Lessons Learned from Project-Based Learning & Standards-Based CurriculumThis page includes information about the following: differentiation, differentiated instruction, direct instruction, discovery learning, enhanced discovery learning, lessons learned, Project based Learning, Standards alignment, Standards-aligned instruction, standards based instruction, Scaffolding, & Unassisted discovery learning Case Study of Aligning PBL to Content StandardsThe end of the 10th grade at Camino Nuevo High School has been marked by an important project-based event before students can enter their 11th grade year: 10th Grade Mock Trials. Four core elements ensure that the 10th Grade Mock Trials are high stakes, authentic, and rigorous presentations of learning:
Our case study highlights the historical challenges we have faced, PLUS the very practical solutions that we launched this year that ultimately resulted in successful, high-stakes, quality projects across the 10th grade. Why Standards-Based Instruction?10th Grade Mock Trials was one of the "star" end-of-the-year interdisciplinary projects that led us to question whether we were using project-based learning to measure authentically our students' understanding of California content standards (Biology, English, History, and Mathematics). We recognized there were inherent flaws ranging from planning, through implementation, to final assessment:
Because students lacked the appropriate content support, they were unable to produce critical analysis and quality evaluation through their discovery learning process. Unassisted Discovery Learning vs. Enhanced Discovery Learning2011 Meta-Analysis studies on Direct Instruction and Discovery Learning came up with two conclusions:
From “Art of Science & Teaching” by Robert J. Marzano Unassisted Discovery Learning Is Not a Substitute for Direct Instruction
Increasing Student Achievement: Direct Instruction with Enhanced Discovery Learning
From “Art of Science & Teaching” by Robert J. Marzano Document Actions
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