Project-Based Learning Strategy

DEFINITION

Project-based learning: Students independently gather resources and

information to create a project and/or product.

 Project-based learning is a pedagogical strategy in which students

produce a product related to a topic.

 The teacher sets the goals for the learner, and then allows the learner to
explore the topic and create their project.

 The teacher is a facilitator in this student-centered approach and provides

scaffolding and guidance when necessary.

 Proponents of project-based learning cite numerous benefits of these

strategies including a greater depth of understanding of concepts,
broader knowledge base, improved communication and
interpersonal/social skills, enhanced leadership skills, increased
creativity, and improved writing skills.

 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.

Project-based learning, is a pedagogical method in which students

are 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. The basis of PBL lies in the authenticity or
real-life application of the research and is considered an alternative to paper-
based, rote memorization, teacher-led classrooms. Proponents of project-
based learning cite numerous benefits to the implementation of these
strategies in the classroom including a greater depth of understanding of
concepts, broader knowledge base, improved communication and
interpersonal/social skills, enhanced leadership skills, increased creativity,
and improved writing skills.

Elements

The core idea of project-based or inquiry 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. 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? ).

Examples

At the high school level, classroom activities may include making water
purification systems, investigating service learning, or creating new bus
routes. At the middle school level, activities may include researching trash
statistics, documenting local history through interviews, or writing essays
about a community scavenger hunt. Classes are designed to help diverse
students become college and career ready after high school.

Roles

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 collaborative 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. 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, formative assessments are used “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. ” The
instructor uses these assessments to guide the inquiry based learning
process and ensure the students have learned the required content. Once the
project is finished, the instructor evaluates the finished product and learning
that it demonstrates

Outcomes

Students learn to work in a community, thereby taking on social

responsibilities. The most significant contributions of PBL have been in
schools languishing in poverty stricken areas; when students take
responsibility, or ownership, for their learning, their self-esteem soars. It also
helps to create better work habits and attitudes toward learning. Although
students do work in groups, they also become more independent because
they are receiving little instruction from the teacher. With Project-Based
Learning students also learn skills that are essential in higher education. The
students learn more than just finding answers, PBL allows them to expand
their minds and think beyond what they normally would. Students have to find
answers to questions and combine them using critically thinking skills to come
up with answers.
 Review of Related Literature

Project-Based Learning

Foreign

It is often said that John Dewey is the father of project-based

learning. He believed students should have opportunities to take part in their
own learning. He believed that students would succeed in environments
where they are able to have interaction, both socially and with curriculum, and
are able to learn through experience (Talebi, 2015: pg. 4).

In is Pedagogical Creed, Dewey states there are two sides to the

educational processes, psychological and sociological. While the
psychological side is the basis, neither side is more important than the other.
“Without insight into the psychological structure and activities of the individual,
the educative process will, therefore, be haphazard and arbitrary” (Dewey,
1897: ¶ 3)

According to . “Blumenfeld & Krajcik (2006) cite studies by Marx et al.,

2004, Rivet & Krajcki, 2004 and William & Linn, 2003 state that “research has
demonstrated that students in project-based learning classrooms get higher
scores than students in traditional classroom.”

Project-based learning is not without its opponents, however; in Peer

Evaluation in Blended Team Project-Based Learning: What Do Students Find
Important? Hye-Jung & Cheolil (2012) describe social loafing as a negative
aspect of collaborative learning.
 Recommendations and Suggestions

Recommendations

Here are some specific differentiation strategies to use during a PBL

project .

1. DIFFERENTIATE THROUGH TEAMS

Teaming should be intentional, and we need to know the why of how
we structure teams. Are you differentiating for academic ability? Are
you differentiating for collaboration skills? Are you differentiating for
social-emotional purposes? Are you differentiating for passions? If
you’re a designer or co-designer of a PBL project, teams can be an
effective way to differentiate instruction.

2. REFLECTION AND GOAL SETTING

Reflection is an essential component of PBL. Throughout the project,
students should be reflecting on their work and setting goals for
further learning.

3. DIFFERENTIATE THROUGH FORMATIVE ASSESSMENTS

Formative assessments can look the same for all students. They can
also look different. We know that students can show what they’ve
learned in different ways, as mentioned above in terms of products
produced as summative assessment.

Suggestion

As you master the PBL process in your classroom, you will intuitively
find ways to differentiate instruction for your students. You will design
the project to scaffold content and skills in a variety of ways. You will
create formative and summative assessments to allow for student
passions and goals, and you will manage the process so that it allows
you to meet students where they are and move them forward.