Project-Based Learning

(PBL)

Vivene RobinsonMinistry of Education, Jamaica

Procedures

The presentation will answer three questions:

What is PBL? Why PBL? How is PBL implemented?

Change

“We must be the change we want to see in the world.”

-- Mahatma Gandhi

What Is Project Learning

What is Project-Based Learning?

PBL is curriculum-driven and standards-based.

PBL asks a question or poses a problem that ALL students can answer. Concrete, hands-on experiences come together during project-based learning.

PBL allows students to investigate issues and topics in real-world context.

PBL fosters abstract, intellectual tasks to explore complex issues.

What is Project-Based Learning?

Why PBLWhy PBL

Why PBL?Why PBL?

• Giving students ownership of their learning

• Making them lifelong learners

• Giving them the critical thinking and problem

solving skills that they will need as soon as they

walk out of your classroom

Features of Project-Features of Project-based learning based learning

Driving question

Feedback and

revision

Publicly presented

products or services

21st Century

skills

Voice and choice

Aesthetically aware

21st CENTURY SKILLS

21st CENTURY SKILLS

Critical thinking -Creativity and Innovation

Collaboration

Communication

Information Communication Technology (ICT)

PBL ProcessPBL Process

How Does Project-Based Learning Work?

Question

Plan

Schedule

Monitor

Assess

Evaluate

Steps for Implementing PBL

Start with an Essential/Driving Question Design a Plan for the Project Create a Schedule Monitor the Students and the Progress of

the Project Assess the Outcome Evaluate the Experience

The Essential Question

The question that will launch a PBL lesson must be one that will engage your students.

It is open ended.

It will pose a problem or a situation they can tackle, knowing that there is no one answer or solution.

Essential Question

Take a real-world topic and begin an in-depth investigation.Start with the Essential Question.Make sure it is relevant to your students.Make sure it is based on your content standards

Criteria for a good Driving Question

Engaging for students Aligns with students' skills and interests Real Life Open – Ended Aligned with Learning Goals

Establishing Real World Connection

Identify three ways to establish real world connection.State three places to find good driving questions.

Plan

Plan which content standards will be addressed while answering the question.

Involve students in the questioning, planning, and project-building process.

Teacher and students brainstorm activities that support the inquiry.

Schedule

Teacher and students design a timeline for project components.

Set benchmarks.

Keep it simple and age-appropriate.

Create a Schedule

Design a timeline for project components. Realize that changes to the schedule will happen. Be flexible, but help the students realize that a time will come when they need to finalize their thoughts, findings, and evaluations. Consider these issues when creating a schedule:

What time allotment will be given to the project?

Will this project be conducted during the entire school day or during dedicated blocks of time?

How many days will be devoted to the project?

Structuring Collaboration For success

Monitor

Facilitate the process.

Mentor the process.

Utilize rubrics.

Enable success by practicing the following tactics:

Help students who may not perceive time limits.

Set benchmarks.

Give students direction for managing their time.

Teach them how to schedule their tasks.

Remind them of the timeline.

Help them set deadlines.

Keep the essential question simple and age appropriate.

Initiate projects that will let all students meet with success.

Monitor the Students and the Progress of the Project

To maintain control without preventing students from taking responsibility for their work, follow these steps:

Facilitate the process and the love of learning.

Teach the students how to work collaboratively.

Designate fluid roles for group members.

Have students choose their primary roles, but assume responsibility and interactivity for all group roles.

Remind them that every part of the process belongs to each individual and needs each student's total involvement.

Provide resources and guidance.

Assess the process by creating team and project rubrics.

Assess

Make the assessment authentic.

Know that authentic assessment will require more time and effort from the teacher.

Vary the type of assessment used.

Project Rubrics?

Project rubrics ask these questions:

What is required for project completion?

What is the final product: A document? A multimedia presentation? A poster? A combination of products?

What does a good report, multimedia presentation, poster, or other product look like?

Make the requirements clear to the students so they can all meet with success.

Assess the Outcome

Assessment meets many needs including:

providing diagnostic feedback.

helping educators set standards.

allowing one to evaluate progress and relate that progress to others.

giving students feedback on how well they understand the information and on what they need to improve.

helping the teacher design instruction to teach more effectively.

Assessment In PBL

Evaluate

Take time to reflect individually and as a group.

Share feelings and experiences.

Discuss what worked well.

Discuss what needs change.

Share ideas that will lead to new inquiries, thus new projects.

Effective Self-Evaluation

To enable effective self-evaluation, follow these steps:

Take time to reflect, individually and as a group.

Share feelings and experiences.

Discuss what worked well.

Discuss what needs change.

Share ideas that will lead to new questions and new projects.

Select a topic or unit from your course outline.

What ideas do you have for a project? What question will you ask your students?

Record the question/s and event/s that will launch project-based learning.

Create a plan and a schedule for the project.

How will the project be assessed?

Activities

References

The George Lucas Educational Foundation Websitewww.edutopia.org

Why We Assess Students - And HowMcLean, James E. and Lockwood, Robert E.Corwin Press, Inc.

Learning By HeartBarth, Roland S.Jossey-Bass, Copyright © 2001

Thank youQ&A