Overview of Experiential Education Theory - NCPN

Document Sample
Overview of Experiential Education Theory - NCPN Powered By Docstoc
					 What do we know about project based learning?

 How is it different from the more traditional teaching
 25 years of proven success in the medical education

 Replicates challenges regularly encountered in one’s
 life and career

                       (PBL Overview)
 State and National Standards
 Career Exploration
 Life Lessons
 Funded by the U.S. Department of Transportation

 Developed to improve academic achievement and to
    inform students about careers in transportation

 Supports and aligns with the National Career Cluster
    and Common Core Standards as well as state standards

 Developed by teachers for teachers

 Modules have a common theme related to some aspect
  of transportation, and all are related to math, science,
  English, and/or social studies.

 The goal is to expose students to a wide variety of
  careers in transportation and improve their academic
Lesson 1: From Where Does Power Come?
 What I want students to know…
 What I want students to be able to do…

Mini-Demonstration of Lesson 1:
     From Where Does Power Come?
 Small groups: At least one member of each group will
 need a smartphone to access dictionary.com and /or
 one of the websites listed on your flash cards.

 Your task: Determine the advantages and
 disadvantages of the different types of energy assigned
 to your group and present your findings on a chart.

 After creating your chart, choose one energy type to
 present as the most logical choice for fueling
 automobiles of the future.
 FL DOE Language Arts State Standards
 Common Core State Standards
     - English Language Arts and Literacy in
            History/Social Studies, Science, and
            Technical Subjects
     - College and Career Readiness Anchor Standards
            for both Reading and Writing
     - Reading Standards for Literacy in Science and
            Technical Subjects
 Field tested Lesson 3, Activities 1, 2, and 3 as a prequel
  to the activity we just demonstrated

 Currently preparing brief summary and evaluation of
  the activities, as well as recommendations

 Finally, integrating pilot tested activities into

 Easy as 1-2-3!
“It was fun!”
                                          “It was challenging.”

“I did extensive research.”
                                          “I liked it.”

“I learned a lot.”
                        “It was a lot of work, but it was worth it.”

    “We knew what to do. Because of the rubric it was structured.”
 Dr. Frances Beauman, Project Director
 217-725-1140 or fran@beaumanconsulting.com

 Ms. Cynthia Brennan-Jones, Field Tester
 772-462-7895 or brennan_c@bellsouth.net

Shared By: