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 f1DM2A907663; Tue, 13 Feb 2001 17:02:10 -0500 (EST) Date: Tue, 13 Feb 2001 17:02:10 -0500 (EST) Message-Id: <4.2.2.20010213165632.00a51c40@postoffice.worldnet.att.net.> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: donna curry <donnac@clinic.net> (by way of "Ronna G. Spacone" <rgspacone@worldnet.att.net>) To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1376] Re: Project based learning X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii" X-Mailer: QUALCOMM Windows Eudora Pro Version 4.2.2 Status: O Content-Length: 2383 Lines: 34 Hi Jenny and others, Off the top of my head, I can think of several things that differentiate the project-based units you find in high school and middle school curriculum from projects developed for our adult learners: 1 - Projects for junior and high school kids are just that - for kids; often curriculum materials are designed to help kids develop skills and knowledge that they may need for the future, not for their present situation; 2 - Already designed projects do not take the needs and goals of learners into consideration; 3 - Ready-made projects usually don't offer clear assessment strategies - which should be based on learner needs; 4 - A ready-made project chosen by the teacher may be exciting for him or her, but without the learners' input, it's hard to say whether they'd be interested in it or not. The learners need to see the value of the project; they need to understand how the project connects to their goals. Having said all that, I do believe that ready-made projects can serve a useful purpose in adult education classes. If a teacher has relied on text- or workbooks as the driver of the curriculum, a ready-made project may be a starting point. Before choosing an activity or project, however, I think it's important to discuss with learners the purpose of the activity. Have them help design criteria for what the final product will look like. What skills will they be working on and how will those skills be assessed? Have the learners develop a plan with clear expectations. Have them think about how the activity will help to develop skills and knowledge that are transferable to their adult roles. Adapting an existing project is a positive way to move from dependence on workbooks. Donna Donna Curry Publications Coordinator EFF National Center 207/581-2402 Jenny Ransone wrote: I've been looking at examples of project based units and it seems to me that a lot of what I've looked at are projects that could be picked up and placed in a high school or even middle school curriculum. It made me wonder..... What is the difference between project based activities appropriate for traditional classrooms, for example secondary education, and adult classrooms? Is there a difference, and, if so, what makes them different?In addition, what elements make the project EFF? Thanks, Jenny Ransone Adult Learning Center Franklin, IN
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