Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f03GaX917742; Wed, 3 Jan 2001 11:36:33 -0500 (EST) Date: Wed, 3 Jan 2001 11:36:33 -0500 (EST) Message-Id: <4.2.2.20010103112249.00a394c0@postoffice.worldnet.att.net.> Errors-To: rgspacone@worldnet.att.net Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: Jane Meyer <meyer_j@ccsdistrict.org> (by way of "Ronna G. Spacone" <rgspacone@worldnet.att.net>) To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1319] Re: Resources for Project Learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset="iso-8859-1" X-Mailer: QUALCOMM Windows Eudora Pro Version 4.2.2 Status: O Content-Length: 4540 Lines: 23 Ronna G. Spacone wrote: > NIFL-4EFF Colleagues, what's your view of project learning, as the "direction to take" to implement EFF? What experiences can you share? Any specific projects? > > If project learning is happening where you work, how do you incorporate student goals into the project? What mechanisms have you built in so that students relate what they're doing to the various elements of the EFF Framework and to their lives? How do incorporate the components of performance of the EFF standards into the activities? > Ronna, we use project learning in our Even Start project all the time and love it! Our classes are multilevel so we usually choose projects that can be done at a variety of levels. Our students just finished a unit on cultural heritage where their project was to write a book for their children with a message about their family heritage. Some students wrote only 1 or 2 sentences per page and others wrote paragraphs, but all followed the components of performance for the standard Convey Ideas in Writing. First students read other children's books about the author's heritage and discussing what message the author was trying to convey and how he/she organized the book to convey the information for the intended audience. This helped them focus on the first 2 components of performance: 1) determine the purpose for communicating and 2) organize and present the information to serve the purpose, content, and audience. Then, before and as they wrote, lessons were given individually or in small groups as needed about conventions in the English language which is the third component of performance for the standard convey ideas in writing. Finally they sought feedback (the last component of performance) from classmates using a proofreading sheet they had created and talked with each other about how well they delivered their messages and what revisions would make the book more effective before the final feedback from their own children. Sometimes we choose large projects that incorporate several different activities so that students can work on the part of the project that fits their goals. A project to make first aid kits for each of our adult ed. classrooms began with everyone working on the standard plan to organize the project and then progressed to some students who had math goals working on the budget and comparison pricing (using the standard use math to solve problems and communicate) while other students who had reading goals worked on the standard research to determine what to put into the kits. Later some students with writing goals wrote up instructions and a student interested in becoming more proficient on the computer did the layout and typing of the document. We could have carried it farther by giving oral presentations when we delivered the kits if we had had students interested in improving their speaking skills. Students chose which parts of the project they wanted to work on based on what would help them meet the goals they had set for themselves. We find students are more motivated when we do project-based learning. Because in real life skills are layered students have a chance to focus on one skill, but also practice other skills at the same time. The trick is to find projects that are meaningful for the students. The best way is for the students to suggest the projects which sometimes they do, but more often they need encouragement. Sometimes if you can get students talking or reading about an issue or an idea they get fired up and want to do something. If all else fails we give them choices of projects so at least they have some say in the project. My suggestions for those starting with project-based learning are: 1) Start with smaller, shorter, more controlled projects until staff and students feel comfortable. 2) Work toward student ownership/control of the project. 3) Consider (with the students) whether you are looking for process or product or some combination of both. 4) Look at the EFF framework and see how the project connects (which will help connect the project to student goals) and then plan the project focusing on one or more of the EFF standards making sure to include all of the components of performance for the standard in the project. 5) As students become more self directed help staff to understand their new role to be one of observing and identifying learning opportunities, then facilitating that learning. Jane Meyer, coordinator Canton, Ohio ABLE meyer_j@ccsdistrict.org
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