PROJECT-BASED

LEARNINGA S H L E Y K L O D T

S O E 1 1 5 P S Y C H O L O G Y O F T E A C H I N G A N D L E A R N I N GK E N D A L L C O L L E G E

WHAT IS PROJECT-BASED LEARNING?

According to Vanessa Vega of Edutopia, “Project-based learning (PBL) hails from a tradition of pedagogy which asserts that students learn best by experiencing and solving real-world problems”(Vega, 2015). I chose this strategy because it is a great opportunity for real-world problem solving, hands-on, and cooperative learning for students which requires thinking outside the box.

Vega points out that “according to researchers, PBL essentially involves the following:• students learning knowledge to

tackle realistic problems as they would be solved in the real world

• increased student control over his or her learning

• teachers serving as coaches and facilitators of inquiry and reflection

• students (usually, but not always) working in pairs or groups” (Vega, 2015).

SOURCE #1:

This chapter of The Cambridge Handbook of the Learning Sciences called “Project-Based Learning” explains that PBL is based upon the work of John Dewey and points out “how new discoveries in the learning sciences have led to new ways of understanding how children learn” (Krajcik & Blumenfeld, 2006). Four major concepts of project-based learning are discussed; active construction, situated learning, social interactions, and cognitive tools. The authors explain the features of a project-based learning environment and gives examples of lessons and tools for teachers that correspond with the feature presented. The research included in this writing shows with the support and methods of PBL used by teachers, students demonstrate higher achievement on post test assessments and students have higher motivation levels and maintain a positive attitude while learning through project-based learning.

SOURCE #2:This article is called “Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach.” It is a study that addresses “How can second-grade students from low-SES schools attain the same levels of achievement as students from high-SES schools on standards-based social studies and content area literacy assessments?” (Halvorsen, Duke, Brugar, Block, Strachan, Berka, & Brown, 2014). What their study showed is that when compared, the achievements of students from a low SES school were no lower than that of students from a high SES school when a project-based learning curriculum was involved. Thus, proving their theory that there was no achievement gap on standard based assessments between the low and high level SES students. Halvorsen, Duke, Brugar, Block, Strachan, Berka, & Brown say “our study confirms the promise of project-based approaches in neglected domains with a disadvantaged population.” It also confirmed research that “this kind of teaching can foster higher engagement and yield academic gains” (Halvorsen, Duke, Brugar, Block, Strachan, Berka, & Brown, 2014).

SOURCE #3:

In the article “Project-Based Learning Research Review,” the author discusses and makes sense of the immense amount of research and information about project-based learning. This article shares the writers insights and offers an additional four articles to round out the information presented. Vega shares that “project-based teaching methods engage students in creating, questioning, and revising knowledge, while developing their skills in critical thinking, collaboration, communication, reasoning, synthesis, and resilience” (Vega, 2015). This article also addresses four crucial elements to project-based learning achievement and a brief description of how they should be applied in the classroom. PBL begins with a realistic problem or project, involves structured group work, includes multi-faceted assessments, and requires participation in a professional learning network. According to Vega, “studies have proven that when implemented well, project-based learning (PBL) can increase retention of content and improve students' attitudes towards learning, among other benefits” (Vega, 2015).

SOURCE ANALYSIS

COMPARISONSAll three of my sources…• Encourage the use of project-based

learning in the classroom.• Affirm the teacher as the facilitator.• State the benefits of PBL.• Express the successful outcomes of PBL.• Agree that PBL starts with a “driving

question.”

CONTRASTS• Source #1 is an article that focuses on

project-based science and includes helpful lesson guides for teachers/ educators.

• Source #2 is based on a design experiment that studies how students from a low SES school can attain the same levels of achievement as a school of high SES.

• Source #3 is a research review article that describes the main topics of PBL.

CONNECTIONSVEGA STATES THAT PROJECT-BASED LEARNING STRATEGIES “ENGAGE STUDENTS IN CREATING, QUESTIONING, AND REVIS ING KNOWLEDGE, WHILE DEVELOPING THEIR SKILLS IN CRIT ICAL THINKING, COLLABORATION, COMMUNICATION, REASONING, SYNTHESIS , AND RESIL IENCE” (VEGA, 2015) .

• Based on the early Constructivist Theory of John Dewey• Includes scaffolding which directly relates to Vygotsky's Zone of Proximal

Development (ZPD)• Involves Collaboration with peers and others• Entails Student Assessment• Utilizes technology and cognitive tools such as graphs• Offers motivation for learning• Requires an effective teacher

CONCLUSIONSTHERE IS CONSIDERABLE EVIDENCE THAT PROJECT-BASED LEARNING PROMOTES STUDENT ACHIEVEMENT.

• According to Vega’s research, “PBL increases long-term retention of content, helps students perform as well as or better than traditional learners in high-stakes tests, improves problem-solving and collaboration skills, and improves students' attitudes towards learning. PBL can also provide an effective model for whole-school reform” (Vega, 2015).

• Halvorsen, Duke, Brugar, Block, Strachan, Berka, and Brown suggest “research on the impact of project-based approaches on both achievement and affective dimensions such as attitude, engagement, and motivation is quite positive overall. Benefits have been noted for many groups of students, including students with learning disabilities or other learning difficulties” (Halvorsen, Duke, Brugar, Block, Strachan, Berka, & Brown, 2014).

• Halvorsen, Duke, Brugar, Block, Strachan, Berka, and Brown say “Our research confirms and extends the literature on project-based approaches. Pre- to post-test gains in social studies and content area literacy achievement, and a statistically non-significant difference between low- and high-SES classrooms at year’s end, adds to the literature suggesting the promise of project-based approaches on student learning across various subjects and grade” (Halvorsen, Duke, Brugar, Block, Strachan, Berka, & Brown, 2014).

• According to Krajcik and Blumenfeld, “research has demonstrated that students in project-based learning classrooms get higher scores than students in traditional classrooms” (Krajcik & Blumenfeld, 2006).

COMMUNICATION WITH FAMIL IES“We use the project-based approach to learning in our classroom. What this means is that I will guide your child and his group of peers to identify, explore, and create an answer to a real world problem through out the next few weeks. This challenges them and requires them to use their problem solving skills. They learn by doing and participate in hands on learning. This type of strategy requires them to think outside the box as well. Project-based learning is an alternate approach to the traditional methods of teaching. Rather than standard tests or producing a tangible product, we assess your child’s learning as he goes on this journey with his peers. Do you have any questions? Would you like to see an example?”

REFERENCES

Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning (pp. 317-34). na.

Vega, V. (2015, December 1). Project-Based Learning Research Review. Retrieved from http://www.edutopia.org/pbl-research-learning-outcomes

Halvorsen, A., Duke, N. K., Brugar, K. A., Block, M. K., Strachan, S. L., Berka, M. B., & Brown, J. M. (2012). Narrowing the achievement gap in second-grade social studies and content area literacy: The promise of a project-based approach. Theory and Research in Social Education, 40, 198-229 Retrieved from https://education.msu.edu/epc/library/papers/WP26.asp

Retrieved from https://msellieb.wordpress.com/2013/05/04/doing-projects-vs-project-based-learning/

Example of the Process of Project-based Learning

EXAMPLE OF UTILIZING A PROJECT BASED LEARNING STRUCTURE MODEL

Learning web retrieved from http://teach.oetc.org/oregon/multimedia/project-based-learning-web