Project-based learning – a well rounded learning experience for students LILIANA NEDERITA,
Engl ish teacher at “ Ion Creanga ” Lyceum ,
Nat ional consul tant for eTwinning Plus program in Moldova
A good teacher’s credo
Are you using PBL at your lessons?
What is project-based learning?
Project Based Learning
is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge.
Project-Based Learning is an individual or group activity that goes on over a period of time, resulting in a product, presentation, or performance.
Characteristics
Enquiry-based learning
Characteristics
Problem focused
Problem focused The presence of an
essential question
Characteristics
Student-centred
Characteristics
Self-directed
Characteristics
Publicly exhibited output
Work Process
1. Get an idea - Find a problem to research
The final product of a project should be a clear outcome that gives the Ss a feeling of purpose and value - it can be an artwork, a performance (theatre, debate), a service (giving a lesson to younger students)
Curriculum based project – design projects that help Ss to master the content that they are required to learn.
Examples:
6th Form – Moldovan Codri, Save our Nature: “How does human activity affect Moldovan Codrii?”
10th Form – “The Country of Traditions” “The Land of Promise”, “The Land of Paradise”, “Made in Moldova”, “Transportation system in London”
You can also talk to local businesses, charities, and government, and find out what your students could do to help them. Or there may be an area of the curriculum that you want to address with a project based in the community.
2 main questions to ask yourself
1. Will this project engage my students?
The 4 Ps of Deep Engagement:
Is the project - ◦ PLACED (is it located in a place that is important for Ss? E.g.
Moldova, Chisinau, virtual environment)
◦ PURPOSEFUL (will it result in an authentic product)
◦ PERVASIVE (will the Ss take the project outside school and school hours)
◦ PASSION-LED (does it tap into Ss’ passions)
2. Will my students learn something meaningful from this project?
(there are highly engaging, enjoyable projects from which Ss will not learn much)
The essential question of the project
The best projects always start from an “essential question”
there are three criteria for a compelling essential question:
• It should be a question that people ask in the ‘real world’
• It should be a question that has no easy answer, and stretches students’ intellectual muscles
• It should be a question that ignites students’ imaginations.
Base your question on an authentic situation or topic.
What is happening in your classroom? In your community? Select a question about an issue students will believe that, by answering, they are having an impact on. Make it relevant for them. The question should be a "now" question -- a question that has meaning in your students' lives.
2. Design the project
A. Make a list of learning goals: ◦ knowledge on topic-specific content,
◦ skills – working in teams, critiquing drafts, special, topic related skills,
◦ personal attributes – self-confidence
B. Make contacts with experts outside school
C. Make a project plan – set the project timelines
D. Plan the assessment – ideally the assessment should be done throughout the process
Personalise the project
3 Tune the project
Presentation of the project plan to a group of Ss who will give constructive feedback
Ss introduce the project
Clarifying questions (What are you going to investigate in the second part?)
Probing questions (What if you find no method to investigate your topic?)
Discussion
Presenter’s response
Project Assessment
Questions that the final assessment should address:
Does the project meet all the requirements and
criteria set in the beginning?
Have the Ss mastered the skills to complete the project?
Have the Ss learned the curriculum content required for this project?
Sources of assessment
Self-assessment
Peer assessment
Teacher’s assessment
Outside expert/audience
E.g. Evaluation Chart
The role of the student Students are “self-managers”
Students: ◦ work individually or in small, collaborative
groups
◦ find sources
◦ conduct research
◦ hold each other responsible for learning and the completion of tasks.
http://www.learnnc.org/lp/pages/4753
The role of the teacher The teacher is more of a
"guide on the side" rather than a "sage on the stage.“ http://pages.uoregon.edu/moursund/Math/pbl.htm
The teacher ◦ gives guidance and feedback
◦ thoroughly explains all tasks that are to be completed,
◦ provides detailed directions for how to develop the project,
◦ answers questions and encourages student motivation. http://www.learnnc.org/lp/pages/4753
Why there is a need for it?
Competences for future employees
What work requires of schools. On achieving necessary skills. U.S. DEPARTMENT OF LABOR, https://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf
Basic skills + thinking skills
Why PBL? Because it develops learner’s
autonomy
Why PBL? Because it develops Problem
Solving Skills
Why PBL? Because it makes out teaching
AUTHENTIC
Why PBL? Because it develops Skills for
Living in a Knowledge-Based, Highly Technological Society
Why PBL? Because it
accommodates students with various Learning Styles and Differences
Why PBL? Because it encourages cooperative
learning
Why PBL? Because it promotes LIFELONG
LEARNING
Tips If it is a group project avoid “group marks” (giving the same mark to everyone in the group)
Encourage the students to share the projects using an online tool (E.g. Padlet)
Show the Ss a model of a project with a product (set clear expectations)
Could you share your experiences (both successes and failures) in making use of Project-Based Learning?
Feedback/Formative Assessment
References The Importance of Project Based Teaching http://bie.org/blog/the_importance_of_project_based_teaching
PBL http://8847multimedia-tech.wikispaces.com/file/view/PBL.swf
http://darkwing.uoregon.edu/~moursund/PBL/
http://pages.uoregon.edu/moursund/Math/pbl.htm
http://www.edutopia.org/blog/world-language-project-based-learning-education-curriculum-don-doehla
Task: Group discussion
Case 1.
You are a teacher. Do you think your job is different now (in the 21 century) from how it used to be in the 19th century? Are there any new skills that are required from a teacher now? Justify your answer.
Case 2.
You are a fashion designer. Do you think your job is different now (in the 21 century) from how it used to be in the 19th century? Are there any new skills that are required from a fashion designer now? Justify your answer.
Case 3.
You are a journalist. Do you think your job is different now (in the 21 century) from how it used to be in the 19th century? Are there any new skills that are required from a journalist now? Justify your answer.
