general overview of project based learning ppt final

General Overview Of Project-Based Learning

Understanding The Classroom Setting

What Is Project-Based Learning

Project-based learning is a comprehensive instructional

approach to engage students in sustained, cooperative

investigation (Bransford & Stein, 1993). Within its 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 cooperative learning. Inquiry is

traditionally thought of as an individually done, somewhat

isolated activity. Additionally, project-based instruction differs

from traditional inquiry by its emphasis on students' own artifact

construction to represent what is being learned

(Houghton Mufflin, nk)


According to Wiley On-Line (2010) reform efforts in

science education emphasize the importance of supporting

students' construction of knowledge through inquiry. Project-

based science (PBS) is an ambitious approach to science

instruction that addresses concerns of reformers.

Some studies show students participating in a PBS

curriculum were prepared for this type of testing. Educators

should be encouraged to use inquiry-based approaches such as

PBS to implement reform in their schools (Wiley On-Line

2010).


Cooperative learning is apart of project-based learning.

Studies of the achievement effects of cooperative learning

have taken place in every major subject, at all grade levels,

in all types of schools in many countries.

A recent national survey (Puma, Jones, Rock, &

Fernandez, 1993) found that 79% of elementary teachers

and 62% of middle school teachers reported making some

sustained use of cooperative learning (Slavin 1995).


Students in project-based learning pursue solutions to nontrivial

problems by:

asking and refining questions

debating ideas

making predictions

designing plans and/or experiments

collecting and analyzing data

drawing conclusions

communicating their ideas and findings to others

asking new questions

creating artifacts (Blumenfeld et al., 1991).

Houghton Mufflin, nk


There are two essential components of projects:

1. A driving question or problem that serves to organize and

drive activities, which taken as a whole amount to a

meaningful project

2. Culminating product(s) or multiple representations as a series

of artifacts, personal communication (Krajcik), or

consequential task that meaningfully addresses the driving

question. (Brown & Campione, 1994).


Houghlin Mufflin (nk) says these are features of project-based

instruction:

Let's take a closer look at four features that facilitate use of

project-based instruction in K-12 classrooms.

A "driving question" that is anchored in a real-world

problem and ideally uses multiple content areas

Opportunities for students to make active investigations that

enable them to learn concepts, apply information, and

represent their knowledge in a variety of ways

.


List all of the steps used in completing your experiment.

Remember to number your steps.

Add photos of your experiments.


Issues Raised About Project-Based Learning

Support is essential. Despite considerable potential,

project-based education is not without problems. The idea

that projects represent learning by doing certainly is not new

(Dewey, 1933; Kilpatrick, 1918).

However, lessons from the past suggest that without

adequate attention to ways of supporting teachers and

students, these innovative educational approaches will not

be widely adopted. Previous attempts at reform of

curriculum and instruction in the 1960s used "investigative"

and discovery learning as central themes. (Bruner, 1963)


Although evidence suggests that such curricula enhanced

student learning and motivation (e.g., Bredderman, 1983),

their adoption and success were not as widespread as desired.

According to Blumenfeld et al. (1991) the reasons for this

included the fact that the projects were developed and

disseminated without sufficient appreciation for the complex

nature of motivation and knowledge required to engage

students in difficult and reflective work.


Questions developed from novice learners are essential.

Moreover, there was little regard for considering questions

from the point of view of students [as novices] versus

question formation from the vantage point of experts.

Focus on teacher knowledge and classroom

environment is essential. Lastly, little attention was paid

to the nature and extent of teacher knowledge and

commitment to the complexity of classroom organization

Houghlin Mufflin (nk)

General Overview Of Project-Based Learning

Forest Of The Rain Productions

240.593.3813

www.forestoftherain.net

[email protected]

http://www.forestoftherain.net/

mailto:[email protected]

general overview of project based learning ppt final

Education