What is Project-based Learning?

 What is Project-based Learning? 

PBL is an approach to instruction that shifts from traditional teaching practices characterized by short, isolated, and teacher-centered lessons. Instead, it emphasizes learning that can be derived from long-term activities, which are interdisciplinary, student-centered, and integrated with real world issues and practices (Solomon, 2003; Staff, 2001; Willie, 2001). Many of the skills learned through PBL are those desired by today's employers, including the ability to work well with others and handle interpersonal conflicts, make thoughtful decisions, practice initiative, and solve complex problems (Kloppenborg & Baucus, 2004).

Students are provided an interdisciplinary approach to learning and in the process made to develop several skills successively or at the same time as they work on a challenging project (Solomon, 2003). 3  

1.  Definition from the Autodesk Foundation :

We believe that PBL is at the heart of good instruction because it brings together intellectual inquiry, rigorous real-world standards, and student engagement in relevant and meaningful work. It is a comprehensive instructional model in which project work is central to student understanding of the essential concepts and principles of the disciplines. Well crafted projects:

• Engage and build on student interests and passions

• Provide a meaningful and authentic context for learning

• Immerse students in complex, real-world problems/ investigations without a predetermined solution

• Allow students to take the lead, making critical choices and decisions

• connect students with community resources and experts

• Require students to develop and demonstrate essential skills and knowledge

• Draw on multiple disciplines to solve problems and deepen understanding

• Build in opportunities for reflection and self-assessment

• Result in useful products that demonstrate what students have learned

• Culminate in exhibitions or presentations to an authentic audience

2.  The Importance of Conceptual Model for PBL

Those who advocate for PBL do not necessarily assert that it is exclusively the most effective educational approach there is but Staff (2001) observes that it is a way to make students engaged in school work, cut absenteeism, boost cooperative learning skills, and improve test scores. The students were able to develop self-motivation, initiative, and teamwork. In the study of Brunetti, Petrell, and Sawada (2003), higher achievement awareness was evident among students in universities instituting PBL compared to those heavily entrenched in the practice of traditional teaching. The ability to exhibit creativity and analytical skills in solving problems were displayed by the students. The research of Kloppenborg and Baucus (2004) reports on the learning outcomes of students as manifested in their successful experiences gained in planning, managing, and accomplishing projects. Successful experiences include the ability to resolve conflicts through creative problem-solving approaches and the accomplishment of a project that made them more aware of real life problems and issues. Learning then was fruitful for the students involved and not just mere assimilation of content-based knowledge.

3.  Aim & Objectives of Project Work (PW)

PW is an integrated learning experience that encourages students to break away from the compartmentalisation of the different disciplines. It aims to provide students with opportunities to explore the inter-relationships and inter-connectedness of subject-specific knowledge. The objectives of PW are to allow students to:

§  Apply creative and critical thinking skills

§  Improve communication skills (both oral and written)

§  Foster collaborative learning skills

§  Develop self-directed inquiry and life-long learning skills

PW has been implemented in schools since 2000. At secondary level, it is recommended that PW be implemented at Primary 3, Primary 4 and/or Primary 5, and at Secondary 1, Secondary 2 and/or Secondary 3. By 2002, all primary and secondary schools are expected to implement PW at at least one level.

At the pre-university level, PW is implemented at JC1 and CI2. JC1 and CI2 students in 2003 will sit for the PW national examination, and the result obtained will count towards entry into local universities from 2005 onwards.

4.  Features of Project-Based Learning

There are several features that facilitate use of project-based instruction within a classroom. It is important to provide students with a specific focus. What you expect of them from the project. It is important that the project has a real world connection. This can be achieved through making several connections to real life experiences.

The project needs to allow students to not only make real life connections but also implement decision making skills, learning and applying new concepts and using their knowledge through a variety of education contexts.

Working together with others. Collaborating with other students is a key element of Project based learning. As well as teachers and the broader community.

Implementing research in a variety of environmental contexts is imperative through the application of several technologies including, computer programs, audio visual equipment and real life research to ensure that the full experience of the project is gained.

Take a closer look at the wikipedia search result for Project-Based Learning here:  wikipedia

5.  Roles

PBL relies on learning groups. Student groups determine their projects, in so doing, they engage student voice by encouraging students to take full responsibility for their learning. This is what makes PBL constructivist. Students work together to accomplish specific goals.

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.

Instructor 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. 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. It is important for teachers not to provide the students any answers because it defeats the learning and investigating process. Once the project is finished, the instructor provides the students with feedback that will help them strengthen their skills for their next project

Student 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 on how to solve problems. PBL forces students to take ownership of their success.

6.  Purpose

Project-based learning (PBL):

best defined as instruction relating questions and technology relative to the students' everyday lives to classroom projects. Students form their own investigation of their own group which allows students to develop valuable research skills. The students engage in design, problem solving, decision making, and investigative activities. It allows students to work in groups or by themselves and allows them to come up with ideas and realistic solutions or presentations. Students take a problem and apply it to a real life situation with these projects.

Project-based Learning (PBL) provides complex tasks based on challenging questions or problems that involve the students' problem solving, decision making, investigative skills, and reflection that include teacher facilitation, but not direction. Project Based Learning is focused on questions that drive students to encounter the central concepts and principles of a subject hands-on.

With Project-based learning students learn from these experiences and take them into account and apply them to their lives in the real world.

7.  Structure

Project-based learning(PBL): is an approach for classroom activity that emphasizes learning activities that are long-term, interdisciplinary and student-centered. This approach is generally less structured tha teacher-led classroom activities; in a project-based class, students often must organize their own work and manage their own time. Within the project based learning framework students collaborate, working together to make sense of what is going on. Project-based instruction differs from inquiry-based activity by its emphasis on collaborative learning. Additionally, project-based instruction differs from traditional inquiry by its emphasis on students' own artifact construction to represent what is being learned.

8.  Elements

The core idea of project-based learning is that 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. Advocates assert that project-based learning helps prepare students for the thinking and collaboration skills required in the workplace.

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9.  Teachers’ perception of autonomous learning:

Prior to working on PBL, the two senior teacher researchers A & B, expressed doubt if students will opt to work on a project, which was not directly related to examinations and grades. “Our students in government colleges are comparatively slow, lazy, lack concentration to work and are not often ready to accept new ideas.” Researcher C opined that “there is always unlimited capacity in every learner to learn, only the learning environment is limited.” However, Researcher D gave a more positive response, saying “my learners are enthusiastic about learning English. I believe that if this enthusiasm is channeled and guided properly, they are surely capable of learning on their own.” Researcher A and E accepted that they had “never heard of the term ‘learner autonomy’ ” Also, the interviews brought out the fact that none of them had ever considered learner autonomy as a teaching strategy. This may suggest that teachers are unaware of this as a rich resource for effective learning.

  10.  Learners’ views:

1.   Lack of time

 Although most of the learners enjoyed the PBL activity, but a few complained of lack of time. “ It gets stressful sometimes when we get many assignments of other subjects and we have to do this. One cannot give much time to this and enjoy it [E22]                                                                                                                                     

2.   Group Dynamics

An interesting fact that emerged in the general analysis the pre-PBL questionnaire was that the majority of learners who opted for working alone had secured high marks in public exams and perhaps did not feel the need for group/peer support.

Another view is presented by a learner [E10] “I hope this research goes well. One thing: this programme has already proven to me: Its very difficult for girls to work together in a group especially if two of them want to be ‘the boss.’  This problem was also voiced in the group interview. One interviewee said ‘there should be rules of behaviour in projects like these.’  A revealing reflection is given by another learner [E29] of the same group.

the planning of the newspaper, but the teacher’s coordination made it easy.

3.   Teachers’ Role

For learners, the teacher is still a very important figure in the PBL. “ At first I was quite confused about the planning of the newspaper, but the teacher’s coordination made it easier.”