RSA2: Project-Based Learning
Online Links: http://eric.ed.gov/?id=EJ882752
Project-based
learning (PBL) is a specific type of inquiry-based learning. In PBL, the teacher presents a class with a
real world problem during which, students will learn the objective lesson while
honing their critical thinking, communication, and collaborative skills in the
process. The idea is that not only will
students learn the objective skill, but more specifically, will learn it in
such a concrete, memorable way that will remain with the students for years to
come. In a traditional classroom, as is
pointed out by the Buck Institute for Education (BIE) video entitled Project Based Learning: Explained, critical
thinking, collaboration, and communication are not directly taught in the
traditional classroom, and will be highly useful and necessary in their future
(2010). The key here is that while the
lesson objective is important, the skills being developed throughout the
experience are even more so. After the question is posed to the class, students
work in collaborative groups to create (either actually, or hypothetically) a
possible solution, after having group discussions, and extensive research. The students are in the driver’s seat
throughout the experience. They have the
freedom to choose which direction to take in order to solve the proposed
problem. The teacher acts more as the
navigation system, with suggestions on approaches, but no overbearing control
over which route is taken. This concept
is highlighted in Edutopia’s video entitled Five-Year-Olds
Pilot Their Own Project Learning, during which a group
of kindergartners decide to study and “visit” Brazil, which leads them to research
air travel, including what is expected during a trip to the airport
(2010). These kinds of in depth units
and activities will stay with the students and be recalled on with some
regularity throughout their schooling careers and beyond. While the specifics of the lesson may not
retain as much permanence, the process of working together and how to solve a
given problem through research and critical thinking will.
Michael
Drain’s Justification of the Dual-Phase
Project-Based Pedagogical Approach in a Primary School Technology Unit
(2010) focuses on the effectiveness of a specific project-based approach in a
primary level technology classroom. The specific approach used in the observed
classroom is one where students are taught the technology skills directly,
before being presented with a problem to solve.
In this particular lesson, students were learning about pop up books and
how to create them. In the first part of the unit, the teacher had students
observe and examine pop up books, as well as watch several videos and examples
about what goes into creating one, and in the second phase, they produced their
own creations of simple pop up projects, culminating in the creation of their
own book (2010). The result of the study
was that the utilization of this two phase project-based learning unit was successful,
and that after students had the required background knowledge, they were able
to formulate their own ideas and strategies to create a unique product. A final
point made by the author was that even a teacher who may not consider herself an
expert in the field of technology, was able to use common everyday technology
applications within her comfort zone to enhance a learning experience (2010).
Filippatou and Kaldi’s article, The
Effectiveness of Project-Based Learning on Pupils with Learning Difficulties
Regarding Academic Performance, Group Work and Motivation (2010), focuses on
how the PBL format impacts the learning experiences of those with various needs
and limitations. The unit described was
about sea animals, which the students picked out on their own. The goal of the lesson dealt with
environmental science and awareness, which was present throughout the
unit. The students decided, as the unit
continued, to research the animals’ diets as well as humans’, endangered sea
animals, and to construct a simulated aquarium (2010). The students were tested before the unit was
explored, and after it was completed.
The results showed that these students’ knowledge of the topics included
was greatly improved by the use of PBL.
Both
of these articles supported the main theme of the assigned readings. Both were testing for the effectiveness and
validity of PBL, and both supported the message shared by BIE’s video, Project
Based Learning: Explained (2010), and Edutopia’s video, Five-Year-Olds Pilot
Their Own Project Learning (2010), which was
that PBL will guarantee a more memorable and valuable learning experience for
students that will increase skills that will be used throughout students’
lives. While there were differences in the
exact structures of the units mentioned in each, there were opportunities for
students to gain background knowledge, choose the educational path they took
throughout the lesson, observe “experts,” and ultimately create a product of
their own design. Activities such
as these are much like those shared by Dauphin in “12 Timeless Project-Based Learning Resources”
(2013), where there are links to various experiences suggested for those
looking to utilize PBL in their classroom.
Project-Based
Learning is something that I thought I have been doing all along. My students are always reading and inquiring
about Greek mythology. This would be a
perfect topic to begin a PBL unit. I
would start by having the class read a little about ancient Greece, and then
share a myth or two from my class library.
Following the readings, a class discussion would be held about where to
take their research. Topics among those to emerge would most likely lead them
to geographical aspects of Greece, other myths and mythical characters they find
interesting, and probably the Coliseum.
With their skill sets, the number of possible products to demonstrate
what they would have learned would be numerous.
They have access to a computer lab with presentation software and media
editing software, and an art supply closet with the supplies to create models
of just about anything they could imagine.
I have to admit, it is difficult to “plan” this kind of activity, in
that all one could do is gather as much information and research materials on a
topic to make sure the students have access to multiple sources.
References
(2010) Five-year-olds pilot their own project learning.
Edutopia. Retrieved from https://www.youtube.com/watch?v=_eyucHMifto
(2010) Project based learning: Explained. Buck Institute for
Education. Retrieved from: https://www.youtube.com/watch?v=LMCZvGesRz8
Dauphin, S. (2013). 12
timeless project-based learning resources. Retrieved from: http://www.teachthought.com/learning/project-based-learning/13timeless-project-based-learning-resources/
Drain, M. (2010). Justification of the dual-phase
project-based pedagogical approach in a primary school technology unit. Design And Technology Education, 15(1),
7-14. Retrieved from http://eric.ed.gov/?id=EJ882752
Filippatou, D., &
Kaldi, S. (2010). The effectiveness of project-based learning on pupils with
learning difficulties regarding academic performance, group work and motivation.
International Journal of Special
Education, 25(1), 17-26. Retrieved from http://eric.ed.gov/?id=EJ890562
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