Project-Based Learning

1. Project-Based Learning Bridging the Gap Between Education and Technology

2. What is Project–Based Learning? • a teaching learning approach that engages learners in complex activities • requires several steps, longer periods of implementation, and cooperative group learning • focuses on central concepts and principles of a discipline • involves students in problem-solving and other meaningful tasks

3. What is Project–Based Learning? • long term - at least a week Project work is central rather than peripheral. • interdisciplinary Learning arises in response to issues/questions. Learning shifts from short isolated teacher lessons to learning activities that are

4. What is Project–Based Learning? • student-centered students work independently to construct their own learning. students are responsible to themselves and to their peers. Learning shifts from short isolated teacher lessons to learning activities that are

5. What is Project–Based Learning? • integrated with real world issues/problems have impacts on life and process skills such as self-management, group process and problem-solving skills Learning shifts from short isolated teacher lessons to learning activities that are

6. 2 Distinguishing Components ofProject-Based Learning • a driving question that serves to organize the activities • a concrete product or multiple representations such as a model or consequential tasks that meaningfully address the driving question

7. Project Elements • an essential question that frames the problem and focuses the students Essential questions are those that • go to the heart of a discipline • require higher-order thinking skills • have no obvious right answer • recur throughout one’s learning • are framed to provoke and sustain student interest • link to other essential questions • can be found in most historically important and controversial problems and topics in the discipline

8. Project Elements • learning objectives to be attained Learning objectives should • be specific to the subject area • have something to do with the process of learning • involve the knowledge and skills to pursue complex tasks • involve the ability to work in a team • involve the ability to locate, retrieve, organize, and apply information gathered from multiple sources

9. Project Elements • specific learning activities and tasks to attain the objectives Learning activities are those that • lead the students through addressing the essential question, learning the desired content, and coming up with the product. • are aligned with the learning objectives • have specific beginning and ending dates

10. Project Elements • the project has a definite ending point and results in tangible, useful product/outcome • the products address the questions and demonstrates the learning that took place • assessment of progress is built into the activities, the process, and the final product

11. Project Elements • expectations regarding accomplishments/outcomes are stated • there is combination of group and individual work • the project includes reflection on a regular basis

12. Why Use Project-Based Learning? • improves student learning because • it makes use of multiple sensory channels • it makes use of multiple intelligences • it leads to acquisition of decision-making skills • it leads to acquisition of inquiry skills • it leads to acquisition of communication skills • it develops self-confidence among students • it allows students to become technologically literate • it allows students to become motivated self-directed learners

13. Why Use Project-Based Learning? • transforms teaching Responsibility for learning is transferred from the teacher to the learner • provides opportunities for students to pursue their own interests

14. Description of a Project-Based Classroom • problem/issue-centered • atmosphere is tolerant that allows for error and change • learning is independent and autonomous • motivation is intrinsic • focus is on concrete output • evaluation is continuous • reflection on learning experiences is evident

15. The Teacher’s Role in aProject-Based Classroom • listens to students – entertains their ideas; asks probing questions • learns with students • expects mistakes and wrong turns • helps develop teams • tries new strategies • encourages other teachers

16. The Methodology in aProject-Based Classroom • More coaching and modeling less telling • More finding out with students less being the expert • More cross-disciplinary thinking less specialization • More teamwork less privacy and isolation

17. The Methodology in aProject-Based Classroom • More multidimensional assessment less paper and pencil testing • More performance-based assessment less knowledge-based assessment • More varied materials and media

18. The Students in aProject-Based Classroom move • from following orders . . to carrying out self-directed learning activities • from memorizing and repeating . . to discovering, integrating, and presenting • from listening and reacting . . to communicating and taking responsibility

19. The Students in aProject-Based Classroom move • from knowledge of facts, terms, and content . . to understanding processes • from theory . . to application of theory • from teacher dependent . . to empowered

20. Challenges to Project- Based Learning • demand on teacher is high both on preparation time and content knowledge • mandate to cover curriculum • lack of resources • lack of administrative support • mandated standardized tests • valid assessment is complex and difficult

21. Questions to ask • Does the project emanate from a problem that has meaning to the learner? • Do learners create or produce something that has personal and/or social value beyond the school setting? • Does the project lead students to acquire and apply knowledge central to content area(s)?

22. Questions to ask • Does it challenge students to use methods of inquiry? • Do students develop higher-order thinking skills and habits of mind? • Does the learning take place in the context of a problem grounded in life beyond school?

23. Questions to ask • Does the project lead learners to acquire and use competencies expected in the curriculum? • Does the work require students to develop organizational and self-management skills? • Does the project require students to engage in real investigations using a variety of methods, media, and resources?

24. Questions to ask • Will students spend time doing field work? • Are students expected to communicate what they are learning through presentation and/or performance? • Do students meet and observe adults with relevant expertise and experience?

25. Questions to ask • Do learners have an opportunity to work closely with at least one adult? • Do adults collaborate on the design and assessment of student work? • Do students regularly reflect on their learning using clear project criteria that they have helped to set?

26. References Books Friedman, P. D. & Wilhelm, J. D.(1988). Hyperlearning. NY: Stenhouse Publishers. Trowbridge, L. W. & Bybee, R. W. (1996). Teaching Secondary School Science. NJ: Prentice Hall Vermillion, R. E. (1991). Projects and Investigations. NY: Macmillan

27. References Online Sources • http://www.ericfacility.net/ericdigests/ed368509.html • http://www.uoregon.edu/~moursund/Math/pbl.htm • http://www.jordan.palo-alto.ca.us/students/connections/pbl/pblplan.html • http://eduscapes.com/tap/topic43.htm • http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm • http://www.iste.org/research/roadahead/pbl.htm • http://www.glef.org/PBL/whypbl.htm

28. References Online Sources • http://college.hmco/education/pbl/background.html • http://www.bie.org • http://www.mcdenver.com/useguide/pbl.htm • http://www.cord.org/lev2.cfm/56