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Peer Project Learning

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Peer Project Learning

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El Aprendizaje en Pares y Proyecto (PPL) es un modelo interactivo de aprendizaje centrado en el estudiante, que puede ser fácilmente adoptado por cualquier instructor que quiera cambiar su rol clásico de entregar información a sus estudiantes, a un modelo donde su rol principal es administrar un conjunto completo de instrucciones. PPL se diseña para cumplir los objetivos de STEM y está constituido de dos partes fundamentales; de aprendizaje en pares en el aula y de aprendizaje basado en proyecto en el laboratorio. En PPL, los estudiantes toman un papel activo para construir su conocimiento científico, los que van desde la Lectura Previa a la Clase, Preguntas Conceptuales en la Instrucción en Pares, Trabajo en equipo para la solución de Problemas, Desarrollo y Presentación del Proyecto.

Peer Project Learning (PPL)
Is an interactive student-centered curriculum, which can be easily adopted by any instructors who want to change their roles from delivering information to managing a complete set of instructions. PPL is designed to meet the goals of STEM, and consists of Peer Learning in the classroom and Project Learning in the lab. In PPL, students take an active role to build up their scientific knowledge through the pre-class reading, conceptual questions in Peer Instruction, team problem solving, development and presentation of project.

El Aprendizaje en Pares y Proyecto (PPL) es un modelo interactivo de aprendizaje centrado en el estudiante, que puede ser fácilmente adoptado por cualquier instructor que quiera cambiar su rol clásico de entregar información a sus estudiantes, a un modelo donde su rol principal es administrar un conjunto completo de instrucciones. PPL se diseña para cumplir los objetivos de STEM y está constituido de dos partes fundamentales; de aprendizaje en pares en el aula y de aprendizaje basado en proyecto en el laboratorio. En PPL, los estudiantes toman un papel activo para construir su conocimiento científico, los que van desde la Lectura Previa a la Clase, Preguntas Conceptuales en la Instrucción en Pares, Trabajo en equipo para la solución de Problemas, Desarrollo y Presentación del Proyecto.

Peer Project Learning (PPL)
Is an interactive student-centered curriculum, which can be easily adopted by any instructors who want to change their roles from delivering information to managing a complete set of instructions. PPL is designed to meet the goals of STEM, and consists of Peer Learning in the classroom and Project Learning in the lab. In PPL, students take an active role to build up their scientific knowledge through the pre-class reading, conceptual questions in Peer Instruction, team problem solving, development and presentation of project.

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Peer Project Learning

  1. 1. Florencio  R.  Pinela   Harvard  University:  Visi0ng    Scholar   Professor  at  ESPOL   Educa0on:  Florida  Ins0tute  of  Technology  &  ESPOL     Youngjin  Seo   Harvard  University:  Postdoctoral  Fellow   Educa0on:  Seoul  Na0onal  University    
  2. 2. Started  by  Judith  A.  Ramaley,   STEM    is  designed  to   revoluAonize  the  teaching  of   subject  areas  such  as   MathemaAcs  and  Science  by   incorporaAng  Technology   and  Engineering  into  regular   curriculum.  
  3. 3. Goals  for  U.S.  STEM  Educa0on   •  GOAL  1:  Expand  the  number  of  students  who   ul0mately  pursue  advanced  degrees  and  careers   in  STEM  fields  and  broaden  the  par0cipa0on  of   women  and  minori0es  in  those  fields.   •  GOAL  2:  Expand  the  STEM-­‐capable  workforce  and   broaden  the  par0cipa0on  of  women  and   minori0es  in  that  workforce.   •  GOAL  3:  Increase  STEM  literacy  for  all  students,   including  those  who  do  not  pursue  STEM-­‐related   careers  or  addi0onal  study  in  the  STEM   disciplines.   Na0onal  Research  Council  (2011),  Successful  K-­‐12  STEM  Educa0on.      
  4. 4. v  The  instructor’s  primary  role  shiEs           from  delivering  informa0on  to   managing  a  complete  set  of  instruc0ons   and  process.     v  The  students’  role  shiEs  from  being   passive  recipients  of  informa0on  to  one   of  accep0ng  responsibility  for  the  ini0al   exposure  to  the  course  content  so  that   they  will  be  prepared  for  the  in-­‐class   teamwork.     Michaelsen,  L.,  Sweet,  M.  &  Parmalee,  D.  (2008),  The  essen0al  elements  of  Team-­‐Based  Learning.  
  5. 5. “Students  should  be   prepared    .…. q   To  pass  the  Test   q   To  Know   q   To  Create            Eric  Mazur’s  AP50  introduc0on,    h^p://bit.ly/AP50firstclass  (Chrome  only)    
  6. 6. Teachers have developed and used various approaches of teaching that fit the criteria for student-centered learning. Many of these developers have created original names for their approaches. There is a broad spectrum of named approaches, which include • Active Learning (Bonwell & Eison, 1991) • Collaborative Learning (Bruffee, 1984) • Inquiry-based Learning • Cooperative Learning (Johnson, Johnson, & Smith, 1991) • Problem-based Learning • Peer Led Team Learning (Tien, Roth, & Kampmeier, 2001) • Team-based Learning (Michaelson, Knight, & Fink, 2004) • Peer Instruction (Mazur, 1997) • Inquiry Guided Learning • Just-in-Time Teaching • Small Group Learning • Project-based Learning • Question-directed Instruction  
  7. 7. Peer   Project   Learning   Peer   Instruc0on   Team-­‐ Based   Learning   Project-­‐ Based   Learning   Peer   Assessment  
  8. 8. Peer  Project   Learning   Peer  Learning   (Classroom   Ac0vity)   Project  Learning   (Laboratory   Ac0vity)  
  9. 9. Pre-­‐Reading  (textbook,   ar0cle,  video,  anima0on  etc.)   The  class  starts  with  a   short  quiz.  (The  quiz   must  be  graded)  
  10. 10. Lecture  (Brief     Presenta0on)   First  Round   Ques0ons   (Student  poll  1)   Second  Round   Ques0ons (Student  poll  2)  
  11. 11. Eric  Mazur  
  12. 12. A  set  of  problems   is  given  to  the   students  to  be   solved  individually.       The  students  in  a  team   share,  explain,  and   discuss  their  answers   to  submit  a  final  team   report.     The  team  report   must  include   explana0ons  as   well  as  answers,   which  will  be   reviewed  by   instructor.  
  13. 13. The  ECQ  is  an  individual  quiz  with  essay   form,  and  must  be  relevant  to  the   Conceptual  Problems.   The  goal  of  ECQ  is  to  ensure  that  students  par0cipate  in   the  lecture  with  responsibility.     The  ECQ  should   deal  with  the  basic   and  core  concepts   in  the  course,  and   not  exceed  30   minutes.  
  14. 14.          GroupEng,  h^ps://www.groupeng.org/  
  15. 15.                                                                                  AP50  Harvard  University   •  The  project  in  TBL  is  a  teamwork  ac0vity  in  which  students  have   a  chance  of  gaining  knowledge  and  skills  by  applying  concepts,   laws  and  principles  covered  by  lectures.     •  Through  the  project,  students  can  learn  both  conceptual  and   procedural  knowledge.    
  16. 16.   1.  The  project  consists  of  open-­‐ended  problems,  which  are  intriguing  and   challenging  to  students.     2.  The  project  covers  contents  in  the  lecture  for  students  to  apply  concepts   and  skills.   3.  Through  the  project,  students  reinforce  the  competencies  especially   valuable  nowadays  such  as  problem  solving,  cri0cal  thinking,  collabora0on,   communica0on  and  crea0vity.   4.  The  project  allows  students  to  make  decisions  about  how  they  manage   their  0me  efficiently  and  concretely  to  meet  each  dead  line.     5.  The  project  includes  reflec0ve  processes  like  peer  and  team  assessment  to   give  feedback  on  the  quality  of  their  work  just  in  0me.     6.  Students  have  an  opportunity  to  present  and  share  their  outcomes  to   other  people  outside  as  well  as  their  classmates  and  instructor.      
  17. 17. KrisAn  Sainani,  professor  at  Stanford  University   said  in  science,  research  is  a  king,  and  it's   important,  but  over  the  past  decade  universiAes   have  started  to  pay  more  aSenAon  to  the  “soE   wriAng  skills"  that  scienAsts  also  need.  
  18. 18. The  TradiAonal  Lab  Report     The  tradiAonal  lab  report    is  known  to  create  several   pedagogical  shortcomings  in  the  introductory  physics   course,  parAcularly  with  regard  to  promoAng  students’   engagement  and  encouraging  quality  wriAng.  
  19. 19. The  “LeSer”  Project  Reports   In  PPL,  we  propose  the  use  of  a  “LeSer   Project  Report”  as  an  alternaAve  to  a   tradiAonal  lab  report  in  order  to  create  a   more  authenAc  wriAng  experience.   Lane,  W.  B.  (2014),  Le^ers  home  as  an  alterna0ve  to  lab  reports.  The  Physics  Teacher,  52,  397-­‐399.  
  20. 20. 1.  Each  team  selects  a  real  person,  recipient,  to  address  the  final  project   report,  but  the  recipient  should  not  be  an  expert  in  science.   2.  The  recipient  must  be  able  to  learn  some  scien0fic  knowledge  from  the   final  project  report.     3.  A  team  writes  the  final  project  report  in  the  tone  of  a  le^er,  considering   both  the  correctness  of  informa0on  and  the  clarity  of  expression.   4.  The  final  project  report  includes  the  setup  of  project  in  sufficient  detail,   the  scien0fic  laws  and  formulas  used,  and  the  results  and  discussions   obtained.       5.  The  descrip0on  of  project  should  be  clear  and  precise  enough  so  that   other  students  in  the  course  can  easily  repeat  the  whole  process  of   project.  
  21. 21. PROJECT   FINAL   GRADE   PEER   ASSESSMENT   REPORT   REPORT   PRESENTATION  
  22. 22. Final   Grade   Project   Grade/Peer   assessment   (30%)   End  chapter   Quiz  (30%)   Final   Accumula0ve   Test  (30%)   Pre-­‐Reading   Quiz  (10%)  

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