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Project Based Learning (PBL)

An Innovative Model for Learning

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Characteristics of PBL

Organizes curriculum around a problem or project

Engages students as stakeholdersCreates a learning environment where

teachers coach, guide inquiry and facilitate deeper levels of understanding

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Project Based Learning concentrates scenarios that provide

rich learning opportunities involves students in problem-

solving investigations and other meaningful tasks

allows students to build their own knowledge

concludes with realistic products

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Project Based Learning Establishes connections to life outside

the classroom Addresses real world concerns Develops real world skills

Many of the skills are those desired by today's employer such as:

the ability to work well with others make thoughtful decisions take initiative solve complex problems.

Allows for a variety of learning styles Accessible for all learners

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Project Based Learning shifts away from the classroom practices of

short, isolated, teacher-centered lessons emphasizes learning activities that are:

long-term student-centered integrated with real world issues and practices and

have compelling questionsTo facilitate student integration of content to teach students to: Use their minds, apply what they learn, be

technologically literate, acquire 21st century skills and self-confidence

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Project Based LearningEncourages:

Group process skillsLife skillsTechnological skillsCognitive process skillsSelf-management skillsPositive Attitudes

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Methodology

Guide on the side no longer sage on the stage

More coaching and modeling less telling

More finding out with students less being the expert

More cross disciplinary thinking less specialization

More performance-based assessment Less knowledge-based assessment

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The Students 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

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The Students Move from knowledge of facts, terms

and content . . to understanding processes

from theory . . to application of theory

from teacher dependent . . to empowered

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Project Based Learning in an IT Environment

Students make effective use of IT as they produce a product, presentation, or performanceIT is integrated into the learning –

students are NOT learning IT skills in isolation

There is a “reason” to learn the IT skills

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How Look at what is relevant and current in

your students lives Look at the major content ideas you need

to cover in your curriculum Teachers need to select driving questions

carefully so that the students learn the content stipulated in curriculum frameworks.

Let the instructional content drive the activity Look at big problems facing the world

today and historically Start with a lesson you already have and

adapt it

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How Give up the idea that you have to become

experts but realize you have to be there for supportTeachers need to learn how to questions

student's thinking and challenge students to support their conclusions

Remember to assess the meaningful skills – assess student thinking

Try it – evaluate what you have done and adjust for the next year

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Differences in Project Based Learning and an activity based lesson

Example Themes

Activity Based Instruction

Project Based Learning

Differences between the two

Pollution

Complete labs that show effects of different kinds of pollution.Identify components of each

Identify pollution problems in the community. Form a task force to investigate the problems and devise technically feasible solutions for each

The activity-based tasks are just that – individual tasks with no connections and no real world connection. The Project based approach defines an overarching challenge and inserts these tasks in a meaningful community project. The students may still complete the labs, and identify components of each, but then they use this information when devising solutions.

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Examples

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Upper Elementary/Middle School Science

Goal: understand the various types of environmental pollution that exists

Essential Question: Is our world healthy?Project: Students will take on a role of an

environmentalist and research an environmental problem that exists in their area. The group will devise a presentation (video, PPT, brochure, etc.) to inform others about the problem as well as present a plan for combating this problem

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Middle School Biology

Goal: to learn about organisms and in doing so develop a new food

Essential Question: Can I create a scientific breakthrough?

Project: Students grow a variety of cultures, evaluate existing food products and develop a marketing plan for a new food product.

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Fourth Grade Science Goal: understand how rocks are formed,

learn about the sources, properties and mineral composition of indigenous rocks used in building materials

Essential Question: Where does this rock in my hand fit into my life? Project: Students became geologists in their

town planning initiative whereby they are responsible for what kind of native materials planners might use to create streets, buildings, pathways, and other structures

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Middle School Math Goal: students will understand how math is

used in the real world

Essential Question: How can I get what I want? Project: Students will research a career, be given a

salary, search for a house, figure out their mortgage, budget their money, draw their house to scale, keep up a check book, and furnish their house. Time permitting, scale models of selective houses will be completed for the development of a community

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Middle School Language ArtsGoal: utilize the skills of

argumentation and critical thinkingEssential Question: Do we always

say what we mean and mean what we say?Project: students play the role of

different community groups/members participating in a public forum on a controversial local topic

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Upper Elementary/Middle School/High School Math

Goal: Students will understand how the stock market works and the effects on those involved

Essential Question: How should I invest my money?Project: Students will form

companies, become investors and or brokers, develop a plan for investment and track investments for a year

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Upper Elementary/Middle School Science

Goal: Understand the different weather phenomena that exist around the world

Essential Question: What do we fear?Project: Students will become weather

forecasters informing the world about different weather phenomena and plans for being safe if these phenomena are encountered.

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Elementary School MathGoal: understanding of simple

economic principlesEssential Question: Who owns what

and why?Project: students create a simple retail

store within their school. They develop a plan where they decide what to sell, for what price, manufacture the items, market them and keep track of profit and losses

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Elementary ReadingGoal: to understand the elements,

the functions, roles, and components of staging a play

Essential Question: Why do we perform?Project: students will translate stories

they have read into plays and perform these plays for other children at their school

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Let’s Try OneTravel: Australia - Elementary through Middle School Essential Question

Unit Questions Lesson Description

PBL Idea

What makes a place different from other places?

What are the unique landforms of Australia?What are different kinds of animals that live in Australia?

Welcome to the Australia-“The Land Down Under!” Come on a tour of Australia’s unique natural wonders and be amazed. Learn about the incredible animals that inhabit this continent. The students make a power point presentation of their favorite animal and make a brochure of the natural wonders. The students present their learning in a class Web site.

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Let’s Try OneTravel: Australia - Elementary through Middle School Essential Question

Unit Questions Lesson Description

PBL Idea

What makes a place different from other places?

What are the unique landforms of Australia?What are different kinds of animals that live in Australia?

Welcome to the Australia-“The Land Down Under!” Come on a tour of Australia’s unique natural wonders and be amazed. Learn about the incredible animals that inhabit this continent. The students make a power point presentation of their favorite animal and make a brochure of the natural wonders. The students present their learning in a class Web site.

Students take on the roles of the Ministry of Tourism and given the task of increasing the tourist visits for the upcoming year. They need to include a plan for increasing tourism and put together presentations showing the beauty of their land as well as a sample vacation itinerary,

including costs.

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SummaryPBL makes school learning more like

real-world learningPTL helps students learn the same

content, only in a different wayBesides learning content, PBL

incorporates components like collaboration, problem solving, presenting, communication with others

PBL motivates students to dig deeper as they get hooked on different issues

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References

Friedman, P.D. & Wilhelm, J.D.(1988). Hyperlearning. New York: Stenhouse Publishers.

Trowbridge, L.W. & Bybee, R.W. (1996). Teaching Secondary School Science. New Jersey: Prentice Hall

Vermillion, R.E. (1991). Projects and Investigations. New York: Macmillan Publishing Co.

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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 http://www.bie.org

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http://college.hmco/education/pbl/background.htm l

http://www.bie.org http://www.mcdenver.com/useguide/pbl.htm http://www.cord.org/lev2.cfm/56

Online Sources