Project-Based Learning: Learning Through Experience

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Project-Based Learning Learning Through
Experience

• Lynn Technology Integration Workshop Session II
• June 24, 2003

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Contact Information
Sun Associates www.sun-associates.com 978-251-1600

• Sylvia Klinzing (sklinzing_at_sun-associates.com)
• Laura Tilton (ltilton_at_sun-associates.com)
• http//www.sun-associates.com/lynn

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PBL Why do it?

• Supportive Research
• Increased Motivation
• Measurable Results
• Authentic Products

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PBL What is it?

• Is project-based the same as problem-based
  learning?
• What are the basic elements of project-based
  learning (PBL)?
• What makes a good PBL project?

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Project-Based vs. Problem-Based Learning
Both are. authentic, constructivist, inqui
ry-based, and student-centered
approaches.
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Project-Based Problem-Based Learning Learning

• Tends to be associated with K-12 education

• Originated in medical training and other
  professional preparation practices

• Organized around an end product or artifact

• Organized around a problem for students to solve
  (i.e. case study)

• End product is elaborate, and may require
  extensive planning and labor.

• End products are simpler, more summative.

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4 Basic Elements of PBL

• Extended time frame
• Collaboration
• Student-directed Investigation
• Construction of a real world product/artifact

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Extended Time Frame

• Projects run anywhere from

A few weeks
An entire year
------

• What is the value of an extended time frame?
• allows in depth interaction with the subject
• allows construction of a worthwhile, real world
  product.

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Collaboration

• Students can work in groups and/or work with
  other classes via the internet.

• What is the value of collaboration?
• allows feedback from peers
• makes the task/s less daunting
• distributes expertise and responsibility
• exposes students to other perspectives

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Student-directed Investigation

• Involves one or more of the following
  researching background info, observing,
  collecting data, conducting interviews, sharing
  and analyzing data.
• Why do it?
• Gives students an opportunity to personally
  explore the subject
• Hones skills that could be useful outside the
  classroom

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Construction of a Real World Product/Artifact

• Can range from being

Template driven
Open-ended
------

• Why construct real world products?
• they are authentic, and so have a wider audience
  base
• they motivate and engage students
• they often appeal to more than one learning style

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Types of Tasks
Key idea Transforming knowledge

• Consensus Building
• Persuasion
• Self-knowledge
• Judgement
• Analytical
• Scientific

• Retelling
• Compilation
• Mystery
• Journalistic
• Design
• Creative Product

For further explanations and other examples,
see http//webquest.sdsu.edu/taskonomy.html
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Examples of Products for Assessment

• Physical model
• Multimedia presentation
• Website
• Video/radio program
• Mock trial
• Journal
• Letter/e-mail message

• Book, brochure, newspaper article, poster
• Poem, song, puzzle, art project
• A policy paper/ recommendation to some government
  body

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PBL Challenges

• Time
• Classroom management
• Control
• Support of student learning
• Technology use
• Assessment

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Characteristics of a Good PBL Activity (45 mins)

• Break up into small groups of 3 or 4 (form K-5 or
  6-12 groups).
• Compare and contrast your worksheets with other
  learners
• Write down some insights from your discussion.
• Share with the entire group.

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Great Planning is Key to Problem-Based Learning!
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Steps in Planning (LEVEL 2)

• List the major goals of the project and
  curricular tie-ins
• Decide on project duration
• Plan Activities
• Develop specific questions/challenges
• Browse pre-existing PBLs, other sources
• Draft assessment goals (what, how and when to
  assess)

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Checklist

• Will your PBL Activity
• tie-in well with the curriculum?
• engage and build on students' own interests and
  passions?
• allow for open-ended outcomes and products?
• provide a meaningful and authentic context for
  learning? ...

• Major goals

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