RSA #2 Project-Based
Learning
Problem-based
learning (PBL) is a student-centered approach in which students inquire about a subject
by solving a problem. The teacher provides students with a direct question and
allows students to solve the problem through discovery, collaboration, and
critical thinking. There are many different forms of PBL, but what exactly
should a teacher focus on when developing a lesson or unit using the PBL
approach?
The Buck Institute
for Education (2010) describes problem-based learning as being an effective and
interesting approach to education. The key component of PBL is to move away
from traditional type classroom environments and develop non-traditional skills
such as critical thinking, collaboration, and communication (Project Based
Learning: Explained, 2010). BIE focuses on teachers providing students with a
question or problem. The students then research, collaborate, gather feedback,
and present their findings. This approach deepens student understanding and
builds skill that they will utilize as the move from the educational world into
the working world.
One of the key
arguments for the effectiveness of the PBL approach is the fact that it aligns
with the Common Core Standards. Sara Hillerman (2013) of the Buck Institute of
Education explains, “PBL is a way for students to build complex products aligned
with Common Core Standards” (Hallerman). One of the key components to common
core is the development of critical thinking skills. PBL can enhance critical
thinking skills by having students research, read complex texts, and creating
reasoned arguments. Hallerman (2013) also describes the importance of the
planning process for PBL instruction. Teachers need to change their philosophy
to map out long range units using a backward design approach and focusing on
the 21st century learner (Hallerman). The importance of backwards
planning, developing full units, and scaffolding lessons help create meaningful
PBL instruction.
Similarly, in the
article Getting a grip on project-based
learning, Grant (2002) examines the importance of collaboration among peers
during PBL (p. 2). One of the key factors to creating a PBL dynamic in the
classroom is for a teacher to instill collaborative group work. Grant (2002)
suggests teachers may have to demonstrate to students how to work in groups,
how to resolve issues that may arise during group work, and how to interact in
groups (p. 2). Unlike the other readings and videos on PBL, Grant examines the
use of assessments. Grant (2002) states, “because learners are constructing
artifacts that represent their learning, it is important to provide feedback
that is constructive and authentic to the objectives of the assignment.
Multiple-choice and true-false tests may be inappropriate to judge the quality
of learning that has occurred. Two suggested options include portfolios and rubrics”
(p.3). Teachers should provide students with rubrics during the PBL
introduction in order for students to have an example or reference of what is
expected when completing the project.
As with all the other
sources analyzing PBL, one of the main components of PBL should be a driving
force for inquiry (Zulama, 2010.). Projects that provide students with inquiry
help guide each student to be responsible for his or her own learning. The
Zulama website also engages in a discussion of the use of directing questions,
collaboration, utilizing 21st century classroom skills, and
providing feedback. Something new that the site explores is providing students
with a choice and a voice in the learning process through PBL. By offering
students a choice, they are more likely to become self-directed learners and
take responsibility for their education.
Implementing a PBL
approach in the classroom can be a difficult task. A variety of resources are
available for teachers to use. Each resource has the same common approach and
theme. However, some resources place importance on different aspects of PBL.
Teachers should analyze all resources and create their own approach to PBL. The
best teachers are those who take the research they have gathered and create
their own unique approach to a particular subject, lesson, unit of study, or
course.
References
(2010). What is
project-based learning? Zulama.
Retrieved from
http://zulama.com/resources/project-based-learning/#.VNQo39LF-So
(2010, December 9).
Project based learning: explained. Buck
Institute of Education. Retrieved
from https://www.youtube.com/watch?v=LMCZvGesRz8
Grant, M.M. (2002).
Getting a grip on project-based learning: Theory, cases, and
recommendations. Meridian:
A middle school computer technologies journal, 5(1), 83.
Hallerman, S. (2013,
November 6). Common core and project-based learning. Buck Institute of
Education. Retrieved from
https://www.youtube.com/watch?v=P5SmW6IxfwI#t=470
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