mark of an authentic PBL project is that the work is real and authentic to the students’ lives. According to the article, the four characteristics of an authentic PBL project are:

    1. The project meets a real need beyond the classroom, or products created are used by real people.
    2. There is a focus on a relevant issue for students
    3. There is a realistic scenario or simulation
    4. It involves real world tools, tasks, standards, and processes

    These are all good to know as I begin to assemble my project.