Exploring Project Based Learning (PBL)

Exploring Project Based Learning (PBL)

 

According to Edutopia, PBL is a "dynamic approach to teaching in which students explore real-world problems and challenges." (https://www.edutopia.org/project-based-learning ) .  What exactly does that mean?

Basically, it means that we as instructors are giving students the knowledge, tools and skills to solve practical problems and enhance their own capabilities.  We are providing them with real-world, real-time information and challenges which they can relate to in an effort to have them increase their intellectual and physical skills.  And we are doing so in a way that they can relate to and view as a worthwhile cause, as opposed to just another lesson.

The three examples which we were asked to compare included an elementary school in Virginia

Happy Worm:  https://freeclipartspot.com

which had students studying animal behavior through the use of worms and investigating Cystic Fibrosis (http://www.edutopia.org/more-fun-barrel-worms ), a high school in Washington where geometry students put their mathematical skills to use in architecturally designing a new school (http://www.edutopia.org/geometry-real-world-students-architects ), and another elementary school in Maryland which used the migration and life of the monarch butterfly to explore scientific and cultural diversity throughout Mexico and the United States (http://www.edutopia.org/march-monarchs ).

Project similarities:

          Each of these examples brought real-world, hands-on problems to the attention of the students, and had them solve those problems to the best of their abilities, while developing a skill set of group participation and work ethics.  Basically, the projects gave the students the sense that what they were learning was actually something useful outside of the classroom, and this gave the students a real sense of authenticity to their projects.  Also, by working in groups, it allowed the students to see that not everyone has the same idea, and that sometimes "thinking out of the box" can create the best solutions, when tempered with the constraints placed upon the project in its requirements

Another similarity between each of these projects was one of the process to solution.  Students were provided with the problem, then were given the opportunity and encouraged to question what exactly needed to be done, then answer those questions in their own level of thinking, thus making the project more relevant to themselves and their interests. The students would then research, take field trips, explore online and meet with real life experts in the field they were looking at.  They then had to develop a way to present the information, both as a static display and in personal presentation format.        

Teacher and Student:

          The roles of the teacher and the student were often intermixed within each of these projects.  The teacher was as often as not learning the information presented by the professionals and the research of the student at the same time as the students themselves.  Both the teacher and the students also act as facilitators to the project, although on different levels.  The teacher controls the overall development and progress of the project, guiding the students towards their final conclusions and keeping the students focused on their task, while the students facilitate their own learning goals and objectives, based upon their interests and individual goals.  By giving the students the opportunity to define and set their own goals, the teacher is facilitating their growth, and giving them both memorable expierences and the right to say "this is mine".

BIE Gold Standard

          The Buck Institute for Education (BIE) Gold Standards for PBL (http://bie.org/blog/gold_standard_pbl_essential_project_design_elements) include the following:

• Key Knowledge, Understanding and Success 
• Skills
• Challenging Problems or Questions
• Sustained Inquiry
• Authenticity / Real World Context
• Student Voice & Choice
• Reflection
• Critique and Revision 
• Public Product (http://bie.org/about/what_pbl)

 Each of these criteria were covered extensively within the projects described.  Students were given or had to research for knowledge and understanding.  The problems which they wee given or chose for themselves were of a level that were challenging even to the professionals which were brought in to assist.  The students asked their own questions, researched for new resources and applied that information to the problems at hand.  The projects, as discussed above, were all real-world, hands-on projects that could not only make a difference in the lives of others, but were of an interest to the students themselves.  The students made many of the decisions regarding the project themselves, within the parameters provided.  They discussed the effectiveness of their solutions, and felt free to critique others both within the class as well as within their group as to what was good and bad.  Finally, they each created a public display, including a live presentation detailing their findings.  

Resources:

"More Fun Than a Barrel of . . . Worms?!" - Diane Curtis, Edutopia
http://www.edutopia.org/more-fun-barrel-worms

"Geometry Students Angle into Architecture Through Project Learning" - Sara Armstrong, Edutopia
http://www.edutopia.org/geometry-real-world-students-architects

"March of the Monarchs: Students Follow the Butterflies' Migration"
- Diane Curtis, Edutopia
http://www.edutopia.org/march-monarchs 

Buck Institute (BIE) PBL Gold Standards - Article
http://bie.org/blog/gold_standard_pbl_essential_project_design_elements