Learning It by Doing: Project-based Learning

• Learning It by Doing: Project-based Learning
• Introduction
• Unit 1: Project-Based Learning – Theoretical Approach
  • I. 1. An outline of the history of project pedagogy
  • I. 2. Definition – The interpretation of the terminology of project-based pedagogy
  • I. 3. Project-based pedagogy in Hungarian and in international pedagogical literature
  • I. 4. Activities
  • I. 5. Bibliography and recommended literature
• Unit 2: Learning Theories – The interrelatedness of constructivist learning theory and project-based pedagogy
  • II.1. Constructivist learning theory
  • II. 2. The interrelatedness of constructivist learning theory and project-based pedagogy
  • II. 3. Key elements of PBL
  • II. 4. Practice
  • II. 5. Bibliography and recommened literature
• Unit 3:
  • III. 1. Types of pedagogical projects
  • III. 2. Practice. Project-based pedagogy: arguments for and against
  • III. 3. Bibliography and recommended literature
• Unit 4: The impact of project-based pedagogy on motivation
  • IV. 1. The interpretation of motivation.
  • IV. 2. The motivating effect of PBL
  • IV. 3. PBL outcomes: development of skills and competences
    • IV. 3. 1. PBL-developed knowledge items (KI), skills and competences
  • IV. 4. Tasks and exercises
  • IV. 5. Bibliography and recommended literature
• Unit 5: Types of projects. EU Projects in the Area of Education
  • V. 1. Warm-up
  • V. 2. Working with texts
  • V. 3. Extending the topic
  • V. 4. Bibliography and recommended literature
• Unit 6: The Practice of Project-Based Learning (PBL)
  • VI. 1. Warm-up
  • VI. 2. Working with texts
  • VI. 3. Extending the topic
  • VI. 4. Bibliography and recommended literature
• Unit 7: Phases of Project Work
  • VII. 1. Warm-up. Unjumble words.
  • VII. 2. Working with texts. The project sequence. Filling in a grid
  • VII .3. Teacher’s Guide to Project Approach: Project Phases at School
  • VII. 4. Extending the Topic: PBL Classrooms. Mini quiz
  • VII. 5. Video
  • VII. 6. Projects as team work
  • VII. 7. Bibliography and recommended literature
• Unit 8: Evaluating Projects
  • VIII. 1. Warm-up. Reflection practice
  • VIII. 2. Working with texts. Project evaluation and quality assessment
  • VIII. 3. Working with texts. Reflective Practice
  • VIII. 4. Dissemination. Cloze test
  • VIII. 5. Methods of dissemination. Word guessing
  • VIII. 6. Bibliography and recommended literature
• Unit 9: Projects in the area of environmental education
  • IX. 1. Definition, characteristics and goals of environmental education
  • IX. 2. A model for teaching and learning in an environmental education project
  • IX. 3. Examples of projects in environmental education
    • IX. 3.1. Example of Projects in Environmental Education by a Primary School
    • IX. 3.2. Example of projects in environmental education by lower primary teacher training students
  • IX. 4. References and suggestion for further reading
• Unit 10: Projects in the Area of Languages
  • X. 1. Warm-up. Compound words
  • X. 2. Working with texts. Crosscurricular Creativity. Creative task design
  • X. 3. Working with texts. The Vill@ge project
  • X. 4. Working with texts. The SPEAQ project
  • X. 5. Bibliography and recommended literature
• Unit 11: Revision and Tests
  • XI. 1. I. Multiple choice. Choose the correct answer
  • XI. 2. Cloze test
  • XI. 3. Activities and questions
  • XI. 4.
  • XI. 5.
  • XI. 6. References
• Unit 12: Practice material: Project Videos
  • XII. 1. Bibliography and recommended literature