Copyright protects things like…music,
words, artwork, images, choreography, sound recordings, dramatic works,
writing, etc… the list can go on. Copyright is a law that gives you ownership
over things you create and protects your original work. Creative Commons (CC)
set out licenses that enable authors to declare how their work/creations can be
used by others in their original works which includes attribution, share-alike,
non-commercial and no derivative works. It is important to give credit to the
authors and creators where it is due, because if you do not…this results in plagiarism.Plagiarism would be a very important topic to cover towards my
students in terms of copyright. Plagiarism is the act of stealing or passing
off the words or ideas of someone and using it as one’s own. It is using
someone else’s work without crediting the source. Especially in terms of
writing, I would plan a mini lesson on how to prevent plagiarism from occurring.
For example, start out with steps on planning to write a paper (i.e. consult
with your instructor, take effective notes). While writing the paper, it is
crucial to keep in mind when you are ever having any doubts about citing, do it
anyway! Make it clear who said what in your paper and also know how to
paraphrase. Lastly, analyze and evaluate your sources (not all sources are
legitimate, so make sure you double check them). This website explains the simple
steps discussed on avoiding plagiarism: Preventing Plagiarism
Genius hour is a time that allows students to discover their own passions and motivates creativity in the classroom environment. Genius hour doesn't necessarily mean that students only get one hour to complete the activity. It can range from 30 minutes of class activities to months of hard passion-based projects. Imagine working on and creating something you absolutely love? Students in this case, will be more determined and take more initiative to complete their final task. They communicate and connect with teachers and even peers to plan and produce and community members to form a sense of purpose for their work. The main goal of Genius hour is student-centered, providing students with freedom to design their own learning.
“Create something that will make the world
awesome.” – Kid President
When I think of passion I think of love, desire, emotion, power, feeling, strength
and belief. Passion is something that comes from the heart and what is strongly
rooted inside of a person. Passion is fire; it is a force that can inspire,
move and strengthen people. As future educators, we need to bring passion into
learning, teaching and everything in between. Passion has the ability to motivate
students in ways that you could have never thought were possible. It enables
students to overcome challenges in order to attain a goal that is meaningful and
desirable to them. Passion-Based Learning(PBL) requires both the student and
the teacher, where the student takes control over his or her learning which is
led by meaning and is positively guided by the teacher. All students have
something significant to bring to the table, and with the proper guidance and
motivation by teachers, students can feel confident enough to ignite the fire
inside. However, there is a problem. There is an extreme lack of passion-driven
teaching and learning going on in classrooms today.
Reflecting back in elementary school, I could
confidently say there was a strong absence of PBL in almost every classroom I
was taught in, except one. The most memorable learning experience I had as a
child was in sixth grade. I had never been in a classroom with such drive,
motivation and most importantly passion, and my teacher of course was the main
reason for this love of learning. Every lesson he would teach would literally
fall into a life lesson and we would always come out of it learning something significant.
He would make each and every one of his students feel so important by pointing
out positive characteristics about them, freely expressing this in front of the
whole class. What stood out the most about my grade six teacher was his ability
to believe. He strongly believed in not only himself, but in all of us. Many
teachers trust to believe that their students are not self-directed or
independent learners. They often think that the key to learning is strictly
having the teacher telling their students what to do, say and think. We have
trained students into thinking that this way of learning is the only way, but
with skillful teaching it is possible to un-train them.
Professor Lane
discussed two approaches to getting a child passionate about something. First,
you must find out what each child is innately passionate about. By doing this,
you have to get to know your students. Having knowledge about students will
allow teachers to refine lessons, discussions and activities so that they are
more effective learning experiences. References to student backgrounds,
interests and knowledge can set the classroom setting into a more personal
atmosphere while making the material more accessible. Secondly, you must be an
instructor that radiates passion for the topic, and infect your students with
that excitement (Ramirez, 2013). You must show students why you love the topic
by sharing your passion; get excited about what you’re teaching! Even the most
difficult and boring topics can be the most fascinating ones to learn about.
For example, subjects such as math or science might not be the strongest area
of learning for some students, but if they are taught with enthusiasm and
inspiration students will be hooked with desire and curiosity like they never
were before. Teachers must have a beginner’s mindset while teaching,
visualizing how what they are teaching about would look to students if they are
seeing it for the first time (Ramirez, 2013). With this of course, comes
patience and passion. 25 Ways to Institute Passion-Based Learning in the Classroom is an excellent website of how to incite the passion in your own
students.
A love of learning is a
crucial skill to obtain in the 21st century. If you love what you
are learning, chances are that the product of your learning will be more
successful and meaningful. Over the course of the term, I have learned about
the many different 21st century skills and literacies, and how
important they are to incorporate into the curriculum and teaching practices. Critical
literacy is the most significant skill when it comes to PBL as it encourages
students to explore, question, investigate, take action and create.
Independence is a skill that students will grasp and be comfortable with learning
through their own passions and also their teacher’s passion of learning. An
example of this student-centered inquiry that was presented in lecture is “Genius
Hour.” During this hour, students are given free time to follow their passion
as it guides students to inquire, reflect and learn. The students start their
projects by choosing and researching a topic that they find most intriguing and
create a presentation in which they can share the relevant knowledge they
obtained. The assessment is self-assessment and teachers help facilitate the
sessions, while giving feedback throughout the process. Collaboration and communication
is another 21st century skill that is included in Genius Hour where
students are encouraged to support and have valuable discussions with their
peers. Students will actually feel confident sharing their ideas with their
peers because these projects are created from the students themselves which is
something to definitely feel proud of. With PBL also comes self-regulation.
Students who are motivated to achieve a particular goal will participate in
self-regulatory activities they feel will help them reach that goal. Self-regulated
learning includes planning, monitoring, evaluation and ultimately control of
one’s learning in order to maximize it (Gerstein, 2015).
The video displayed
below is “Part 2” of the video Professor Lane presented us in lecture. It is
about students attending Covenant Christian School in Australia who have
created their own passion-based projects over a semester. As you’re watching,
try and see if you can find any 21st century literacies that these
students used to complete their projects.
One project that stood
out to me was the refugee novel. A female student wrote and illustrated a novel
about refugees as this was a topic she wanted people to have a better
understanding of. She wanted the world to see the hardships refugees face.
Multicultural and global literacy are present in this project as her novel
represents refugees from all over the world and what they go through; there is
a major emphasis on global awareness. Moral literacy is also presented in her
project as she wrote in a way where she wants readers to truly empathize and
consider the life of a refugee. Most importantly, critical literacy was used
here as she took the time to brainstorm, research, plan, write and create a
novel. Time management, patience and independence were key in completing a
successful project. Reflecting back, I could safely say I had no idea what my
passion was at all until I entered high school. Even until this day I can confidently
say I have done nothing about my passion. My passion has always been to act. I
took Dramatic Arts for about 3 years in high school and performed in a play.
Other than that, I haven’t acted outside of the school setting. I felt a sense
of control when I acted, that I never felt before. I felt like I could be my
true self, without even actually being “myself.” I felt confident at what I was
doing because I was passionate about
it. However, my true passion has existed with me ever since I was a child, and
that is to teach. The idea of guiding and shaping children to become the best
they can possibly be is something that I have always cherished. As a future educator,
I will definitely incorporate PBL in my classroom as I would hope for all of my
students to show their true passion and be who they truly are.
“JESSICA!” My mother exclaimed. “Your visa
bill just came in and it is through the roof!” What? How could this be? I could’ve
sworn I only bought one pair of shoes and a pair of jeans within the last two
months. Where did all my money go? How did it just disappear into thin air? I
thought I was good at managing my money. Didn’t I learn how to do this in
school? Reflecting back into my elementary and high school days, I can
truthfully say I barely learned anything about money and finances. I mainly
remember learning how to count money through mathematical operations in math
class and learning about Canada’s economy very briefly in social studies. Even so,
I did not learn about the fundamentals and value behind money and how it works
economically as a whole. Learning the basics about money and finances is a life
skill in which all children and youth should have the opportunity to grasp as
students. I find that as a student, this financial experience is often not
present in the classroom.
In my own words, financial literacy is having
a good understanding of how money works throughout society and the world. It’s
about obtaining the proper knowledge on money management, investments and the economy.
Many schools across the globe today face this challenge of incorporating
adequate and consistent knowledge on financial literacy throughout the
curriculum and through teaching instruction. The Ministry of Education does of
course integrate some monetary and economic subject in the curriculum, but they
are insufficient in achieving optimal financial literacy amongst the student
population. It is about what
financial content is being included into the curriculum and how educators are delivering this information.
Administrators, educators and teachers need to keep in mind the importance of
this particular literacy and how beneficial it can be towards a child’s life in
the future. The 21st century in which we live, is becoming more
complex each day which is why children need to understand the value of money in
order to make informed financial decisions. It is important for children and
youth to begin their financial journey at a young age in order for them to grasp
more complicated concepts in the future.
According to the Ontario Ministry of Education
(2011), financial literacy is defined by having knowledge and skills to make responsible,
economic and financial decisions with confidence. Including financial literacy
in schools will help students consider: their financial choices and apply it to
everyday decisions (DO), understand money management and the economy (KNOW) and
participate in society as responsible citizens who can make knowledgeable
decisions about investing their money (BE). Critical thinking is a skill that
students will obtain while learning about financial literacy as they will be
able to formulate their own perspectives on monetary matters personally and
within the global economy. Decision making and problem solving are authentic skills
that students can apply in the classroom in which they can relate to real-world
contexts. From buying candy at the convenient store, to balancing and managing
money for post-secondary education, students will have the proper knowledge in
responding to these fiscal situations. The main goal of financial literacy is
to essentially hope for students to become financially secure in the future by
supporting themselves in a healthy and stable way. Having this kind of mindset
as educators can make teaching financial literacy all the more rewarding and beneficial
as it can have strong impacts on their student’s lives.
What can we do as teachers? It is essential
for teachers to convey strong financial knowledge to students with the
objective for them to grow with this knowledge later in life. Part of the
reason why I don’t remember much about finances or managing money is because of
the way it was taught to me in school. There is no specific subject on
financial literacy (although I believe there should be), which is why teachers
must thoroughly plan out their lessons and communicate to students in appropriate
financial language in which they will understand. In order for teachers to do
this, they must first be confident in their own financial knowledge. It should
be mandatory for teachers to be educated on financial literacy and exactly what
to teach in classrooms. Many teachers might not be as strongly educated in this
field, which is why they should be trained and updated on current financial
education. Just looking at my financial education background, I know I would definitely
benefit from professional development discussions. Learning hands-on and
interactively is key for students to gain applicable skills and obtain interest
throughout lessons. Teaching through fake money in the classroom for example,
can give students a realistic sense of money in general. Bringing guest speakers
and experts in the classroom would be another beneficial way of portraying financial
importance to students. This way, students can see through the perspectives of professionals
and how they deal with money in the real world. Technology is something that
should also be included in financial literacy such as videos, computer programs
and more, so that they can physically see and apply their knowledge digitally
as our world becomes more technologically advanced.
Example of applying financial literacy through a blank budgeting worksheet.
An excellent website that includes numerous
resources on financial literacy can be found at this link: CLICK HERE.This site allows you to obtain multiple resources by grade, subject and the
specific resource you are looking for. For instance, I searched Grade 4, Social
Studies, Interactive Tool and it brought me to this particular resource on the
history of money: CLICK HERE. Something as simple and interactive as this video can raise interest and
student involvement in class.
Overall, financial literacy teaches students
how to be knowledgeable and responsible citizens, economically aware and critical
and informed decision makers. Teachers need to make sure that they are not only
conveying the correct information to students, but that they are conveying the
correct information in a strong and effective way. The basic skills that students learn now, will
have a huge impact on them for the rest of their lives.
Thanks for reading!
Miss Le Pera
References:
Ontario
Ministry of Education. (2011). Financial Literacy: Scope and Sequence of Expectations. Retrieved from: http://www.edu.gov.on.ca/eng/document/policy/FinLitGr4to8.pdf.
Welcome back fellow bloggers! I am so excited to continue on
my educational journey towards teaching. Previously, the blogs I have posted
were based around the course EDUC 4P17 which involved learning about curriculum
and classroom assessment. From now onward, I will be blogging about 21st
century literacies while taking the course EDUC 4P27. To begin, I would like to
give a little introductory and background of myself. My name is Jessica Le Pera
or otherwise known as Miss Le Pera, and I am currently in my fourth year at
Brock University studying in the Concurrent Education Program at the
Primary/Junior level. I have worked with children as soon as I landed my first
job at the age of 14 and have worked in daycares, camps and programs where I
have taught children both recreationally and academically. I have always aspired
to become a teacher as it has been my dream ever since I was a young child. I
would always visualize what it would be like to have my very own classroom and
would play “teacher” in my room with all of my stuffed animals. I hope for this
aspiration to one day come true!
So what exactly is literacy? What comes to mind when I hear
the word literacy, I automatically think.. paper, pencil, writing, reading,
words. The truth is, there is so much more to literacy. Already absorbing information
from the first lecture of EDUC 4P27, I learned that literacy is about exploring
multiple sets of skills and contexts while finding meaning in these practices. This
is where 21st century literacies fall into play. Previously, I
always thought that 21st century skills meant technology and the
future. Well it does, but 21st century skills include so much more.
Critical thinking, collaboration, communication and creativity are only just a
few aspects of contemporary education that are crucial to have in modern
society. Along with 21st century skills, come 21st
century literacies, such as critical literacy. Critical literacy in my own
words is having the ability to vigorously read and decipher texts that endorses
a thorough understanding of underlying concepts that include question and
sometimes challenge. I believe it is extremely important as a future educator
to guide students with this type of mindset in order for them to not only reach
academic success, but success at life itself. Power, reflection, transformation and action as highlighted in
lecture, are key points to being critically literate.
There are also many other literacies I hadn’t thought about
before that all interconnect to one another. The two literacies that caught my
eye the most were global literacy and moral literacy as it is crucial that
students learn how to interpret the world around them while being respectful
towards ones another. It is also important for teachers to be competent in all
literacies to better the knowledge and understanding of their students. I hope
to learn more about 21st century skills as a whole and ways to incorporate
them into my teaching practices as I am not confident just yet with what I
know. I can’t wait to learn about all the different kinds of literacies to
strengthen my understanding of this aspect of education and to also become a
more competent learner and teacher throughout the whole spectrum of 21st
century literacies and skills. We are the future!
Play this video for a quick look at how advancements in
technology have impacted teaching and learning over time:
What is educational technology?
“Educational technology is a combination of the
processes and tools involved in addressing educational needs and problems, with
an emphasis on applying the most current tools: computer and their related
technologies.”(Roblyer & Schwier, 2003)
Students living in today’s society are no longer the people our
educational system was designed to teach (Prensky, 2010). There’s no going back
now! We live in a digital world where no one should travel back in time to the
19th century when they walk into a classroom. Students today are
described as digital natives as they
represent the first generations to grow up with this new technology (Prensky,
2010). They have spent their whole lives surrounded by computers, internet, videogames,
video cams, cellphones and other tools of the digital age.
Reflecting back on my elementary school days, the most I had
growing up at school was a projector and chunky white computers. We didn’t have
smartboards, I-Pads or lap tops in our school at the time. Going back to my old
elementary school during my placement this year, it was unbelievable how much
changed in a span of eight years; it was finally getting in with the times of
the 21st century. Sitting in on one of my placement classes, I
noticed my teacher had an online math program set up on two of the computers in
the room. During homework and free time the students would take turns and work
on their fundamental math skills. I observed excited and engaged behaviour from
all the grade three students in the classroom; they all couldn’t wait for their
turn! I myself am considered a digital native, but this makes me feel
threatened to step into an elementary school classroom today because I feel as
if I’m behind and lack these technological skills used now a days. What are
your experiences with technology in your past? Do you feel as if you have the
proper knowledge to incorporate technology into the classroom settings?
Here are 50 ways to implement technology in the classroom:
Click HERE
As future educators of the 21st century, it is
crucial that we stay with the times and integrate new learning resources for
our students. Technology has changed the way we think, work and play and when
integrated into the curriculum, it revolutionizes the learning process
(Eutopia, 2007). Technology incorporation helps student develop 21st
century skills which include personal and social responsibility, strong
communication skills, critical thinking, creativity, cross-cultural
understanding and decision making. Effective and current tech implementation must
occur across the curriculum in ways that the learning process is enhanced and
supports key components such as active engagement, participation in groups, frequent
interaction and feedback in connection to real-world experts (Eutopia, 2007).
Technology helps reverse the roles of the student and
teacher where the student teaches their peers and teachers. This change in
teacher/student roles and relationships often result in a collaborative and reciprocal
learning environment where students take responsibility for their learning
outcomes while teachers become guides and facilitators (Drake, Reid, & Kolohon, 2014).
There is an increasing amount of evidence that including
technology in the classroom positively affects student achievement and academic
performance. However, a teacher from Ontario named Tom Freure stated that
technology is only valuable when it enhances learning (Drake et al., 2014). Do you
agree with this statement? I think that technology works best when it is used
as a guide towards student learning rather than direct instruction. Technology
enables students to develop autonomy and control over their own leaning which
results in independent working habits and confidence in their work. Nevertheless
these digital tools can also be distractions in the classroom which implies the
notion of creating structure and an atmosphere of respect. Forming expectations
and guidelines for students to follow will be essential for them in respecting
your boundaries. Not everything you find on the internet is accurate, which is
why as future educators, we need to guide our students in identifying proper
and unreliable sources. Forgetting the basic ways of studying may also be
another consideration while implementing technology in the classroom. It is
important that there is a balance between relying on books and on digital
tools; the internet is not a replacement of your brain, it is simply there as a
guide in learning.
This video presents a school-wide approach to blended
learning that enables teachers the flexibility to define and incorporate online
instruction that meets their student’s needs:
Another thought that comes to my mind is video games in the
classroom. I believe that video games are an excellent way to incorporate interesting
and effective learning in the classroom when used in a safe and proper manner.
Video games lead to student affiliations (memberships), collaborative problem
solving (working together in teams), challenge students in different ways,
exploring and rethinking steps/goals, positive risk taking and agency (Gee,
2003). Do you agree on implementing video games in the classroom? What are the
benefits? Concerns?
Here
is one last video that presents a science teacher by the name of Paul Anderson.
He explains how he has been using elements of game design to improve learning
in his Biology classroom. For more information on Paul’s work click HERE
Our goals as
future educators should be to inspire youth to develop the skills, knowledge,
ethical frameworks, and self-confidence needed to be full participants in
contemporary culture. By doing so, we need to implement 21st century
learning skills and educational technology in schools so that our students can prosper
and building on their knowledge effectively. What are your thoughts on
implementing technology in the classroom? Thank you for reading! Looking forward to hearing more about your educational thoughts and opinions. Miss Le Pera
References:
Drake, S. M., Reid, J. L., & Kolohon, W. (2014).
Interweaving curriculum and classroom assessment: Engaging the 21st century
learner. Don Mills, ON: Oxford University Press
Gee, J. P. (2003). Wllal video gallics IUlvc 10 leach us
a/lOul/camilll:(. New York: Palgrave
Prensky, M. (2010). Teaching digital natives: Partnering for
real learning. Thousand Oaks, Calif.: Corwin.
Roblyer, M., & Schwier, R. (2003). Integrating
educational technology into teaching (Canadian ed.). Toronto: Prentice Hall.
Why Do We Need Technology Integration? (Eutopia). Retrieved
November 4, 2015.
Click the video below to grasp
a general understanding of Project-Based Learning:
https://www.youtube.com/watch?v=qNNff-hVg2s
Project-Based Learning (PBL) is an instructional
model that is centered towards the constructivist approach of learning and is
defined as a systematic teaching method that involves students in learning
knowledge and skills through a protracted inquiry process that is built around
complex, authentic questions and sensibly designed products and tasks (English
& Kitsantas, 2013). Students in project-based learning classrooms do not
learn content in a traditionalized method, but instead students learning while doing the project as instruction and application occur at the
same time (Drake, Reid,
& Kolohon, 2014).Students learn best by doing,
applying themselves and asking critical questions that dig deep into their
learning and knowledge. In PBL classrooms, students are able to play an active
role in their learning which I believe is the most essential way to learn and
of course build on their desire to know.
In seventh grade, my teacher would make each unit in science a fun yet
challenging experience. For certain units, he created a project called “The
Design Challenge” where in groups we would have to design, build and create a
model structure pertaining to whatever topic in science we were learning about
at the time. We also had to formulate and brain-storm a write-up on it and
present our design to the class. What was different about this type of project
compared to other typical projects I’ve done in the past, was that it made me
really think and in a sense have my own voice and control over what I was learning.
The project was focused on student learning goals and was strictly about
student-centered learning. Most importantly, I thought the project and the work
behind it, was personally and educationally meaningful.
Can you think of an experience where you encountered project-based learning and
finished with desirable and positive outcomes?
According to Larmer and Mergendoller (2010) a project is meaningful if it
involves meaningful and expressive inquiry that engages students’ minds. They
list 7 essential elements that PBL includes. The first element is a need to know where teachers can
strongly trigger a students’ need to know content by presenting a project with
an entry event (i.e. video, guest speaker, lively discussion, etc) which
involves interest and activates questioning. A number of students find
schoolwork pointless because they don’t see a need to know in what they are
being taught. However, introducing a captivating student project makes the
reason for learning much more clear in that students are willing to learn
because they want to succeed in the challenge they have acknowledged. The
second element is including a good driving
question that should be open-ended, complex and challenging that captures
the main focus of the project. Without the initial driving question students
may have a hard time understanding why they are completing the project. The
question could be abstract, concrete or centered on problem solving (Larmer and
Mergendoller, 2010).
Larmer and Mergendoller (2010) go onto explain the third
element of having student voice and
choice in PBL. Students can make their own decisions about the project such
as how it works, what they create and how they manage their time. Teachers
should plan out projects with a certain degree of student choice which fits
their own style and their students’ styles. The fourth element is one that is
powerfully presented to us in class and in today’s society. PBL allows students
to develop 21st century skills
such as critical thinking, inquiry and research, problem solving,
collaboration, organization and communication (Drake et al., 2014). This
contact to authentic or “real” skills produces an important purpose towards schoolwork
which will benefit students later on in the workplace and in life.
Students discover more meaning in their work if they conduct real inquiry
which includes a rigorous process of asking questions, finding resources and
solutions, applying information which ultimately leads to asking new questions
drawing their own conclusions (Larmer & Mergendoller, 2010). As the fifth
essential element, inquiry and innovation
produces a new answer to a driving question. Reflection, feedback and revision (sixth element) are essential to
PBL as students and teachers both reflect on the learning, the efficiency of
their inquiry, the quality of student work and any obstacles they encountered
and how to overcome them. With this, students give, receive and use feedback to
advance and progress in their processes and projects. Students will learn that
when most people attempt at a task, they usually don’t result in high quality
work and that revision and reconstruction is something that they will have to
embark on in order to succeed. Lastly, the seventh element is presenting the product where students
make their project work publicly by explaining and displaying it outside the
classroom setting.
In a study by Tamim and Grant (2013) teachers found that PBL as a
teaching method supports, facilitates and improves the learning process. They
also found that it enriches students’ creativity, motivation and collaboration
between one another. Overall, I think PBL is an effective and enjoyable way to
learn and build crucial learning capabilities required for success in education
and civic life. PBL makes school more engaging for students as they can portray
an active role in their learning. Not only does it make learning more
enjoyable, but it also makes teaching more interesting and rewarding allowing
teachers to work more closely and actively with their students doing high
quality and meaningful work. PBL truly benefits students as they gain
significant knowledge and are better able to apply what they have learned and
know to new situations. This type of teaching method enables students to take
more initiative and responsibility, build their confidence, time manage
effectively and communicate and collaborate together more efficiently.
The video below presents PBL at an elementary school in Chula Vista,
California where the school has been documented for its ground-breaking efforts
to support the needs of its multilingual population through the practice of
technology enhanced PBL. This video is presented by Edutopia. You can find more
educational videos on their Youtube channel: http://www.youtube.com/edutopia.
https://www.youtube.com/watch?v=W3jD7LJ6AWw
A couple questions for
thought I leave with you today would be: Do you enjoy the idea of PBL? If so, how
would you as a future educator incorporate PBL in the classroom?
Thanks for reading! I’m looking forward to your
educational thoughts and opinions.
Miss Le Pera
References
Drake, S., Reid, J., & Kolohon, W.
(2014). Interweaving curriculum and classroom assessment: Engaging the 21st-century learner. Don Mills,
Ontario: Oxford University Press.
English, M. m., & Kitsantas, A. a.
(2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary
Journal Of Problem-Based Learning,
7(2), 127-150. doi:10.7771/1541-5015.1339
Larmer, J., & Mergendoller, J. R.
(2010). Seven essentials for
project-based learning. Novato, CA:
Association for Supervision and Curriculum Development.
Tamim, S. s., & Grant, M. m. (2013).
Definitions and Uses: Case Study of Teachers Implementing
Project-based Learning. Interdisciplinary Journal Of Problem-Based Learning, 7(2), 71-101.
doi:10.7771/1541-5015.1323
