今天的内容，真的是满满“干货”呦！
Students take responsibility for their learning and develop solutions for complex problems when their research paper becomes a PBL unit.
当学生的研究论文成为一个PBL课题时，学生们需要为他们的研究负责，并为其复杂的问题制定解决方案。
By Brandie Provenzano
布兰迪·普洛文萨诺
November 27, 2018
2018年11月27日
In 11th grade, students in my county are expected to generate a research paper or product. In the past, I stuck to the traditional paper, mostly because doing so was comfortable for me as an English teacher. I can do papers. I can do essays. I can provide feedback and teach revision.
在我们县城的11年级的学生，需要写一篇研究论文或研究成果。从前，我坚持传统的试卷，主要是因为这样做对我这个英语老师来说很方便。我会写论文、写文章，还可以提供反馈和教学修订。
However, last year I took a risk—instead of the traditional paper, I told my students we would be embarking on a project-based learning (PBL) journey. They seemed excited, mostly because they thought they wouldn’t have to write a paper. In the end, they did so much more than that.
然而，去年我进行了一次冒险——我告诉我的学生们，我们将开始一段基于项目的学习(PBL)旅程，而不是写传统的论文。他们看起来很兴奋，主要是因为他们觉得不用写论文了。但是最后，他们所做出的成果远不止写论文而已。
PROJECT-BASED LEARNING IN HIGH SCHOOL ENGLISH
基于高中英语的项目式学习
I had my students form groups and then gave each group the task of choosing an issue they were interested in. The project would involve coming up with a viable solution. As a class we brainstormed all kinds of big issues, including school shootings, poverty, LGBT rights, bullying, and homelessness, as well as local issues like the need for more options in school lunches, such as vegan and gluten- and diary-free options.
我让学生们分成小组，然后让每个小组选择他们所感兴趣的问题，并且针对该问题提出可行的解决办法。作为一个班，我们通过头脑风暴设想出各种各样的议题，包括校园枪击、贫困、同性恋权利、欺凌和无家可归，以及当地的社会问题，比如学校的午餐需要为素食主义者和无麸质饮食者提供更多选择。
Next they had to brainstorm possible resources and questions they needed to answer. Therein lies the beauty of PBL: Since I couldn’t anticipate their every need, they had to take responsibility for their own learning, and solve problems as they encountered them.
接下来，他们必须集思广益地讨论相关的材料和他们所需要回答的问题。这就是PBL的美妙之处：因为我无法预料到他们的每一个需求，所以他们必须对自己的学习负责，并在遇到问题时解决问题。
MINI-LESSONS AND FORMATIVE ASSESSMENTS
小班课程和形成性评估
Their first formative assessment developed organically as they realized they would need to email professionals who could answer questions to guide their research. These adults included our school principal and our security team, as well as local government officials. Students reached out to their local delegates and other elected representatives, including the congresswoman for our district.
他们的第一次形成性评估是当他们意识到需要给能够回答问题的专业人员发电子邮件，来指导他们的研究工作之后自然形成的。这些人包括我们学校的校长和安保团队，以及当地的政府官员。学生们也联系了当地代表和其他的当选代表，包括我们选举的女众议员们。
民办包玉刚学校Future City视觉工作坊
I gave a mini-lesson on how to write a formal email, and then the students composed their emails. Before they sent the messages, I previewed them, offering feedback and constructive criticism (formative assessment), and students made revisions.
我给学生们上了一堂如何写一封正式电子邮件的小班课，然后让学生们开始写电子邮件。在他们发送信息之前，我先预览了这些邮件，提供反馈和建设性意见（形成性评估)，然后让学生们做了修改。
By the next class period, my students had one of two versions of the same problem: Their recipients had responded or they hadn’t, but either way my students didn’t know what to do.
到下一节课，我的学生同一个问题收到两种截然不同的结果，有的收件人回复了，有的收件人并没有，然而在两种情况下，学生们都不知道应该要做些什么。
I gave a mini-lesson on how to send a follow-up email when someone doesn’t respond and on how to move forward when they do. They wrote follow-up emails, and again I previewed these. As we awaited responses, several groups asked if they could poll the staff or their peers about school lunch choices, improving school security, and expanding the school parking lot. This exercise could benefit all groups, so we decided to make it the next task.
所以我又给学生们上了一堂教他们如何在别没有回复的情况下发送后续邮件，以及如何在他们已经回复的情况下继续采访的课程。当他们写了后续邮件之后，我又预览了这些信息，并给出意见。随后，当我们等待受访者回复时，有几个小组询问，他们是否可以对工作人员或同龄人进行关于学校午餐选择、完善学校安全状况和扩大学校停车场的调查。因为这项工作对所有人都有好处，所以我们决定把它作为下一项任务。
I showed them how to create an online survey using Office 365. Their surveys had to contain at least two graphics and 10 good questions (open ended, multiple choice, or order of importance).
Meanwhile, students continued getting responses from their email recipients and needed to set up interviews with those people. How to write good interview questions became the next mini-lesson. My students were largely unaware of how to interview someone and didn’t realize that the questions they prepared were critical in gaining the evidence they needed to support their proposals.
我教他们如何使用Office365建立一个网上调查。他们的调查必须包含至少两个图形和10个好问题（开放性、多选题或重要性排序）。同时，学生们继续从他们的收件人那里得到回复，并尝试采访他们。如何写出好的访谈问题是下一个小班课的内容。因为我的学生们基本上不知道如何进行采访，也没有意识到他们所准备的问题对于支撑提议所需的证据是至关重要的。
For example, a group who wanted to expand the school parking lot went from asking broad questions like, “Do you think we need a larger parking lot?” to very specific ones like, “How many accidents have occurred in the parking lot since the school opened?” Most of the interviews were conducted over the phone, but some were in person—one group, with permission from their parents, interviewed members of a local homeless camp.
例如，一群想扩大学校停车场的人不再问一些宽泛的问题，比如：“你认为我们需要一个更大的停车场吗？”而是具体地问：“学校开学以来，停车场有多少事故？”大部分的采访都是通过电话进行，但也是有些是通过面谈，比如有一个小组在得到他们的父母允许后，对当地的一个流浪所成员进行了访问。
Students also had to find at least three solid sources and take notes to be embedded in their final product, with correct citations. They found statistics and data to support their proposals, and made sure to address counterarguments.
学生们还必须找到并正确地引用至少三个可靠的原始资料，做好相关笔记，放到他们的最终成果中。他们还需要找到相关的统计资料和数据来支撑提议，确保能应对相关的针对性言论。
THE FINAL PRODUCTS
最终成果
I gave my students options for their final products. All of them had to contain their survey results, research, and emails and interviews in one form or another. They came up with ideas like a public service announcement, a formal proposal, a bill, a documentary, a photo essay, or a piece of music or art.
我让我的学生们自主选择其最终成果的展现形式。所有形式都必须包含他们的调查结果、研究报告、电子邮件和访谈报告。他们还想出了其他的创意来展现成果， 比如公共服务声明、正式提议、法案、纪录片、摄影随笔、音乐或艺术品。
I created rubrics and exemplars so students would know what I was expecting. I didn’t want to be too controlling, but I wanted high-quality products. They shared their final products with a variety of authentic audiences, including their congresswoman, our principal, a county supervisor, and our security team.
我创建了一些规则和范例，这样学生们就能知道我的期望是什么。虽然我不想过于强制，但我也想要高质量的产品。他们把最终成果向身边的朋友分享，包括女众议员、我们的校长、县主管、和我们的安保团队。
I gave each group one summative grade, but in the future I plan to split the grade: 70 percent of each student’s grade will be for their group’s work, and 30 percent will be an individual grade based on my observations, students’ self-reflections, and peer reflections.
我给了每个小组一个最终成绩，但在未来，我打算分模块打分：每个学生分数的70%，根据他们的小组作业得出，而另外的30%，是基于我的观察、学生的自我反思和同伴的反馈所得出的个人分数。
中国“数制”工坊国际导师Saverio在进行PBL教学
As students shared their projects and we reflected on the process together, a few things became clear to me. First, I’ll never teach the research paper any other way because the PBL model we used helped develop real-world problem solvers, thinkers, and doers instead of rule followers. I learned that to encourage students to step out of their comfort zones, I too had to step out of mine, but beautiful, authentic learning happens when we create the right conditions for it.
当学生们分享他们的项目时，我们一起进行了复盘，我明白了一些事情。首先，我永远不会再以其他方式来研究论文的教学，因为我们使用的PBL模型是推动现实世界开始出现问题解决者、思想家和实干家，而不是规则追随者。我明白了为鼓励学生走出舒适圈，我也不得不走出自己的舒适圈，当我们为其创造了恰当的条件时，那么美好而真实的学习就会发生！
“数制”工坊PBL项目式学习冬令营《未来太空服》
看到这里，你是不是感觉到“茅塞顿开”？接下来有一些非常棒的课程推荐给你们！一定要看到最后哦~
研究性课题
（一）中国数智学术X- 研究性课题课程
FABO X PBL Learning
基础班 /Level 1
产品策略：
针对希望以PBL项目制方式来进行学习的学生
产品摆位：
FABO研究性课题班级
课程内容：
1.科学素养部分：包括(但不限于)工程研究，工具素养（数制硬件+软件的使用），设计思维(Design Thinking), 跨界创新，主动学习；
2.技术部分：网页设计，2D + 3D 设计，电子电路，编程，数制技巧, 项目研究过程:研究背景调查，数据记录，项目形成；
3.课题项目：进行项目研究，并撰写完成实验记录；
4.项目结题：完成项目成型路演并答辩，并推荐合适竞赛锻炼；提升科技和综评自信力；
课程类型：
3～5人小班
开班周期：
随时可开班
开班规则：
1.学生+老师的时间满足
2.针对学生需要有测评和选拔（参考）
对应群体：
1.希望通过科创赛道助力体制内/外升学的家长。
2.希望进行尝试PBL项目制学习的家长。
报名信息：
课程长度：12周
课时：3小时*12=36小时
时间：周六晚上6:00～9:00
报名方式：
我们等待您的加入！！！
研究性课题（二）
中国数智学术X- 研究性课题课程
FABO X PBL Learning
提升班 /Level 2
产品策略：
PBL提升班，明确需要通过科创竞赛，作品集来为自己找到教育途径的学生。
成果对标：
青创赛成果类比赛/明天小小科学家/明日科技之星；或者作品集制作，申请文书和推荐信的项目中科技；或者专利申请，研究性论文等；
产品摆位：
FABO研究性课题班级；
课程前置要求：
1.完成研究性课题班基础/Level1的全部课程（或合作学校X课程），并通过测评审核。
2.完成FABO现有体系化春季、秋季课题，相关大赛，具有一定的STEAM和研究性基础，并通过测评审核。
课程内容：
1.综合科学创新素养：包括(但不限于)物理，机械，电子，化学，生物，设计，艺术STEAM跨界素养综合（数制硬件+软件系统），设计思维(Design Thinking)高阶，,跨界创新，主动学习；（根据测评结果和时间进度选择完成）
2.技术部分：研究性过程，项目立项过程调研，报告书写，项目制作，高级网页设计，2D + 3D 设计，电子电路，编程，数制技巧, 项目研究过程:研究背景调查，数据记录，项目形成；（根据测评结果和时间进度选择完成）
3.梳理研究方案与技术路线，完成课题执行和研究，完善实验数据，完成更新论文。
4.课题指导：完成实物成果，进行专家评估和指导，通过专家咨询答辩会。
5.比赛申报：青少年科技创新大赛/明日科技之星；或者出国文书制定；或者专利申请和研究性论文；
课程类型：
3～5人小班
开班周期：
随时可开班
开班规则：
1.学生+老师的时间满足
2.针对学生需要有测评和选拔（参考）
对应群体：
1.在校内的要求越来越明确后，家长对于赛事成果寄予较大希望，希望借助校外的资源让孩子达到比较好的升学成果，但希望能得到精准指导，学生可以计划更高效的时间。
2.支付能力相对较强，且有一定科创意识的家长。
报名信息：
课程长度：12周（春季）+暑期集中授课1周+
10周（秋季）+常规沟通约10～15小时
课时：约120小时
时间：周五晚上6:00～9:00
报名方式：
心动不如行动！
速速报名呦！
虽然疫情阻隔了大家来FABO | 中国“数制”工坊做实验的机会，但是开启了我们利用国际平台量身定制了线上线下混合授课课程，将基于MIT Fablab全球FAB Academy 网上互动方式与系统带到了中国，带给了我们的同学们。Fab Academy在全球范围内有十五年线上线下混合授课经验，我们的导师们充分准备好了课程内容，确保疫情不影响学生系统学习的连续性，高效的开展线上的前端网页制作（Front-end）,编程（Coding）,算法(Algorithim)，2D + 3D设计等，培养学生的计算性思维(Computation Thinking)和设计思维(Design Thinking )。
FABO数制课程不让任何学生拉下来，课程延续MIT网络课程特色：线上+线下的授课模式协同，将「动手能力」、「合作」、「实验室沉浸式体验」结合线上「协同教学」、「多平台互动」结合的理念。锻炼学生未来学习方式！
报名方式：
不要错过这次在家学习的好机会哦!