Project-based learning ( PBL ) is a student-centered pedagogy that involves a dynamic class approach where it is believed that students gain deeper knowledge through the exploration of active challenges and world problems. Students learn about the subject by working for a long period of time to investigate and respond to complex questions, challenges, or problems. It is an active learning style and inquiry based learning. PBLs are in contrast to paper-based rote calculations, or teacher-guided instructions that present existing facts or illustrate a seamless path to knowledge rather than asking questions, problems or scenarios.
Thomas Markham (2011) describes project-based learning (PBL) as follows: "PBLs integrate knowledge and action Students learn knowledge and elements from the core curriculum but also apply what they know to solve authentic problems and produce meaningful results. take advantage of digital tools to produce high-quality collaborative products, PBLs refocus education on students, not curricula - a shift mandated by the global world, that rewards intangible assets such as encouragement, enthusiasm, creativity, empathy, and resilience.This can not be taught from textbooks, but must be activated through experience. "James G. Greeno (2006) has linked project-based learning with the perspective of" centralized learning "and with constructive theory of Jean Piaget. Blumenfeld et al. describes the PBL process: "Project-based learning is a comprehensive perspective focusing on teaching by engaging students in the investigation.In this framework, students pursue solutions to trivial problems by requesting and refining questions, arguing ideas, making predictions, designing plan and/or experiment, collect and analyze data, draw conclusions, communicate their ideas and findings to others, ask new questions, and create artifacts. "The basis of PBL lies in the authenticity or real-life application of the research. Students working as teams are given "driving questions" to respond or answer, then directed to create artifacts (or artifacts) to present the knowledge they gain. Artifacts may include various media such as writing, art, images, three-dimensional representation, video, photography, or technology-based presentations.
Project-based learning support cites many benefits for the application of classroom strategy - including a deeper understanding of concepts, broader knowledge base, improved communication and interpersonal/social skills, increased leadership skills, increased creativity, and improved skill writing. Another definition of project-based learning includes the kind of instruction, in which students work together to solve real-world problems in their schools and communities. Successful problem solving often requires students to take lessons from several disciplines and apply them in a very practical way. The promise of seeing a very real impact becomes a motivation to learn.
John Dewey originally promoted the idea of ​​"learning by doing". In my Pedagogical Creed (1897) Dewey mentioned his beliefs about education: "Teachers are not in school to impose certain ideas or to form certain habits in children, but are there as members of the community to choose the influence that will affect the child and to assist him in responding correctly....... I believe, therefore, in so-called expressive or constructive activities as the center of correlation. "(Dewey, 1897) Educational research has advanced the notion of teaching and learning into a methodology known as "project-based learning". Blumenfeld & amp; Krajcik (2006) cites a study by Marx et al. , 2004, Rivet & amp; Krajcki, 2004 and William & amp; Linn, 2003 states that "research has shown that students in project-based learning classes get higher grades than students in traditional classrooms".
In Peer Evaluation in Project Based Teaching-Based Learning: What Students Meet Important? , Hye-Jung & amp; Cheolil (2012) describes "social laziness" as a negative aspect of collaborative learning. Social liability may include inadequate performance by some team members as well as a decline in performance standards expected by the group as a whole to maintain harmony among members. These authors say that because teachers tend to judge finished products, the social dynamics of assignment may escape the attention of the teacher.
Video Project-based learning
Structure
Project-based learning emphasizes long-term, interdisciplinary and student-centered learning activities. Unlike traditional teacher-led classroom activities, students often have to organize their own work and manage their own time in project-based classes. Project-based instruction differs from traditional inquiry with emphasis on collaborative construction or individual student artifacts to represent what is being studied.
Project-based learning also gives students the opportunity to explore issues and challenges that have real-world applications, increasing the possibility of retention of long-term skills and concepts.
Maps Project-based learning
Element
The core idea of ​​project-based learning is that real-world issues capture student interest and draw serious thought when students acquire and apply new knowledge in the context of problem solving. The teacher plays the role of the facilitator, working with the students to frame useful questions, devising meaningful assignments, training both the development of social knowledge and skills, and carefully assessing what students have learned from the experience. Typical projects present problems to solve (What is the best way to reduce pollution in the school pool?) Or a phenomenon to investigate (What causes rain?). PBL replaces other traditional teaching models such as lectures, textbooks-workbooks of activity driven and inquiry as preferred methods of delivery for major topics in the curriculum. This is a learning framework that allows teachers to facilitate and assess deeper insights rather than standing up and passing on factual information. PBL deliberately develops student problem solving and creative product creation to communicate a deeper understanding of the key concepts and mastery of 21st century essential learning such as critical thinking. Students become active digital researchers and evaluators of their own learning when teachers guide students to learn so that students learn from the project-making process. In this context, PBL is an independent learning unit of students performing or making across units. PBL is not just an "activity" (project) that is stuck at the end of a lesson or unit.
Comprehensive project-based learning:
- requires a collaborative culture or a climate of mutual respect in the class to work properly.
- begins with an entry activity that serves as an advanced host to capture and inspire students' interests.
- is organized around authentic, open-ended questions or driving challenges.
- creates the need to know the essential content and skills and provides a way for students to complete the needs during PBL time.
- the benefits of collaborative inquiry for learning, problems to solve and/or to create or create something new
- develop critical thinking, problem solving, collaboration, and various forms of communication, often known as "21st Century Skills".
- enables voice enhancement and student choice (agents) across all PBL units.
- combine feedback and revisions with opportunities for self-assessment, peers and teachers about content, more important learning skills, student-made products, and PBL processes such as research and presentations.
- produce a product or performance that is presented publicly.
- promote and expand student agencies (votes and selections)
- is enriched by the integration of digital skills especially when asking students to do research, organize or make judgments of 21st century essential processes and products, skills.
- improved when teachers became facilitators and incorporated high-impact learning strategies such as metacognition, cooperative learning and chart organizers. (see Hattie and Marzano) Enriched Learning Project, Solutions Tree Press
- allows for an authentic alternative assessment with a rubric for 21st Century Essential Learning Skills as well as content. and transfer them across the curriculum and into real life situations.
- can be used as a model for change of all schools for existing and new option schools such as New Maker Schools and New Tech Schools,
- enrich teacher performance with deeper learning outcomes as professional development promotes teacher development skills to learn how to plan, conduct and assess PBLs in all classrooms.
- has strong comparative research that demonstrates excellence over traditional learning approaches. & lt; http://www.AIR.org/Education/Deeper Learning)
- is an important tool for deeper learning at all levels. PreK up. & lt; Deeper Learning: Beyond 21st Century Skills, Solution Tree Press, Bloomington, Ind. & gt;
Example
Although the project is the primary means of teaching in project-based learning, no common criteria are shared for what is an acceptable project. Projects vary greatly in the depth of the questions being explored, clarity of learning objectives, content and activity structure, and teacher guidance. The role of the project in the overall curriculum is also open to interpretation. The project can guide the entire curriculum (more commonly in other alternative charter or schools) or consist of only a few direct activities. They may be multidisciplinary (more likely in elementary school) or single subjects (generally science and math). Some projects involve the whole class, while others are done in small groups or individually. For example, Perrault and Albert reported the results of PBL assignments in the surrounding college setting creating a communication campaign for campus sustainability offices, finding that after project completion in small groups the students had a much more positive attitude toward sustainability than before working on the project.
When PBL is used with 21st century tools/skills, students are expected to use technology in a meaningful way to help them investigate, collaborate, analyze, synthesise, and present their learning. The term IPBL (Interdisciplinary PBL) has also been used to reflect pedagogy where emphasis on technology and/or interdisciplinary approaches has been incorporated.
An example of a school using a project-based learning curriculum is Think Global School. In each country (THINK Global School), students choose interdisciplinary project-based learning modules designed to help them answer key questions about the world around them. These projects combine elements of global study, science, and literature, among other courses. Projects from previous years included creating Homer's The Odyssey by sailing across Greece and exploring the locations and concepts that became the epic poetry center, and while in Kerala, India, the students participated in a project-based learning module centered around integrating their learning and travel to artificial business. The interdisciplinary project is designed to enable students to engage in key areas of problem solving, decision-making and communication - all framed by demanding parameters of the "Shark Tank", or "Dragon's Den" style competition.
Another example of PBL applied is Muscatine High School, located in Muscatine, Iowa. The School embarked on G2 (Global Generation Exponential Learning) which consisted of high school and high "Schools in School" that provided four core learning areas. At the secondary school level, activities may include creating water purification systems, investigating service learning, or creating new bus routes. At the secondary school level, activities may include researching waste statistics, documenting local history through interviews, or writing essays on community hunting. Classes are designed to help diverse students become colleges and careers ready after high school.
In 2009, The Illinois Consortium for the 21st Century School led by Deeper Learning author Jim Bellanca began a 5-year deeper research project to identify best practices and conditions among existing PBL models. In 6 pilot schools with students from the lowest performers to the highest performers, they tested their findings. The goal is to test whether all public/all-day school schools can be changed by PBL as initiated in schools like Manor New Tech. This will test whether traditional schools with established faculty can make this profound change.
As a result of the adoption of all PBL schools in a broad collaborative school culture, some pilot schools were awarded as P21 Exemplar schools (http://www.p21exemplars/Franklin) with increased achievements and tangible evidence of teacher practice change. The model calls for all teachers and administrators to engage in multi-year professional development efforts that change the school culture, teachers design their units of learning, teachers examine all units and decide which ones contribute to school-based digital PBL libraries from unit plans and student artifacts, revisions in RTI, revision of teacher evaluation and in student grading. as well as increased grade PLC levels. This model empowers teachers to change the way they deliver instructions so that MindQuest21 PBL is the dominant learning model in each class. This model is assessed in one of three public school districts with "free and reduced, lunch" populations. After the early years, the Consortium initiated this change program at Chicago Public Schools, Atlanta Public Schools, and in the state network of Illinois in the countryside. The P21 Exemplar school site provides videos and descriptions of Illinois projects as well as other PBL projects across the country.
The Bill and Melinda Gates Foundation has provided funding to start a holistic PBL school throughout the United States. These organizations include,
- Big Picture Schools [1]
- School EdVisions
- Imagine School
- New Technology Network [2]
- North Bay Communications and Design Academy
- Raisbeck Aviation High School
Another example is Manor New Technology High School, a public high school that since opened in 2007 is a 100 percent project-based instructional school. Students averaging 60 projects a year across subjects. It was reported that 98 percent of senior graduates, 100 percent of graduates are admitted to college, and fifty-six percent of them have become the first in their families to attend college.
The EU also provides funding for project-based learning projects in the Lifelong Learning Program 2007-2013. For example, PopuLLar - Music and language learning, Moving toys in the classroom and ARTINED - A new approach to education using art.
According to Terry Heick on his blog, Teach Thought, there are three types of project-based learning. The first is Problem Based Learning/Challenge-Based Learning, the second is Place-Based Education, and the third is Activity-Based Learning. Challenge-Based Learning is "an exciting multidisciplinary approach to teaching and learning that encourages students to harness the technology they use in their daily lives to solve real-world problems through their home, school and community efforts." Place-based education "immerses students in local heritage, culture, landscapes, opportunities and experiences, uses this as a basis for the study of language arts, mathematics, social studies, science and other subjects throughout the curriculum, and emphasizes learning through participation in service projects for schools and/or local communities. "Activity-Based Learning takes on a constructivist approach, the idea being that students build their own meaning through direct, often manipulative and opportunity-based activities. As a provider of private schools, the Nobel Education Network combines PBL with the International Baccalaureate as a key pillar of their strategy.
Roles
PBLs depend on study groups. The student groups define their projects, thus, they involve the voice of the students by encouraging students to take full responsibility for their learning. This is what makes PBL constructivist. Students work together to achieve certain goals.
When students use technology as a tool to communicate with others, they take an active role vs. the passive role of information transmission by a teacher, book, or broadcast. Students continue to make choices about how to acquire, display, or manipulate information. Technology allows students to think actively about the choices they make and run. Each student has the opportunity to engage both individually and as a group.
The role of the instructor in Project Based Learning is a facilitator. They do not release control of the classroom or students' learning but develop an atmosphere of shared responsibility. The instructor should arrange the questions/problems raised so as to direct the student's learning toward content-based content. The instructor should arrange for student success with intermittent, transitional goals to ensure the student project remains focused and the students have an in-depth understanding of the concept under investigation. Students are responsible for these goals through continuous feedback and assessment. Ongoing assessment and feedback is essential to ensure students stay within the scope of the driving questions and the core standards of the project are trying to unpack. According to Andrew Miller of the Buck Institute of Education, formative assessments are used "to be transparent to parents and students, you should be able to track and monitor ongoing formative assessments, which show work toward that standard." Instructors use these assessments to guide the investigation process and ensure students have learned the required content. After the project is complete, the instructor evaluates the finished product and learns it demonstrates
The role of students is to ask questions, build knowledge, and determine real-world solutions to problems/questions presented. Students should collaborate expand their active listening ability and require them to engage in intelligent focused communication. Therefore, it allows them to think rationally about how to solve problems. PBL forces students to take ownership of their success.
Results
More important than learning science, students need to learn to work in the community, thus taking on social responsibility. The most significant contribution of PBLs is in schools languishing in poverty-stricken areas; when students take responsibility, or ownership, for their learning, their self-esteem soars. It also helps create better work habits and attitudes toward learning. In standardized tests, lethargic schools have been able to raise their test scores entirely by applying PBL. Although students work in groups, they also become more independent because they receive little instruction from the teacher. With students of Project Based Learning also learn important skills in higher education. Students learn more than finding answers, PBLs allow them to expand their minds and think beyond what they normally do. Students must find answers to questions and incorporate them using critical thinking skills to generate answers.
PBL is significant for studying conceptions (eg); local concepts and childhood intuitions are hard to replace with conventional classroom lessons. In PBL, project science is community culture; the student groups themselves complete their understanding of phenomena by building their own knowledge. Technology allows them to search in a more useful way, along with getting faster results.
Opponents of Project-Based Learning warn of negative outcomes especially in projects that are out of focus and contrary to the argument that less developed lessons can lead to a waste of valuable classroom time. There is no teaching method that proves to be more effective than others. Opponents suggest that narrative and presentation of anecdotal evidence included in lecture style teaching can convey the same knowledge in lesser class time. Given that disadvantaged students generally have less opportunity to learn academic content outside of school, the time classes are wasted due to less focused lessons presents a particular problem. Instructors can be tricked into thinking that as long as a student engages and performs, they are learning. In the end it is the cognitive activity that determines the success of a lesson. If the project is not fixed on the task and the content is encouraged students will not be successful in learning the material. Lessons will become ineffective. Sources of difficulty for teachers include, "Maintaining complex projects on track while attending individual student learning needs artistic teaching, as well as industrial strength project management." As with any approach, Project Based Learning is only useful when successfully implemented.
Problem-based learning is a similar pedagogical approach; however, a problem-based approach shapes more student activity by having them solve (open) problems rather than relying on students to come up with their own problems in completing a project.
A meta-analysis conducted by Purdue University found that when implemented well, PBLs can improve long-term replicable retention of materials and skills, as well as improve teacher and student attitudes toward learning.
Overcome obstacles and criticism
A frequent criticism of PBLs is that when students work in groups some people will "loosen" or sit back and let others do all the work. Anne Shaw recommends that teachers always build the PBL curriculum structure of organizational strategy known as Jigsaw and the Expert Group. This structure forces students to be independent, independent and work interdependently.
This means that the class is assigned (preferably randomly, by lot) to the Expert Group. Each Expert Group was then tasked with in-depth study of a specific aspect of the entire project. For example, classes that learn about environmental problems in their community can be divided into the following Expert Groups:
- Air
- Land
- Water
- Human impact on the environment
Each Expert Group is in charge of studying materials for their group, taking notes, then preparing to teach what they learn to all students in the classroom. To do so, the class will be "jigsaw", thus creating Jigsaw Groups. The Jigsaw Group in the above example will each consist of one representative from each of the Group of Experts, so that each Jigsaw Group will include:
- One expert on Air
- An expert on Land
- An expert on Water
- An expert on "Human impact on the environment"
Each of these experts will then take turns teaching the others in the group. Total interdependence is assured. No one can "relax" because each student is the only person in the group with that "piece" of information. Another benefit is that students should have learned the concepts, skills and information well enough to be able to teach it and should be able to assess (not assess) their own learning and the learning of their peers. This forces a much deeper learning experience.
Anne Shaw recommends that when students teach each other, they also participate collaboratively in creating concept maps as they teach each other. This adds a significant dimension to thinking and learning. The students can build on this map every time they Jigsaw. If a project is scheduled to take place over a six-week period, students can meet in their Expert Group twice a week, and then Jigsaw twice a week, building on their learning and exploration of the topic from time to time.
After all the experts taught each other, the Jigsaw Group then designed and created the product to show what they know about the four aspects of the PBL unit - air, soil, water, human impact. Performance-based products may include possibilities such as dioramas, plays, plays, debates, student-produced documentaries, websites, Glogster, VoiceThreads, games (digital or otherwise), presentations for community members (such as City Council or community organizations), radio programs or student-produced television, student-hosted conferences, exhibitions, film festivals.
Students are assessed in two ways:
- Individual assessment for each student - may include research notes, teaching preparation notes, and teacher observations. Other assessments may include those assigned by the teacher, for example, each student in the class must write an individual research paper for his chosen topic from within the overall theme of the PBL.
- Group assessment - each Jigsaw group creates and presents their product, preferably to an audience other than their teacher or class.
Criticism
One concern is that PBL may be inappropriate in mathematics, the reason being that mathematics is primarily skill-based at the basic level. Turning the curriculum into a project or a series of projects that are too broad does not allow the practice of certain mathematical skills required. For example, the quasi expression of factoring in basic algebra requires extensive repetition.
On the other hand, a teacher can integrate the PBL approach into the standard curriculum, helping students look at some of the broader contexts in which abstract square equations may apply. For example, Newton's law implies that objects are thrown along a parabolic path, and the roots of the corresponding equations correspond to the location of the beginning and end of the object.
Another criticism of PBLs is that the actions expressed as reasons for its success are not measurable using standard measurement tools, and depend on the subjective rubric to assess the outcome.
Source of the article : Wikipedia
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