Enriched Learning Projects: A Practical Pathway to 21st Century Skills

This book supports teachers in translating standards-based content into the enriched project learning model, which is designed to not only meet standards, but also to develop 21st century skills. These are skills that go beyond content and knowledge in order to meet the emerging work and learning demands that students will face as adults, and include communication, collaboration, critical thinking, creativity, and global and cross-cultural awareness. The author explores these skills in the context of project learning and presents the developmental and cognitive basis for the enriched project approach.

Enriched Learning Projects describes numerous e-tools that can be incorporated into projects, even by teachers who are not tech-savvy, as well as high-yield instructional strategies that research has shown will engage students who are failing in the traditional modes of direct instruction, which often consist of mindless hours of repetitive drill and boring worksheets. The book explains the three Cs of enriched project learning—content mastery, critical thinking, and collaboration, and shows how to plan enriched learning projects for multiple subjects by using "backwards planning"— planning that emphasizes understanding and means over products. A model rubric guides teachers through the five-step backwards design process. Complete sample projects and reproducibles that can be used for planning are provided.

Enriched Learning Projects:

• Infuses the project model of instruction with research-strong strategies that maximize student chances for higher achievement while meeting standards
• Enriches instruction with electronic tools that facilitate collaboration, communication, critical and creative thinking, and problem solving
• Provides a template as well as detailed examples for designing enriched learning experiences that empower students to gather information, make sense of concepts, and communicate new understandings, and to assess how well they are learning

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Sample Pages from the Book:

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Go here for some great links:

http://go.solution-tree.com/instruction/Reproducibles_ELP.html

Sample Unit Using this Process:
Our Daily Routine for the Oregon Trail Simulation:

Every "round" had four main components:
(1) A problem was presented to the class.  They were asked to research how the pioneers dealt with that problem in the 1840's.  They were asked how we deal with the problem today.  They posted their research to a Today's Meet and everyone read all of the posts.  Finally, they worked together as a class (with time limits) to come to a consensus on how to solve the problem.  Consequences were announced (both positive and negative) based on their decision.
(2) Content was delivered.  Students were instructed on or allowed to research one of the concepts related to an Enduring Understanding that was identified prior to teaching the unit.  This included our History Alive chapters, Map Essentials lessons, and other district-required lessons as well as lessons created by the teacher.
(3) Reflection activities were created online.  Students were assigned to one of ten different groups and asked to reflect on the first two steps of the round.  The groups rotated daily, always including at least two students (one student had been there the previous day in order to teach the new student).  See the ten groups by hovering over the "Present" tab above, then the "Oregon Trail" tab, then the "Reflection Activities" tab.  Select any of the ten activities that show up.
(4) Finally, we share our projects.  Occasionally, we did a whole-class share, while other times we just walked around and saw what everyone created.