| Project-based Learning |
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PURPOSE Project based learning is designed to be used for complex issues that require students to investigate in order to understand. It is not useful to use PBL for easy to learn factual information. For example, students may be asked to monitor the water quality in a local river to learn about their local environment and environmental issues that affect it. STRUCTURE 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 than traditional, 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. ELEMENTS Elements of a good project based learning experience include:
ACTIVITIES When used with 21st century skills, Project based learning (PBL) is more than just a web-quest or internet research task. Within this type of project, students are expected to use technology in meaningful ways to help them investigate or present their learning. Where technology is infused throughout the project, a more appropriate term for the pedagody can be referred to as iPBL (copyright 2006, ITJAB ), to reflect the emphasis of technological skills AND academic content. The PROMOTE Georgia Project[http://www.promotega.org] is an excellent example of iPBL. This 2002 Georgia Department of Education initative was developed by a team of instructional technologists. When used effectively, research has shown PBL, and iPBL, helps teachers create a high-performing classroom in which teachers and students form a powerful learning community. The aim is for real-life context and technology to meet and achieve outcomes in the curriculum through an inquiry based approach. A PBL approach is designed to encourage students to become independent workers, critical thinkers, and lifelong learners. Many teachers and researches involved in PBL believe it makes school more meaningful as it provides in-depth investigations of real-world topics and significant issues worthy of each individual child's attention and investigation. Another excellent example of iPBL (copyright 2006, ITJAB ), especially as it relates to the K12 learning market, is '''GenYes''' GenYes . GenYes teams students with partner teachers in delivering 21st century education using technological tools. GenYes is the only U.S. Department of Education "Exemplary" program for professional development of teachers on technology. Hundreds to thousands of wonderful examples of iPBL (copyright 2006, ITJAB ) outcomes are archived at the GenYes web site, [http://www.genyes.org]. ROLES PBL relies on learning groups; student groups determine their projects, in so doing, engaging Student Voice by encouraging students to take full responsibility for their learning. This is what makes PBL Constructivist . After a few project-based learning cycles, the school culture begins to revolve around the learning groups; success in project science helps determine community status. Status is also achieved by helping less confident students succeed in science projects; this is Synergy. OUTCOMES More important than learning science, students need to 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. In standardized tests, languishing schools have been able to raise their testing grades a full level by implementing PBL. PBL is significant to the study of (mis-)conceptions; local concepts and childhood intuitions that are hard to replace with conventional classroom lessons. In PBL, project science ''is'' the community culture; the student groups themselves resolve their understandings of phenomena with their own knowledge building. A related pedagogic approach, Problem-based Learning is similar; 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. RELATED ARTICLES EXTERNAL LINKS
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