Project Based Learning

Revision as of 21:22, 24 June 2009 (view source)

Current revision (22:00, 11 November 2010) (view source)

In a project based learning (PBL) environment, students assume responsibility for their own learning. Students become the producers and the distributors of their projects and knowledge. In this environment, teachers work to guide students and work in a more collaborative fashion.

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Project-based learning is a more active learning process in which students tackle a problem or issue, which may be a real-world based and more authentic problem for which there is pre-determined solution. In general, PBL doesn't necessarily assume the solution will be put into effect, but rather the goal is that students go through the steps to research and analyze the problem, brainstorm possible solutions, and use problem-solving skills to outline a possible solution.

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Some forms of PBL are referred to as "reality-based learning". In this case, students design and produce a solution to a real-world problem that they then actually use to help solve the problem. For example, introducing environmentally safe products that they develop and market, designing and building exhibits for museums or museum-like showcases, or creating public service announcements or kiosks that help disseminate information and increase public awareness about an issue.

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Whether reality-based learning or not, PBL is usually carried out as small group activities, which provides students with opportunities to develop collaboration, communication, management and organizational skills, skills that reflect those they'll need once they graduate from school and join the workforce. Students are usually motivated to get a deeper knowledge of the subject materials and studies show they retain more of this knowledge over time. Students are more engaged and there are more opportunities for teachers to observe evidence of learning and to carry out ongoing formative assessments. A key component of PBL is a final product or presentation or both. Assessment can be based on both the success of the project in achieving its goals (Does the product work? If not, why not and how can it be changed?) and the project design and development process. Presentations can be to a local school audience or can be to a much wider community audience.

Project Based Learning

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 In a project based learning (PBL) environment, students assume responsibility for their own learning. Students become the producers and the distributors of their projects and knowledge. In this environment, teachers work to guide students and work in a more collaborative fashion.
+Project-based learning is a more active learning process in which students tackle a problem or issue, which may be a real-world based and more authentic problem for which there is pre-determined solution. In general, PBL doesn't necessarily assume the solution will be put into effect, but rather the goal is that students go through the steps to research and analyze the problem, brainstorm possible solutions, and use problem-solving skills to outline a possible solution.
+Some forms of PBL are referred to as "reality-based learning". In this case, students design and produce a solution to a real-world problem that they then actually use to help solve the problem. For example, introducing environmentally safe products that they develop and market, designing and building exhibits for museums or museum-like showcases, or creating public service announcements or kiosks that help disseminate information and increase public awareness about an issue.
+Whether reality-based learning or not, PBL is usually carried out as small group activities, which provides students with opportunities to develop collaboration, communication, management and organizational skills, skills that reflect those they'll need once they graduate from school and join the workforce. Students are usually motivated to get a deeper knowledge of the subject materials and studies show they retain more of this knowledge over time. Students are more engaged and there are more opportunities for teachers to observe evidence of learning and to carry out ongoing formative assessments. A key component of PBL is a final product or presentation or both. Assessment can be based on both the success of the project in achieving its goals (Does the product work? If not, why not and how can it be changed?) and the project design and development process. Presentations can be to a local school audience or can be to a much wider community audience.