Project-based learning: Difference between revisions

Revision as of 17:31, 1 June 2024

Revision as of 17:33, 1 June 2024

Line 12:

== Concept ==

In 2011, Thomas Markham described project-based learning (PBL) as follows: {{quote|"PBL integrates knowing and doing. Students learn knowledge and elements of the core curriculum but also apply what they know to solve authentic problems and produce results that matter. PBLProject-based learning students take advantage of digital tools to produce high-quality, collaborative products. PBLProject-based learning refocuses education on the student, not the curriculum—a shift mandated by the global world, which rewards intangible assets such as drive, passion, creativity, empathy, and resilience. These cannot be taught out of a textbook, but must be activated through experience."<ref>Markham, T. (2011). Project-Based Learning. Teacher Librarian, 39(2), 38-42.</ref>}}

[[Problem-based learning]] is a similar pedagogic approach; however, problem-based approaches structure students' activities more by asking them to solve specific (open-ended) problems rather than relying on students to come up with their own problems in the course of completing a project. Another seemingly similar approach is quest-based learning; unlike project-based learning, in questing, the project is determined specifically on what students find compelling (with guidance as needed), instead of the teacher being primarily responsible for forming the essential question and task.<ref>{{cite book |author1=Alcock, Marie |url=https://www.solutiontree.com/quest-for-learning.html |title=The Quest for Learning: How to Maximize Student Engagement |author2=Michael Fisher |author3=Allison Zmuda |date=2018 |publisher=Solution Tree |___location=Bloomington}}</ref>

Blumenfeld ''et al.'' elaborate on the processes of PBLProject-based learning: "Project-based learning is a comprehensive perspective focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts."<ref>Blumenfeld et al 1991, EDUCATIONAL PSYCHOLOGIST, 26(3&4) 369-398 "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning." Phyllis C. Blumenfeld, Elliot Soloway, Ronald W. Marx, Joseph S. Krajcik, Mark Guzdial, and Annemarie Palincsar.</ref> The basis of PBLProject-based learning lies in the authenticity or real-life application of the research. Students working as a team are given a "driving question" to respond to or answer, then directed to create an artifact (or artifacts) to present their gained knowledge. Artifacts may include a variety of media such as writings, art, drawings, three-dimensional representations, videos, photography, or technology-based presentations.

Another definition of project-based learning includes a type of instruction where students work together to solve real-world problems in their schools and communities. This type of problem-solving often requires students to draw on lessons from several disciplines and apply them in a very practical way and the promise of seeing a very real impact becomes the motivation for learning.<ref>{{cite web |title=Education World |url=http://www.educationworld.com/a_curr/problem-based-learning-tips-ideas.shtml}}</ref> In addition to learning the content of their core subjects, students have the potential to learn to work in a community, thereby taking on social responsibilities.

Line 28:

===Elements===

The core idea of project-based learning is those real-world problems capture students' interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience. Typical projects present a problem to solve (What is the best way to reduce the pollution in the schoolyard pond?) or a phenomenon to investigate (What causes rain?). PBLProject-based learning replaces other traditional models of instruction such as lectures, textbook-workbook-driven activities and inquiry as the preferred delivery method for key topics in the curriculum. It is an instructional framework that allows teachers to facilitate and assess deeper understanding rather than stand and deliver factual information. PBLProject-based learning intentionally develops students' problem-solving and the creative making of products to communicate a deeper understanding of key concepts and mastery of 21st-century essential learning skills such as critical thinking. Students become active digital researchers and assessors of their own learning when teachers guide student learning so that students learn from the project-making processes. In this context, PBLsProject-based arelearning is units of self-directed learning from students' doing or making throughout the unit. PBLProject-based learning is not just "an activity" (project) that is stuck at the end of a lesson or unit.<ref>{{cite web|date=2022-04-02|title=How to use Project-Based Learning approach to build learning environments |url=https://www.teachfloor.com/blog/how-to-use-project-based-learning-approach-to-build-learning-environments|website=teachfloor.com}}</ref>

Comprehensive project-based learning:

Line 41:

==Examples==

[[File:Project based learning in secondary school Euroinstitut.jpg|thumb|Project-based learning in secondary school Euroinstitut]]

Although projects are the primary vehicle for instruction in project-based learning, there are no commonly shared criteria for what constitutes an acceptable project. Projects vary greatly in the depth of the questions explored, the clarity of the learning goals, the content and structure of the activity, and guidance from the teacher. The role of projects in the overall curriculum is also open to interpretation. Projects can guide the entire curriculum (more common in charter or other alternative schools) or simply consist of a few hands-on activities. They might be multidisciplinary (more likely in elementary schools) or single-subject (commonly science and math). Some projects involve the whole class, while others are done in small groups or individually. For example, Perrault and Albert<ref>{{Cite journal|last1=Perrault|first1=Evan K.|last2=Albert|first2=Cindy A.|date=2017-10-04|title=Utilizing project-based learning to increase sustainability attitudes among students|journal=Applied Environmental Education & Communication|volume=17|issue=2|pages=96–105|doi=10.1080/1533015x.2017.1366882|s2cid=148880970|issn=1533-015X}}</ref> report the results of a PBLProject-based learning assignment in a college setting surrounding creating a communication campaign for the campus' sustainability office, finding that after project completion in small groups that the students had significantly more positive attitudes toward sustainability than prior to working on the projects.Ambrose is bad.

.........

Another example is [[Manor Independent School District|Manor New Technology High School]], a public high school that since opening in 2007 is a 100 percent project-based instruction school. Students average 60 projects a year across subjects. It is reported that 98 percent of seniors graduate, 100 percent of the graduates are accepted to college, and fifty-six percent of them have been the first in their family to attend college.<ref>[http://www.edutopia.org/stw-project-based-learning-best-practices-new-tech-high-school#more|What Makes Project-Based Learning a Success?]. Retrieved 2013-10-29</ref>

Outside of the United States, the [[European Union]] has also providing funding for project-based learning projects within the [[Lifelong Learning Programme 2007–2013]]. In China, PBLProject-based learning implementation has primarily been driven by [[international school]] offerings,<ref>[https://www.pblworks.org/blog/pbl-china-yes-maybe]. Larmer, John (2018)</ref> although public schools use PBLProject-based learning as a reference for Chinese Premier Ki Keqiang's mandate for schools to adopt [[maker education]],<ref>{{Cite web|url=https://ccc.princeton.edu/events/making-china-cultivating-entrepreneurial-living|title = Making China: Cultivating Entrepreneurial Living &#124; Center on Contemporary China}}</ref> in conjunction with [[Micro-schooling|micro-schools]] like Moonshot Academy and ETU, and maker education spaces such as [[SteamHead]].<ref>[http://www.xinhuanet.com//english/2017-03/13/c_136125085.htm] Xin Hua News, referenced 2017.</ref>

==Roles==

PBLProject-based learning often relies on learning groups, but not always. Student groups may determine their projects, and in so doing, they engage [[student voice]] by encouraging students to take full responsibility for their learning.

When students use technology as a tool to communicate with others, they take on an active role vs. a passive role of transmitting the information by a teacher, a book, or broadcast. The student is constantly making choices on how to obtain, display, or manipulate information. Technology makes it possible for students to think actively about the choices they make and execute. Every student has the opportunity to get involved, either individually or as a group.

Line 56 ⟶ 55:

The instructor's role in project-based learning is that of a facilitator. They do not relinquish control of the classroom or student learning, but rather develop an atmosphere of shared responsibility. The instructor must structure the proposed question/issue so as to direct the student's learning toward content-based materials. Upfront planning is crucial, in that the instructor should plan out the structural elements and logistics of the project far in advance in order to reduce student confusion once they assume ownership of their projects.<ref name=":2">{{Cite journal |last=Tawfik |first=Andrew A. |last2=Gishbaugher |first2=Jaclyn J. |last3=Gatewood |first3=Jessica |last4=Arrington |first4=T. Logan |date=2021-08-17 |title=How K-12 Teachers Adapt Problem-Based Learning Over Time |url=https://scholarworks.iu.edu/journals/index.php/ijpbl/article/view/29662 |journal=Interdisciplinary Journal of Problem-Based Learning |language=en |volume=15 |issue=1 |doi=10.14434/ijpbl.v15i1.29662 |issn=1541-5015|doi-access=free }}</ref> The instructor must regulate student success with intermittent, transitional goals to ensure student projects remain focused and students have a deep understanding of the concepts being investigated. The students are held accountable to these goals through ongoing feedback and assessments. The ongoing assessment and feedback are essential to ensure the student stays within the scope of the driving question and the core standards the project is trying to unpack. According to Andrew Miller of the Buck Institute of Education, "In order to be transparent to parents and students, you need to be able to track and monitor ongoing formative assessments that show work toward that standard."<ref>{{cite web|last=Miller|first=Andrew|title=Edutopia|url=http://www.edutopia.org/blog/effective-assessment-project-based-learning-andrew-miller|publisher=© 2013 The George Lucas Educational Foundation|access-date=22 October 2013}}</ref> The instructor uses these assessments to guide the inquiry process and ensure the students have learned the required content. Once the project is finished, the instructor evaluates the finished product and the learning that it demonstrates.

The student's role is to ask questions, build knowledge, and determine a real-world solution to the issue/question presented. Students must collaborate, expanding their active listening skills and requiring them to engage in intelligent, focused communication, therefore allowing them to think rationally about how to solve problems. PBLProject-based learning forces students to take ownership of their success.

==Outcomes==

Line 62 ⟶ 61:

Proponents of project-based learning cite numerous benefits to the implementation of its strategies in the classroom – including a greater depth of understanding of concepts, a broader knowledge base, improved communication, and interpersonal/social skills, enhanced [[leadership]] skills, increased [[creativity]], and improved writing skills.

Some of the most significant contributions of PBLProject-based learning have been in schools of comparative disadvantage where it has been linked to increased self-esteem, better work habits, and more positive attitudes toward learning.The pedagogical practice is also linked to conversations revolving around equitable instruction, as it presents opportunities to provide learning experiences that are "equitable, relevant, and meaningful to each and every student while supporting the development of not only students' academic learning, but also their social, emotional, and identity development."<ref name=":3">{{Cite journal |last=Tierney |first=Gavin |last2=Urban |first2=Rochelle |last3=Olabuenaga |first3=Gina |date=2023 |title=Designing for Equity: Moving Project-Based Learning From Equity Adjacent to Equity Infused |url=https://repository.isls.org//handle/1/10277}}</ref>

Teachers who implement Project-Based Learning assert that this approach emphasizes teachers helping their students track and develop their own processes of thinking, making them more aware of problem-solving strategies they can use in the future.<ref name=":2" />

Line 72 ⟶ 71:

==Criticism==

Opponents of project-based learning caution against negative outcomes primarily in projects that become unfocused, as underdeveloped assignments or lessons may result in the waste of class time and inability to achieve the learning objectives. Since PBLProject-based learning revolves around student autonomy, student's self-motivation and ability to balance work time both inside and outside of school are imperative to a successful project and teachers may be challenged to present students with sufficient time, flexibility, and resources to be successful.<ref>{{Cite journal |last=Ramos-Ramos |first=Pablo |last2=Botella Nicolás |first2=Ana María |date=2022-08-31 |title=Teaching Dilemmas and Student Motivation in Project-based Learning in Secondary Education |url=http://dx.doi.org/10.14434/ijpbl.v16i1.33056 |journal=Interdisciplinary Journal of Problem-Based Learning |volume=16 |issue=1 |doi=10.14434/ijpbl.v16i1.33056 |issn=1541-5015|doi-access=free }}</ref> Furthermore, "Keeping these complex projects on track while attending to students' individual learning needs...requires artful teaching, as well as industrial-strength project management."<ref>{{cite web |title=Projects and Partnerships Build a Stronger Future - Edutopia |url=http://www.edutopia.org/blog/projects-partnerships-pbl-suzie-boss |website=edutopia.org}}</ref>

==See also==