Rowman & Littlefield Publishers
Pages: 134
•
Trim: 6¼ x 9¼
978-1-4758-2764-4 • Hardback • July 2016 • $62.00 • (£48.00)
978-1-4758-2765-1 • Paperback • July 2016 • $32.00 • (£25.00)
978-1-4758-2766-8 • eBook • July 2016 • $30.00 • (£25.00)
Scott Wurdinger is a professor of experiential education and leadership studies at Minnesota State University in Mankato, and currently serves as the coordinator of the Educational Leadership Doctoral Program. His research interests focus on the use of various approaches to experiential learning and how they develop life skills such as critical thinking, problem solving, and creativity.
Table of Contents
Preface
Acknowledgments
Introduction
Chapter One: Changing Education
University Bureaucracy
Public School Bureaucracy
Competency Based Education
Deeper Learning
Chapter Two: Project-Based Learning and Skill Development
Historical Roots of Project-Based Learning
Why Use Project-Based learning
Experiential Learning and Project-Based Learning
Collateral Learning
Things to Consider When Using Project-Based Learning
Potential Problems with Project-Based Learning
Chapter Three: Skills That Matter
What Are Life Skills?
How Do Students Learn Life Skills?
Connecting Life Skills to Project-Based Learning
Chapter Four: Using Your Place for Student Projects
Local Projects
Projects Outside the Local Community
Chapter Five: Tracking and Assessing the Project Process
Tracking the Project Process
Project Proposal Form
Project Progress Form
Project Completion Form
Student Assessments
Personal Reflection Form
Student Presentations
Chapter Six: Schools Using Project-Based Learning
Colleges Using Project-Based Learning
High Schools Using Project-Based Learning
Conclusion
Leadership
Classroom Culture
Creating Projects
Skills
Proof
Projects and Place
Tracking and Assessing
Increasing Numbers
References
With The Power of Project-Based Learning, Scott Wurdinger shows us of the benefits of immersive learning experiences that put students in authentic roles as problem solvers and engaged citizens. Multiple examples, from high school through higher education, show how PBL accomplishes serious academic aims while imparting significant life lessons. Wurdinger makes a strong research case for PBL, but the most compelling arguments in favor of this instructional approach come from students themselves who emerge from projects more creative, better connected to their communities, and well prepared for whatever challenges they choose to tackle next.
— Suzie Boss, Author of Reinventing Project-Based Learning and Bringing Innovation to School, among others, and advocate for real-world learning
As a state legislator in Minnesota, who sits on Education Committees, I am interested in crafting policy that helps educators implement strategies that will have the best outcomes for students. Reading Scott Wurdinger's new book The Power of Project Based Learning, I am encouraged by the direction he takes in explaining and advocating for this important method. It represents the kind of strategy that challenges and engages students in pursuing their own path in the learning process. Project based learning, when done right, as Professor Wurdinger points out, individualizes learning and emphasizes life skill development by the process that comes to life through this method. I highly recommend the book and the method.
— David Bly, Minnesota State Representative, Education Innovation Policy Committee
A well-educated person is one who not only has retained important knowledge but who also knows how to apply that knowledge in ever-changing contexts. Project based learning recognizes that reality, and Scott Wurdinger’s new book provides practitioners with guidance on how these approaches can be designed well at all levels of a student’s educational journey.
— Becky Klein-Collins, associate vice president of research and policy development, Council for Adult and Experiential Learning (CAEL)