Rigorous PBL by design : three shifts for developing confident and competent learners

McDowell, Michael (Michael P.) (Author).

Summary: "When problem- and project-based learning (PBL) is designed and delivered effectively, it has the potential to create confident and competent learners. Educators must know how to thoughtfully design projects that move students from surface to deep and transfer learning. Bridge the gap between expected PBL success and real-life classroom implementation by diving deep into the design for new and existing projects. Through in-depth examples, discover how to make three shifts essential to improving PBL's overall effect: Clarity--Students should be clear on what they are expected to learn, where they are in the process, and what next steps they need to take to get there; Challenge--Help students move from surface to deep and transfer learning; Culture--Empower them to use that knowledge to make a difference in their life and the lives of others. Be the key to help students discover, deepen, and apply their learning to a world beyond them"--From publisher website.

Record details

ISBN: 9781506359021 (pbk.)
Physical Description: print
xx, 187 p. : ill. ; 26 cm.
Publisher: Thousand Oaks, CA : Corwin, a SAGE company, 2017.

Content descriptions

Bibliography, etc. Note:

Includes bibliographical references and index.

Formatted Contents Note:

Foreword / by John Hattie ? Introduction -- Chapter 1. Focusing on Confidence and Competence in Learning. Confident and Competent Students at Work: Sir Francis Drake High School -- Confidence in Learning Attributes -- Competence in Learning Levels: Surface, Deep, and Transfer -- PBL as a Vehicle to Build Confidence and Competence in Learning -- Chapter 2. Designing PBL for Student Confidence and Competence. Make PBL Effective -- Advancing PBL by Design -- Chapter 3. Design Shift I: Clarity -- Understanding Expectations of Learning Upfront. Clear Expectations Motivate Learning -- Where Am I Going in My Learning? -- Steps for Determining Clear Learning Intentions and Success Criteria in Project Design -- Chapter 4. Design Shift II: Challenge -- Structuring and Sequencing Learning Through Projects. Designing for Challenge and Intervention -- Step 1 (Plan A): Align Student Activities and Teaching Actions According to Surface, Deep, and Transfer Expectations -- Step 2 (Plan B): Structure Inquiry to Identify Student Performance and Provide Support That Aligns With the Learning Needs of Students -- Chapter 5. Design Shift III: Culture -- Knowing and Acting on Impact Collectively. Developing a Culture of Confidence -- Chapter 6. Reflections on PBL Practice. Working Together for Impact -- Retooling PBL to Serve as a Vehicle for Confidence and Competence .