Welcome back fellow bloggers!
https://www.youtube.com/watch?v=qNNff-hVg2s
Project-Based Learning (PBL) is an instructional
model that is centered towards the constructivist approach of learning and is
defined as a systematic teaching method that involves students in learning
knowledge and skills through a protracted inquiry process that is built around
complex, authentic questions and sensibly designed products and tasks (English
& Kitsantas, 2013). Students in project-based learning classrooms do not
learn content in a traditionalized method, but instead students learning while doing the project as instruction and application occur at the
same time (Drake, Reid,
& Kolohon, 2014). Students learn best by doing,
applying themselves and asking critical questions that dig deep into their
learning and knowledge. In PBL classrooms, students are able to play an active
role in their learning which I believe is the most essential way to learn and
of course build on their desire to know.
In seventh grade, my teacher would make each unit in science a fun yet
challenging experience. For certain units, he created a project called “The
Design Challenge” where in groups we would have to design, build and create a
model structure pertaining to whatever topic in science we were learning about
at the time. We also had to formulate and brain-storm a write-up on it and
present our design to the class. What was different about this type of project
compared to other typical projects I’ve done in the past, was that it made me
really think and in a sense have my own voice and control over what I was learning.
The project was focused on student learning goals and was strictly about
student-centered learning. Most importantly, I thought the project and the work
behind it, was personally and educationally meaningful.
Can you think of an experience where you encountered project-based learning and
finished with desirable and positive outcomes?
Image retrieved from: https://www.examtime.com/guide/project-based-learning-introduction/
According to Larmer and Mergendoller (2010) a project is meaningful if it
involves meaningful and expressive inquiry that engages students’ minds. They
list 7 essential elements that PBL includes. The first element is a need to know where teachers can
strongly trigger a students’ need to know content by presenting a project with
an entry event (i.e. video, guest speaker, lively discussion, etc) which
involves interest and activates questioning. A number of students find
schoolwork pointless because they don’t see a need to know in what they are
being taught. However, introducing a captivating student project makes the
reason for learning much more clear in that students are willing to learn
because they want to succeed in the challenge they have acknowledged. The
second element is including a good driving
question that should be open-ended, complex and challenging that captures
the main focus of the project. Without the initial driving question students
may have a hard time understanding why they are completing the project. The
question could be abstract, concrete or centered on problem solving (Larmer and
Mergendoller, 2010).
Larmer and Mergendoller (2010) go onto explain the third
element of having student voice and
choice in PBL. Students can make their own decisions about the project such
as how it works, what they create and how they manage their time. Teachers
should plan out projects with a certain degree of student choice which fits
their own style and their students’ styles. The fourth element is one that is
powerfully presented to us in class and in today’s society. PBL allows students
to develop 21st century skills
such as critical thinking, inquiry and research, problem solving,
collaboration, organization and communication (Drake et al., 2014). This
contact to authentic or “real” skills produces an important purpose towards schoolwork
which will benefit students later on in the workplace and in life.
Image retrieved from: http://namaya.com/blog/seven-steps-to-high-quality-project-based-learning/
Students discover more meaning in their work if they conduct real inquiry
which includes a rigorous process of asking questions, finding resources and
solutions, applying information which ultimately leads to asking new questions
drawing their own conclusions (Larmer & Mergendoller, 2010). As the fifth
essential element, inquiry and innovation
produces a new answer to a driving question. Reflection, feedback and revision (sixth element) are essential to
PBL as students and teachers both reflect on the learning, the efficiency of
their inquiry, the quality of student work and any obstacles they encountered
and how to overcome them. With this, students give, receive and use feedback to
advance and progress in their processes and projects. Students will learn that
when most people attempt at a task, they usually don’t result in high quality
work and that revision and reconstruction is something that they will have to
embark on in order to succeed. Lastly, the seventh element is presenting the product where students
make their project work publicly by explaining and displaying it outside the
classroom setting.
In a study by Tamim and Grant (2013) teachers found that PBL as a
teaching method supports, facilitates and improves the learning process. They
also found that it enriches students’ creativity, motivation and collaboration
between one another. Overall, I think PBL is an effective and enjoyable way to
learn and build crucial learning capabilities required for success in education
and civic life. PBL makes school more engaging for students as they can portray
an active role in their learning. Not only does it make learning more
enjoyable, but it also makes teaching more interesting and rewarding allowing
teachers to work more closely and actively with their students doing high
quality and meaningful work. PBL truly benefits students as they gain
significant knowledge and are better able to apply what they have learned and
know to new situations. This type of teaching method enables students to take
more initiative and responsibility, build their confidence, time manage
effectively and communicate and collaborate together more efficiently.
https://www.youtube.com/watch?v=W3jD7LJ6AWw
A couple questions for
thought I leave with you today would be: Do you enjoy the idea of PBL? If so, how
would you as a future educator incorporate PBL in the classroom?
Thanks for reading! I’m looking forward to your
educational thoughts and opinions.
Miss Le Pera
References
Drake, S., Reid, J., & Kolohon, W.
(2014). Interweaving curriculum and classroom assessment: Engaging the 21st-century learner. Don Mills,
Ontario: Oxford University Press.
English, M. m., & Kitsantas, A. a.
(2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary
Journal Of Problem-Based Learning,
7(2), 127-150. doi:10.7771/1541-5015.1339
Larmer, J., & Mergendoller, J. R.
(2010). Seven essentials for
project-based learning. Novato, CA:
Association for Supervision and Curriculum Development.
Tamim, S. s., & Grant, M. m. (2013).
Definitions and Uses: Case Study of Teachers Implementing
Project-based Learning. Interdisciplinary Journal Of Problem-Based Learning, 7(2), 71-101.
doi:10.7771/1541-5015.1323
