PROJECT-BASED LEARNING PRESENTATION BY DR. RIZWAN AKRAM RANA PROFESSOR DEPARTMENT OF SCIENCE EDUCATION INSTITUTE OF EDUCATION AND RESEARCH UNIVERSITY OF THE PUNJAB

PROJECT- BASED LEARNING Projects are sophisticated assignments which are based on striking questions and meaningful problems, incorporating pupils in problem solving, decision making, searching processes, and giving opportunity to pupils to work collaboratively for a long period, concluding with realistic product presentations (Thomas, 2000).

PROJECT- BASED LEARNING Project-based learning enables students to make decisions which will have direct impact on their learning processes, develop their problem-solving skills and provides deeper learning while they are tackling various idea and concepts (Rooney, 1996)

PROJECT- BASED LEARNING Project-based learning has a nature of exploring new areas, discovering new scientific issues and integrating knowledge from different subjects (Doppelt, 2003). Project-based learning is a well known method for imparting thinking competencies and creating flexible learning environment (Doppelt, 2003).

PROJECT- BASED LEARNING Project-based learning not only makes the connection with theoretical information and practice, but also enables students to reflect on their own learning (Yang, 2001). Keeping in view these aspects, we can say that Project-based learning has an important place in teacher training programs.

PRINCIPLES OF PBL Barron and the Cognition and Technology Group (1998) describe four very important principles of project-based learning: Defining learning-appropriate goals that lead to deep understanding; b. Providing scaffolds such as beginning with problem-based learning activities before completing projects;

PRINCIPLES OF PBL Including multiple opportunities for formative self-assessment; and d. developing social structures that promote participation and a sense of agency.

PBL By using project-based learning in teacher training courses, it is possible to develop social skills and high level thinking skills of teacher candidates, and deep understanding of teaching a subject that has been determined by teacher candidates.

The Comparison of Traditional Instruction and Project-Based Learning Criteria Traditional Instruction Project-Based Learning Content Knowledge of facts Comprehension of concepts and principles Scope and Sequence Follows fixed curriculum Move from unit to unit Narrow content area focus Follows student interests Large units composed of complex problems or issues Broad, interdisciplinary focus

The Comparison of Traditional Instruction and Project-Based Learning Criteria Traditional Instruction Project-Based Learning Teacher’s Role Lecturer and director of instruction Expert Resource provider Advisory/mentor Assessment Products Test scores Reproduction of information Process and product Tangible accomplishments Demonstration of understanding

The Comparison of Traditional Instruction and Project-Based Learning Criteria Traditional Instruction Project-Based Learning Classroom materials Texts, lectures, and presentations Teacher/book company developed worksheets and activities developed by students Original sources, printed materials, interviews, and documents Data and materials

The Comparison of Traditional Instruction and Project-Based Learning Criteria Traditional Instruction Project-Based Learning Use of technology Ancillary, peripheral Administered by teachers Central, integral Directed by students

The Comparison of Traditional Instruction and Project-Based Learning Criteria Traditional Instruction Project-Based Learning Type of student involvement Students working alone Students competing with one another Students receiving information Students working in groups Students collaborating Students constructing, contributing, and synthesizing information

The Comparison of Traditional Instruction and Project-Based Learning Criteria Traditional Instruction Project-Based Learning Student role Carry out instructions Memorize and repeat facts Listen, behave, speak only, when spoken to Carry out self-directed experiences Discover, integrate, and present ideas Communicate, show affect, produce, take responsibility

The Comparison of Traditional Instruction and Project-Based Learning Criteria Traditional Instruction Project-Based Learning Goals Knowledge of facts, terms, and Mastery of isolated skills Breadth of knowledge Graduates who have the performance on standardized achievement tests Understanding and application of content, complex ideas and processes Mastery of integrated skills Depth of knowledge Graduates who have knowledge, disposition and skills to engage in sustained, autonomous, and lifelong learning

Activity Develop an educational project that includes a specific outcome while teaching academic skills DEVELOP A PROJECT-BASED LESSON PLAN

Activity Lesson-Planning Approach Students do not learn from what you do, but from what you have them do.

Activity Go through this list to insure that all or most of the skills are addressed in your lesson, Integration of technology Story telling/anecdotal information Non-competitive group and team work Performance-based assessment and rubrics

Activity Go through this list to insure that all or most of the skills are addressed in your lesson, Visual presentations and practice through technology and other means Project-based assignments that integrate family and community Activities appealing to multiple intelligences (Gardner)

Activity Lesson Objectives Name of Project: Design and Create flying objects, Make a School Newsletter, Design a Flower Garden for a Community Center

Activity Project Objectives: When students complete this project, they will be able to: Identify project components and needs. Interview community members or people outside the school if necessary. Locate place where project is needed. Measure and Calculate all math and numbers needed for project. Assemble required materials.

Activity Project Objectives: When students complete this project, they will be able to: Design and Create the project itself. Apply scientific method where required. Write instructions, summaries, statements, findings, or creative writing.

Activity Design a Project to explore The Effect of Project-Based Learning on Pre-service Primary Mathematics Teachers’ Critical Thinking Dispositions

Activity Critical Thinking The components of critical thinking are categorized by Facione (1998) as: Analysis: identify the intended and actual inferential relationships among statements, questions, concepts, descriptions, or other forms of representation intended to express belief, judgment, experiences, reasons, information, or opinions.

Activity Critical Thinking Interpretation: comprehend and express the meaning or significance of a wide variety of experiences, situations, data, events, judgments, conventions, beliefs, rules, procedures, or criteria.

Activity Critical Thinking Self regulation: self-consciously monitor one’s cognitive activities, the elements used in those activities, and the results deduced, particularly by applying skills in analysis, and evaluation to one’s own inferential judgments with a view toward questioning, confirming, validation, or correcting either one’s reasoning or one’s results.

Activity Critical Thinking Inference: identify and secure elements needed to draw reasonable conclusions; form conjectures and hypotheses; consider relevant information and to deduce the consequences flowing from data, statements, principles, evidence, judgments, beliefs, opinions, concepts, descriptions, questions, or other forms of representation.

Activity Critical Thinking Explanation: state the results of one’s reasoning; justify that reasoning in terms of the evidential, conceptual, methodological, and contextual considerations upon which one’s results were based; and present one’s reasoning in the form of cogent arguments.

Activity Critical Thinking Evaluation: assess the credibility of statements or other representations which are accounts or descriptions of a person’s perception, experience, situation, judgment, belief, or opinion; and assess the logical strength of the actual or intended inferential relationships among statements, descriptions, questions, or other forms of representation.

Activity Critical Thinking The following components of critical thinking requires the skills which are based on of the development of critical thinking (Kökdemir, 2003): reasoning even against difficult problems, disposition of using objective proof, disposition of an individual to different approaches, disposition of the evaluation of different opinion, disposition of systematic, planned, carefully and well organized searching.

Activity The aims of the project to enable teacher candidates to recognize their proficiency in effectively teaching any mathematical topic, to develop the skills of teacher candidates in effectively teaching any mathematical topic,

Activity The aims of the project to develop the social communication and the cooperative working skills of teacher candidates, to enable the development of critical thinking dispositions of teacher candidates.

Activity Design a Project to IMPLEMENT MULTIPLE INTELLIGENCIES SUPPORTED PROJECT- BASED LEARNING IN ESL CLASSROOM