A Journey of Discovery and Meaning: Project-Based Learning

Welcome back fellow bloggers!

Click the video below to grasp a general understanding of Project-Based Learning: 

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 21^st 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.

 The video below presents PBL at an elementary school in Chula Vista, California where the school has been documented for its ground-breaking efforts to support the needs of its multilingual population through the practice of technology enhanced PBL. This video is presented by Edutopia. You can find more educational videos on their Youtube channel:  http://www.youtube.com/edutopia.

 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