Project Based Learning (PBL)

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Project Based Learning (PBL)

• An Innovative Model for Learning

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Characteristics of PBL

• Organizes standards-based curriculum around a
  meaningful open-ended problem or project with
  more than one approach or answer
• Encourages active inquiry and higher-order
  thinking skills
• Engages students as stakeholders
• Creates a learning environment where teachers
  coach, guide inquiry and facilitate deeper levels
  of understanding
• Concludes with realistic products

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Project Based Learning

• emphasizes learning activities that are
• student-centered
• They become the problem solver, decisions maker,
  investigator, documentarian
• They take on the role of those working in a
  particular discipline
• long-term
• Projects can be a variety of lengths
• What they are not is one-day teacher centered
  lessons
• integrated with real world issues and practices
  and have compelling questions
• Significance beyond the classroom walls

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Project Based Learning

• 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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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

6
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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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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Project Based Learning and 21st Century Skills

• Project-based learning helps students develop
  skills for living in a knowledge-based, highly
  technological society.
• Students make effective use of IT as they produce
  a product, presentation, or performance
• IT is integrated into the learning students are
  NOT learning IT skills in isolation
• technology is used to promote critical thinking
  and communication

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Differences in Project Based Learning and an
activity based lesson
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Examples
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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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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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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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Lets Try One
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Lets Try One
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The Design Process

• Start with the desired results
• What is important for students to do, know,
  perform
• What are the enduring understandings that are
  needed?
• What are the essential questions?
• Think about the evidence of learning
• How will you measure their understanding?
• What collective evidence using a variety of
  formal and informal assessments will you use?
• Plan the learning experiences
• Take a real-world topic and begin an in-depth
  investigation
• What activities will help the students gain the
  knowledge and skills you have identified?
• What strategies will you use?

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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.h
  tml
• http//www.uoregon.edu/moursund/Math/pbl.htm
• http//www.jordan.palo-alto.ca.us/students/connect
  ions/pbl/pblplan.html
• http//eduscapes.com/tap/topic43.htm
• http//pblmm.k12.ca.us/PBLGuide/PBLPBL.htm
• http//www.iste.org/research/roadahead/pbl.htm
• http//www.glef.org/PBL/whypbl.htm
• http//www.bie.org

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Online Sources

• 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