1. Project Based Learning

2. What is Project Based Learning? (PBL)
Project Based Learning is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. In PBL, students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor or instructor.

3. Common Features of Project Based Learning

4. Students engage in real world issues where students define and solve problems that are meaningful to them.
Students learn and practice team building and social skills by working in cooperative teams and sometimes with people in the community.
Students use critical thinking, planning skills, problem solving skills, and research in order to solve the problem.
Students apply skills based on a specific content area in a variety of ways as they work on the project.

5. Includes reflection activities that help students to think critically about their experiences.
Gives students practice in a variety of skills that they will be able to use in future careers or during their adult lives such as responsibility, leadership, and problem solving.
It usually ends with a product or presentation that demonstrates learning and is assessed.
Includes expectations for the project based on the learning outcome. These are stated at the beginning of the project and are linked to state standards.

6. WHY DO PBL? Problem based learning provides opportunities to
examine and try out what you know
discover what you need to learn
develop your people skills for achieving higher performance in teams
improve your communication skills
state and defend positions with evidence and sound argument
become more flexible in processing information and meeting obligations
practice skills that you will need after your education

7. Differences between PBL and traditional instruction.
The core idea of project-based learning is that real-world problems capture students' interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience. Advocates assert that project-based learning helps prepare students for the thinking and collaboration skills required in the workplace.

8. Rigorous and in-depth Project Based Learning:
is organized around an open-ended Driving Question or Challenge. These focus students’ work and deepen their learning by centering on significant issues, debates, questions and/or problems.
creates a need to know essential content and skills. Typical projects (and most instruction) begin by presenting students with knowledge and concepts and then, once learned, give them the opportunity to apply them. PBL begins with the vision of an end product or presentation which requires learning specific knowledge and concepts, thus creating a context and reason to learn and understand the information and concepts.

9. requires inquiry to learn and/or create something new
requires inquiry to learn and/or create something new. Not all learning has to be based on inquiry, but some should. And this inquiry should lead students to construct something new – an idea, an interpretation, a new way of displaying what they have learned.
requires critical thinking, problem solving, collaboration, and various forms of communication. Students need to do much more than remember information—they need to use higher-order thinking skills. They also have to learn to work as a team and contribute to a group effort. They must listen to others and make their own ideas clear when speaking, be able to read a variety of material, write or otherwise express themselves in various modes, and make effective presentations. These skills, competencies and habits of mind are often known as "21st Century Skills". For more info:

10. allows some degree of student voice and choice
allows some degree of student voice and choice. Students learn to work independently and take responsibility when they are asked to make choices. The opportunity to make choices, and to express their learning in their own voice, also helps to increase students’ educational engagement.
incorporates feedback and revision. Students use peer critique to improve their work to create higher quality products.
results in a publicly presented product or performance. What you know is demonstrated by what you do, and what you do must be open to public scrutiny and critique.
Project-based learning creates opportunities for groups of students to investigate meaningful questions that require them to gather information and think critically. Typical projects present a problem to solve (What is the best way to reduce the pollution in the schoolyard pond?); a phenomenon to investigate (Why is best way to stay on a skateboard?).

11. PBL vs. PBL Problem Based Learning Project Based Learning
- Project Based Learning is an instructional
strategy in which students work in cooperative
learning groups to create a product,
presentation, or performance.
-Project Based Learning typically engages
students with a question . That question is
then used to create a final product that
somehow answers the question.
- Focuses more on the final product, than
the process of creating it.
Problem Based Learning
-Problem Based Learning is an instructional strategy in which students work in cooperative learning groups to investigate and resolve a problem.
- Problem Based Learning problems are typically based on real-world issues or situations. Students are able to apply prior knowledge and experiences to the problem at hand.
- Focuses more on the process of problem solving, rather than the outcome.
Similarities
Both deal with a motivating prompt, a question or problem, that has to be addressed by creating a solution or product.
Each is a valid instructional strategy that promotes active learning and engages students.

12. PBL Benefits
Problem-based learning encourages students to take control and become active in their learning.
Research tends to suggest that when compared to graduates from a traditional program, PBL graduates are better prepared for professional life with advanced level interpersonal skills, the ability to work effectively in cross and interdisciplinary teams and lifelong learning skills.
As more PBL graduates make their way into the workforce the reputation of PBL will grow and it is likely that employers could show preference for graduates with the types of knowledge, skills and attitudes developed and encouraged by problem-based learning

13. PBL Benefits proactive thinkers critical thinkers problem solvers
PBL learners become:
proactive thinkers
critical thinkers
problem solvers
capable of self-assessment
self-sufficient and self-motivated
able to find and use appropriate resources
technologically advanced
leaders as well as team players
capable of communicating ideas and listening to others
eager to jump into the next challenge or problem situation

14. Obstacles to PBL Requires “out of the box thinking.
Moves people out of their comfort zone.
Requires non-traditional assessments.
Student, parent, and administrative resist change.
Teacher resistance.
Availability of resources.
Investment in traditional methods

15. PBL Assessment
Assessment for PBL lessons can be performance based or content based
Students’ self reflection
Peer Evaluation
Task Completion
Level of Collaboration

16. Role of Teachers and Students in PBL
Teacher: As coach
* Presents problematic situations
* Models, coaches, and fades
* Engages in the process as co-investigator
* Assesses learning
Student: As participant
* Actively grappling with the complexity of the situation
*Investigating and resolving the problem from the inside

17. Technology Supporting PBL

18. Warming Students Up ZoomSci: Example
Students can watch other children in PBL scenarios to become comfortable with the process.
Googledocs, Wikis
Learning how to use these technologies can be a PBL within itself. Teachers can present the students with the tools—web address, passwords, user guides/help—and students can figure out how these technologies can be useful.

19. Tools Resources Collaboration (Web 2.0) Presentation Tools
Procon.org
Census.gov
Collaboration (Web 2.0)
ePals
Flatclassroomproject.org
Presentation Tools
museumbox.e2bn.org
Microsoft Office
Inspiration
Teacher Resources

20. What does the research say about PBL?
A three-year 1997 study of two British secondary schools -- one that used open-ended projects and one that used more traditional, direct instruction -- found striking differences in understanding and standardized achievement data in mathematics.
The study by Jo Boaler, now associate professor of education at Stanford University, found that students at the project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula. Three times as many students at the project-based school received the top grade achievable on the national examination in math.
Challenge 2000
In a five-year study, researchers at SRI International found that technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving. The Center for Learning in Technology researchers, led by Bill Penuel, found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.
The project conducted a performance assessment designed to measure students' skills in constructing a presentation aimed at a particular audience. Students from Multimedia Project classrooms outperformed comparison classrooms in all three areas scored by researchers and teachers: student content, attention to audience, and design. The Multimedia Project involves completing one to four interdisciplinary multimedia projects a year that integrate real-world issues and practices.