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5.1 Introduction to Project Based Learning
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What opportunities for project based learning currently exist within your department? Currently within the department, several teachers individually assign one or two day project based learning assignments, but nothing as extensive as what was shown in the video. In chemistry, there are many opportunities to incorporate project based laboratory assignments. I have incorporated a few over the course of the past few years, but not nearly as many as I would like. This year, students in my class researched the most effective chemical to use for an instant ice pack, but I would like to extend the project next year to include the actual production of a functional instant ice pack.

What opportunities does project based learning provide for our students? Project based learning provides students the opportunity to learn and practice real-time process oriented skills. Students are able to work collaboratively to come up with solutions to real-world problems. Much like an internship, students are able to learn skills "on the job" and then implement those skills immediately. Students are aware of the applications of their learning. Not only does increased student interest enhance learning, but the hands-on methodology allows for greater retention of material.

What potential weaknesses exist in this approach to education? Some potential weaknesses are than project based learning takes time. Students will be able to learn certain topics in great depth, but will likely not meet all state standards in a given term. Also, classroom management issues are different in a project based learning environment. Teachers must manage students researching potentially different material at different times. While in general, project based learning likely increases interest and minimizes behavioral problems, some students are still likely to use project based learning as an opportunity to get off-task.

5.4 Use of Glogging
My Glog on the [|Hydrogen Bonding of Water] media type="custom" key="9954713"

I found Glogster to be a great medium for students to synthesize information. Students are forced to collect resources and integrate them seamlessly. In order for the information to be presented in a coherent manner, students must have a firm grasp of the material. I think that Glogs are a great alternative to Powerpoint which are often boring and passive. Glogs are much more interactive and would require students to explain the reasoning behind their style, text, image, and video choices when presenting, rather than just reading off several slides. Also, Glogs have limited space, unlike a Powerpoint, so students must carefully select only the most relevant material to include in their Glog.

To use this in the classroom, I would definitely need a class period in the computer lab to demonstrate Glogster and allow students to troubleshoot. Also, for the first Glog assignment, it may help to scaffold the assignment by first requiring students to come up with a "Glog draft" of the images, text, audio, video, etc. that they plan to use in their Glog so that students use a variety of media and seek out suitable material.