Title

Project-Based Learning (PBL) via Segmented Lectures and Peer-Reviews: Programed Instruction for APA Style Literature Reviews

Authors

Dwight P. Sweeney Jr, California State University, San BernardinoFollow

Document Type

Lesson/Unit Plans and Activities

Publication Date

Summer 8-15-2019

Department

Social Sciences

Abstract

Twenty-first century pedagogical trends desire collaborative learning by students in and out of

the classroom environment. Lesson plans proposed here are based on multiple approaches to actively engage students, promote proficiency, reinforce student-learning outcomes (SLO), and attain course outcomes (CO). Advocated is a programed instruction of APA Style via segmented lectures with interspersed student activities, and scaffold assignments with corresponding peer- reviews and peer evaluation. Project-based learning (PBL) is facilitated because students learn to instruct peers via sequenced reviews.

Comments

This fulfills both the finished work for my Q2S stipend award as well as exceeding 24-hours of the PBL Institute, followup meetings, peer interactions and peer evaluation.

Recommended Citation

Sweeney, Jr., D. P. (2019). Project-based learning (PBL) via segmented lectures and peer-reviews: Programed instruction for APA style literature reviews. Q2S Enhancing Pedagogy, CSUSB.