Recommended Prior Knowledge

-

Objectives

- To develop critical and creative thinking skills, problem solving, autonomy, communication, co-creation and collaboration.
- To mobilize skills and knowledge from different areas of knowledge, identifying educational challenges and developing projects.
- To make use of digital skills in different stages of project-based learning. ? To use digital technologies to enrich learning contexts in the 1st
and 2nd cycles of Basic Education.
- To master and adapt methodological knowledge for the development of a learning project within the frame of curricular articulation.

Teaching Methods

The methodological approach of the Project-Based Learning course follows the principles of the ESE-IPS pedagogical model (Modelo_Pedagógico_ESE_dez2023.pdf). In this regard, teaching methodologies aim to provide students with learning experiences within the framework of Project-Based Pedagogy, utilizing technology to model their professional practices in a 21st-century school.

Among the methodological approaches to be developed, the following stand out:

• Flipped classroom, focused on the main themes of project-centered pedagogy.


• Case studies of projects developed in schools, presented by guest teachers.


• Development of a learning project proposal for the 1st or 2nd cycle, through independent work, group work, and with tutorial support.

Internship(s)

Não

Syllabus

From project-based methodology to problem-based learning:
- Project-based methodology;
- PBL (Problem Based Learning);
- Design Thinking.
Project-based Learning steps.
Project-based and competency-based learning for the 20th century.
The 4 C's of Education (Collaboration, Critical Thinking, Creativity and Communication).
Learning projects for the 1st cycle and the 2nd cycle of Basic Education.

Content Explanation

From a perspective of pedagogical isomorphism in teacher training, the subject Project-Based Learning seeks not only to put students in
contact with the reality of school learning projects, but also to create the means for them to learn through methodologies under the frame of
Project Pedagogy. In order to achieve the goals that enable future teachers to become autonomous in the development of projects, the
themes of the syllabus provide content knowledge, including different perspective of methodologies, and procedural knowledge to
implement these methodologies. Furthermore, it is noteworthy to have the close association between Project Pedagogy and digital skills,
transversal to the objectives and contents of the syllabus.

Methodology Explanation

Reinforcing the idea of pedagogical isomorphism in teacher training, the selected methodologies, including the digital reflective portfolio,
may be mobilized by future teachers, either in their classroom, either in projects of curricular autonomy, or in other projects of curricular
articulation. These methodologies, within the framework of Project Pedagogy, fulfill the dual function of training and modeling professional
practices, supporting the syllabus learning objectives. This approach respond to the current challenges of a flexible, inclusive curriculum
focused on areas of competence for the XXI century.

Responsible Lecturer(s)

Ana Luisa da Piedade Melro Blazer Gaspar Costa - 3.º Quarter

Bibliography

Cosme, A. (2018). Autonomia e flexibilidade curricular. Propostas e estratégias de ação. Porto Editora.
Healey, M., & Healey, R. (2019). Embedding Active Learning into Your Teaching Practice. Learning + Teaching Academy.
https://lta.hw.ac.uk/wp-content/uploads/Embedding-Active-Learning-into-Your-Teaching-Practice.pdf
Prensky, M. (2016). Education to better their world. Unleashing the power of 21st- century kids. Teachers College Press.
Rodrigues, M. R., Pinto, J., & Pires, A. L. O. (2018). ePortfolio as a Learning and Assessment Tool. In I. K. & M. Laurikainen (Ed.),
Empowering ePortfolio Process. Hamk Unlimited Journal.
Trilling, B. & Ginevri, W. (2017). Project management for education. The bridge to 21st century learning. PMI Educational Foundation.
Trindade, R. (2018). Autonomia, flexibilidade e gestão curricular: relatos de práticas. Leya Educação