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HU Credits:
4
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Teaching Training - Diploma
Semester:
1st Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Dr. Adar Cohen
Coordinator Office Hours:
Teaching Staff:
Dr. adar cohen
Course/Module description:
Innovation has become a pivotal idea in contemporary educational thought and practice. Yet, implementing alternative methods in a traditional school system is a challenging task for teachers. Building on the Active Construction theoretical approach, this course will focus on experiencing one method of active inquiry. Project Based Learning [PBL] is a teaching method in which students gain knowledge and skills by working for an extended period of time as a group that investigates and responds to an authentic, engaging and complex question, problem, or challenge.
Course/Module aims:
Experiencing a progressive teaching method and learning how to implement it in the classroom.
Learning outcomes - On successful completion of this module, students should be able to:
a. Develop a P.B.L. teaching unit
b. Evaluate the advantages and disadvantages of the method
c. Form a personal educational attitude regarding P.B.L.
Attendance requirements(%):
100%
Teaching arrangement and method of instruction:
Lectures and discussions
Team work
Providing and receiving peer-feedback
Course/Module Content:
Experiencing P.B.L. teaching method
Required Reading:
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House, 83(2), 39-43.
Holm, M., (2011). Project-Based instruction: A review of the literature on effectiveness in pre-kindergarten – 12th grade classrooms, Insight: Rivier Academic Journal, 7(2), 1-13.
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. The Cambridge Handbook of the Learning Sciences. pp. 317-333.
Patton, A. (2012). Work that matters: The teachers' guide to project-based learning. London: Paul hamlyn foundation (online version)
Additional Reading Material:
Hammer. D. (1997) Discovery Learning and Discovery Teaching, Cognition and Instruction, 15:4, 485-529
Kirschner, P., Sweller, J. & Clark, R.E. (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational Psychologist, 41:2, 75-86
Stefanou, C., Stolk, J. D., Prince, M., Chen, J. C., & Lord, S. M. (2013). Self-regulation and autonomy in problem-and project-based learning environments. Active Learning in Higher Education, 14(2), 109-122
Grading Scheme :
Essay / Project / Final Assignment / Home Exam / Referat 40 %
Active Participation / Team Assignment 10 %
Submission assignments during the semester: Exercises / Essays / Audits / Reports / Forum / Simulation / others 40 %
Attendance / Participation in Field Excursion 10 %
Additional information:
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