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ERIC Number: ED453520
Record Type: Non-Journal
Publication Date: 2001-May
Pages: 11
Abstractor: N/A
Reference Count: N/A
Real-World Reading and Writing through Project-Based Learning.
Diffily, Deborah
Standards documents produced by professional educational organizations on the best ways to teach reading and writing have been synthesized by Zemelman, Daniels, and Hyde (1998). They recommend that teachers provide: more active learning in the classroom; more diverse roles for teachers; more emphasis on higher order thinking; more deep study of a smaller number of topics; more reading of real texts; more choice for students; more cooperative, collaborative activity; and more heterogeneously grouped classrooms. One teaching approach which meets all the criteria and is particularly effective is project-based learning. Projects take the idea of related information a step further by encouraging a more in-depth study than either units or themes. The teacher organizes all activities for a week around the topic of "apples." In a theme, children might study autumn, with the teacher loosely organizing all activities around this broader subject. In projects, the topic is more related to the students' personal experiences and interest with a research-based approach. An example of one project is students studying the trees surrounding their school and producing a field guide for other classes to use. In each project, students direct their own learning with teachers providing support for student planning and implementation of the projects. For students involved in projects, reading and writing takes on different meanings than in more traditional classrooms--they learn that they can find fascinating facts by reading or listening to someone read, and they can record these facts and read them to someone else. (NKA)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A