6.4.4 The challenge Phase

The challenge of the project is like a spring that winds up a child's toy; it winds up the project and sets it up for good learner engagement and a stimulating process. The aim is to have learners engaged in knowledge-building activities. In problem-solving projects the challenge phase is characterized by the posing of the problem and the challenge to find a solution. In other project-based approaches the challenge phase is characterized by posing essential questions to which there are no obvious answers. This launches an investigation in order to develop informed responses.

Whereas you do not want to plan a project just so that technology can be used (unless you are a computer/IT teacher), you definitely want to try to enhance the learning experience through the integration of technology. As you design a challenge for your learners you should always have an eye on the potential for technology use in the project.

Research in cognitive psychology tells us that if we want novices to perform at more expert levels, we need to examine how experts go about their work and then prompt novices through a similar process. Teaching the writing process is a classic example. We ask students to do what expert writers do—brainstorm, draw pictures, compile lists, or make free associations—and then help them think about an audience and descriptive details. Scaffolding positively affects student achievement (Bereiter & Scardamalia, 1984; March, 1993) by providing “temporary frameworks to support student performance beyond their capacities” (Cho & Jonassen, 2002, p. 6). As students internalize more advanced intellectual skills through ongoing practice, the teacher can gradually remove the scaffolded levels of support. Scaffolding is used to implement such approaches as constructivist strategies, differentiated learning, situated learning, thematic instruction, and authentic assessment.

 I have learnt that

In a WebQuest the challenge phase starts with the introduction, but peaks in the Task. A good WebQuest task includes:

• a real-world connection (e.g. the ban on the ivory trade)
• real-world roles:  (e.g. the team will play the roles of representatives from the  ivory trade and nature conservation)
• a real-world kind of task: (e.g. the team will have to make recommendations to the SITES world summit about whether ivory should be sold on the world market again)
• real-world deliverables, even if in a make-believe situation, but they know what they will have to deliver  (e.g. they will have to deliver a presentation and brief paper containing their recommendations) was also able to learn about the rubric                                                     http://cctionline.org/wp-content/uploads/2014/08/WebQuest_rubric_final.pdf  

practical exercises at Nakawa VTI Plumbing Department

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6.3.4 Skeleton of the Projects

The objectives of the project were;

•   Analyze existing projects and recognize examples of sound principles, best practice and practical ideas for your own practice; 
• Plan a WebQuest or similarly structured project; 
• Evaluate the effectiveness of a WebQuest or similarly structured project; 
• Select appropriate digital resources which are useful for teachers preparing and learners working on projects.  

 I have learnt that projects  have four phases. 

The first phase sets the scenario and poses the challenge. The second phase involves gathering data and information. The third phase involves processing the information and data, and using higher-order thinking skills such as analysis, evaluation, synthesis etc. The final phase involves reporting.

I was introduced to the webquest which i found was interesting 

 i have learnt that several aspects of WebQuests contribute to increasing student motivation. Many WebQuest tasks are designed to address problems or issues that exist in the real world, which makes the task authentic. In WebQuests, students use real, timely resources instead of dated textbooks and materials that are only presented from one point of view. Janna Elfrink, a third-grade eMINTS teacher in Reeds Spring uses WebQuests extensively in her classroom. "I use WebQuests almost exclusively for science and social studies instead of the textbooks. Although the textbooks offer valuable information, the WebQuests bring it to life for the students. Most WebQuests are tied to the Standards, and can therefore be substituted for the textbooks."

  http://www.thematzats.com/webquests/page2.html

 One of the key reasons for using WebQuests is that they prompt higher-level thinking. The questions posed to students require more than just finding and spitting back information. They must take the information they research and transform it into something else. Often students have to evaluate a variety of information sources that contain multiple opinions. Prior to the Web, it was difficult for teachers to provide resources with varying perspectives

while Creating WebQuests

Technologically, creating a WebQuest can be very simple. As long as one can create a document with hyperlinks, you can create a WebQuest. That means that a WebQuest can be created in Word, Power point, and even Excel! If you're going to call it a WebQuest, though, be sure that it has all the critical attributes.

A real WebQuest....

• is wrapped around a doable and interesting task that is ideally a scaled down version of things that adults do as citizens or workers.
• requires higher level thinking, not simply summarizing. This includes synthesis, analysis, problem-solving, creativity and judgment.
• makes good use of the web. A WebQuest that isn't based on real resources from the web is probably just a traditional lesson in disguise. (Of course, books and other media can be used within a WebQuest, but if the web isn't at the heart of the lesson, it's not a WebQuest.)
• isn't a research report or a step-by-step science or math procedure. Having learners simply distilling web sites and making a presentation about them isn't enough.
• isn't just a series of web-based experiences. Having learners go look at this page, then go play this game, then go here and turn your name into hieroglyphs doesn't require higher level thinking skills and so, by definition, isn't a WebQuest. Basing on the knowledge , I have started making my webquest    http://zunal.com/webquest.php?w=325159

6.2.4 Project Learning Goals

I have formulated the following Competences that i will want the learners to achieve at the end of my project .
Project Title: "Make an automatic water pumping system for a cattle farm"


The learners will be able to:

1. Give the materials used in making the system (Curriculum)
2. Brainstorm the challenges faced by cattle keepers in Uganda (Curriculum)
3. Share possible remedies using Facebook for the class (21st century skill)
4. Research using internet to establish the effect of height on pressures in an a rural setup.(21st century skill)
5. Apply the internet to calculate the head for specific diameters of pipes used.(21st century skill)
6. use a mind map to share the processes involved in making a water pump(21st century skill)
7. use Audacity app to record their presentations (21st century skill)
8. use windows film maker to make their videos.(21st century skill)
The learners will engaged by:

• Allowing them select the leadership of their different groups and distribute other roles among themselves.
• Allowing them to define for themselves what outcomes will indicate a successful project.
• Allowing them to totally plan for all the activities in the project which will include  outline the different tasks with their time frames, consult resource persons for information which may be a useful guideline in making conclusion of the statistics gathered.
• Making teacher merely supervise, among others, the setup of the blog, choice of platforms to be used, and posting of information on the blog.
• Making the learners take lead position in generating ideas on how to influence the surrounding community to guarantee safe pumping environmental conservation through a range of good practices

21st Century Skills

• Critical thinking and problem solving.
• Communication and collaboration.
• Research.  
• Creativity and innovation
• Higher order thinking skills
• Analyzing.
• Evaluating.
• Creating.
• Applying

6.1 Project based Learning

Project learning, also known as project-based learning, is a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups.

Because project-based learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying. Research also indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-centered learning. In addition, students develop confidence and self-direction as they move through both team-based and independent work.

In the process of completing their projects, students also hone their organizational and research skills, develop better communication with their peers and adults, and often work within their community while seeing the positive effect of their work.

Because students are evaluated on the basis of their projects, rather than on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-based work is often more meaningful to them. They quickly see how academic work can connect to real-life issues -- and may even be inspired to pursue a career or engage in activism that relates to the project they developed.

 

Benefits of project-based learning.

• PBL promotes self-motivation and self-responsibility to learn
• PBL facilitates more enjoyable and more effective learning
• PBL encourages learning from experience, allowing students to use and organise what has been learnt to understand problems
• PBL integrates knowledge with practice
• PBL nurtures the ability to analyse problems and to identify and acquire knowledge and skills needed to deal with real-life situations
• PBL develops teamwork and communication skills
• PBL trains students to be reflective and assess their own and others’ work
• PBL cultivates independence, curiosity, and skills for self-directed, life-long learning 

some useful links on prject based learning

 http://www.crlt.umich.edu/tstrategies/tscbt
http://www.edutopia.org/project-based-learning
https://www.iste.org/explore/articleDetail?articleid=386