This week it was a pleasure to welcome #gtchat Advisor and long-time friend of our chat, Ginger Lewman, to discuss project-based learning. Ginger is a popular keynote and presenter at gifted and education conferences around the world. If you ever get a chance to hear her speak, it will be an experience to remember.
The benefits of project-based learning are extensive and especially good for gifted and talented students. It is a driver for critical thinking, collaboration and innovation. Project-based learning can spark creativity and develop problem solving skills as well as provide deeper, more meaningful learning for students.
“Soft skills and emotional intelligence can be a struggle for some gifted and talented students. Project-based learning helps them grow in a safe environment. Students get to work in areas of strength and interest bringing interests. Good for all students, but essential to untapped potential.” ~ Ginger Lewman
Teachers and students are the primary stakeholders and beneficiaries in the pedagogical shift to project-based learning. Students are now in the driver’s seat and the teacher is the facilitator. To make the shift work well, teachers must be open to the democratization of their classrooms; be willing to open up their own thinking to criticism. Students should realize efficacy in their efforts; empowered to lead rather than follow. Parents, too, are stakeholders when they seek to hold the system accountable for authentic learning by becoming involved.
How does an educator design and implement quality project-based learning? They need to understand that it’s a steep learning curve for all involved at the beginning. ‘Planning sessions must focus on long-term sustainability instead of a just one-off workshop.’ (TeachThought)
“Project-based learning can be a gateway-drug for seeing students’ strengths, interests, and talents. AND for recognizing a NEED for something MORE.” ~ Ginger Lewman
Teachers must balance project-based learning with testing, accountability, curriculum and pacing. They need to begin to think differently about testing and accountability; learning to think trumps content every time. Today, teaching is going under some fundamental changes requiring a lot of soul searching about outcomes and authenticity.
What does quality feedback look like and how do you assess the success of project-based learning? High quality project-based learning leads to the creation of a product such as a display, performance, or construction. Assessments include peer and self-assessment, are both formative and summative, develop content and success skills, as well as process and products. (Getting Smart)
You can take project-based learning to the next level with more sophisticated project design and assessment. Self-reflection completes a quality project-based learning experience through journaling, presentation and/or group discussion. Performance tasks should reflect competency by demonstrating knowledge and skills. The projects will show authentic learning including student choice and voice. A transcript of this chat can be found at Storify.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Tuesdays at 8E/7C/6M/5P in the U.S. and Wednesdays at Noon NZST/10 AM AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Storify. Our Facebook Page provides information on the chat and news & information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: firstname.lastname@example.org
Ginger Lewman (website)
Graphic courtesy of Lisa Conard. Photo courtesy of Ginger Lewman.
Our recent chat with Ginger Lewman centered on Project-Based Learning. Ginger is an Education Consultant with ESSDACK, specializing in Project/Problem Based Learning, gifted and high-ability learners, differentiated instruction, and technology integration. After teaching in public schools for 15+ years, she joined the ESSDACK team, partnering with Kevin Honeycutt to bring you LifePracticePBL, a flavor of Project Based Learning that engages all learners, Kindergarten through High School.
Ginger presented a thorough explanation of the difference between doing projects and Project-Based Learning. “Doing projects is about learning a topic, reading something, being taught AND THEN doing a project that demonstrates what you learned. On the other hand, PBL is about learning *by* doing. It’s about having a question or a challenge to answer and that the learning happens because it has to be gathered/experienced. And the learning has to occur in order to answer the Question or solve the problem.” A full transcript of the chat may be found here.
Edupreneur ~ Ginger’s Blog
Ginger Lewman’s Library on Diigo
Project Based Learning: A Recipe for LifePractice by Ginger Lewman on Scoop.It!
PBL Outline/Ideas Livebinder
PBL Resources Livebinder
PBL: Learning Geogebra Livebinder
PBL in the Primary Classroom Livebinder
PBL as Entrée, Not Dessert Livebinder
Project-Based Homeschooling (book)