1. TEACHER PERSPECTIVES AND EXPERIENCES: Using Project-Based Learning With Exceptional and Diverse Students (Peer Reviewed)
2. The Effect of Project Based Learning
Approach on Undergraduate Students' Environmental Problem Solving Skills. (Peer
Reviewed)
3. Project Based Learning: Explained.
https://www.youtube.com/watch?v=LMCZvGesRz8
4. 12 timeless project-based learning resources.
Retrieved
from: http://www.teachthought.com/learning/project-based
learning/13-timeless-project-based-learning-resources/
Inquiry –based learning is a teaching model that allows
students to construct their own understanding and knowledge base upon answering
a question through exploring/researching and collaboration with others. The
module sources for this week are based on the concept of PBL. The website
concept to classroom is basically A workshop that answers the questions of what
is inquiry-based learning? How does it differ from to the traditional approach?
What does that have to do with my classroom? What are the benefits of
inquiry-based learning? The website also gave us an overview of some real-life
examples of inquiry-based learning being used in the classrooms. The next tab
entitled exploration provided tools and activities to help us as learners build
upon the knowledge that we supposedly gained the first two sections the last
tab of the webpage implementation is basically a recap of all the principles of
inquiry and gives us a framework for designing our own inquiry –based learning
assignment. The next module resource was an article entitled 20 questions to
guide inquiry-based learning. The article basically stated a list of questions
that teachers should ask themselves before actually creating an inquiry-based
learning project. The peer-reviewed article that I chose talked about survey
results regarding teacher perspectives and experience with project-based learning
(PBL). Attention was paid to teachers
serving students with disabilities or giftedness. The article suggests PBL is
perceived as an effective measure when working with the two groups of students,
but while teachers are aware of PBL as an instructional strategy, they may lack
a clear understanding of PBL methodology.
References
Hovey, K. A., & Ferguson, S. L.
(2014). CHAPTER 6: TEACHER PERSPECTIVES AND EXPERIENCES: Using Project-Based
Learning With Exceptional and Diverse Students. Curriculum & Teaching Dialogue, 16(1/2), 77-90.
BENZER, E., &
şAHİN, F. (2013). The Effect of Project Based Learning Approach on
Undergraduate Students' Environmental Problem Solving Skills. (English). Ilkogretim Online, 12(2), 383-400.
Dauphin, S. (2013). 12 timeless project-based learning
resources.
Project
Based Learning: Explained. Retrieved from
https://www.youtube.com/watch?v=LMCZvGesRz8
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