Seven Essentials for Project-Based Learning

http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx

Seven Essentials for Project-Based Learning

3. Student Voice and Choice學生的發言和選擇

Once her students' interest was piqued by a challenging question, Ms. McIntyre explained the requirements for the "Don't Close the Beach" project, which included an individually written paper, an oral presentation of students' work accompanied by media technology, and a product of students' choice created by teams. Students chose to develop media kits, public service announcements, web pages, brochures, and letters to government and industry officials, among other products.

一旦她的學生的學習興趣被一個具有挑戰性的問題激發，McIntyre女士要求解釋為“Don't Close the Beach”項目，其中包括一個單獨的書面文件，用媒體技術口頭介紹學生的工作夥伴，由學生選擇隊伍產生成果。學生選擇發展媒體工具，公共服務公告，網頁，宣傳冊，關於政府的信件，以及其他成果。
This element of project-based learning is key. In terms of making a project feel meaningful to students, the more voice and choice, the better. However, teachers should design projects with the extent of student choice that fits their own style and students.

這個課程的關鍵為基礎的學習。使學生覺得有意義，更多發言和選擇。然而，教師應設計課程讓學生選擇能夠符合學生自己的風格。

On the limited-choice end of the scale, learners can select what topic to study within a general driving question or choose how to design, create, and present products. As a middle ground, teachers might provide a limited menu of options for creative products to prevent students from becoming overwhelmed by choices. On the "the more, the better" end of the scale, students can decide what products they will create, what resources they will use, and how they will structure their time. Students could even choose a project's topic and driving question.

在有限的選擇，最大的範圍下，學生可以選擇什麼課題來研究，並且選擇如何設計，創建，和呈現成果。在中間地帶，教師可提供有限的選項，以防止學生選擇了不能勝任的選項。在“越多，越好”的範圍下，學生可以決定他們將創建什麼成果，他們將使用什麼樣的資源，以及它們將如何利用自己的時間。學生可以選擇一個項目的主題和問題。

4. 21st Century Skills  21世紀技能

Once Ms. McIntyre's students had decided on actions that would help them respond to their driving question, they got to work. Collaboration was central to the project. Students formed teams of three or four and began planning what tasks they would do and how they would work together.

一旦McIntyre女士的學生已經決定的行動，他會幫助他們應對其問題。從核心到細節他們都一起合作。學生組成三、四人的團隊，開始策劃他們會做什麼任務以及他們如何將一起工作。

As they worked, each team regularly paused to review how well they were collaborating and communicating, using rubrics they had developed with the teacher's guidance. To boost collaboration skills, Ms. McIntyre used role-playing and team-building activities. She showed students how to use time and task organizers. They practiced oral presentation skills and learned to produce videos and podcasts. In writing journals, students reflected on their thinking and problem-solving processes, which they knew they would need to explain in their oral presentation.

他們工作時，每個團隊經常停下來檢討他們的合作和交流，他們在老師的指導下成長學習。為了提高合作能力，McIntyre女士用角色扮演和團隊建設活動。她教了學生如何利用時間和組織任務。他們訓練口頭表達能力，並學會了製作影片。透過寫日誌，學生反映自己的思想和解決問題的過程，他們知道他們必須用口頭去解釋。

A project should give students opportunities to build such 21st century skills as collaboration, communication, critical thinking, and the use of technology, which will serve them well in the workplace and life. This exposure to authentic skills meets the second criterion for meaningful work—an important purpose. A teacher in a project-based learning environment explicitly teaches and assesses these skills and provides frequent opportunities for students to assess themselves.

一個課程應給予學生有機會建立這樣的21世紀技能，合作，溝通，批判性思維和使用科技，這將有助於他們的工作和良好的生活。這種符合真實社會情境的技能，是有意義工作的一個重要目的。一位老師在一個課程為基礎的學習環境，明確教導和評估這些技能，並提供機會讓學生經常來評估自己。