What is Project Based Learning?
In a project based learning experience learning occurs through the process of completing an authentic task. For example, in social studies students may be asked to identify a problem in their everyday lives. A student is concerned about the number of accidents that occur at the intersection near their house and investigates the possibility of a stop sign. Along the way, the teacher assists the student with identifying the appropriate local ordinances and processes necessary to achieve the goal. At the conclusion of the unit, the teacher facilitates a class discussion where the students share the various civil actions they explored and reflect upon the success of their work.
PBL as an acronym is used widely and applied to various different terms: problem based learning, place based learning, people based learning, however, semantics aside, the core tenet of learning through action remains the same.
PBL as an acronym is used widely and applied to various different terms: problem based learning, place based learning, people based learning, however, semantics aside, the core tenet of learning through action remains the same.
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How is Project Based Learning any different from what is already happening at EHS?
A traditional classroom project usually takes place after students learn the required content. For example, students learn about different regions of the US and then create a brochure about their favorite region or state. At best, this brochure may be used to assess the transfer of learning. At worst, this assignment was a time killer where students moved content from one static location to another and essentially became a craft.
When PBL is infused into a traditional classroom, it typically becomes a part of a larger unit. For example, students in a science class are beginning a unit on water. As an introduction to the unit, the teacher offers the students a variety of supplies and provides them two class periods design and construct a water rough purification system. At the conclusion of the work time, students reflect on their success in science journals or in a class discussion. During this introductory event, students often wonder aloud or ask probing questions about their work. The teacher and/or students record these questions and reference them throughout the remainder of the unit as the teacher provides additional instruction.
In a fully project based classroom, the water purification system may become the focus of the entire unit and creating a working system would be the goal. Students will begin the unit by sketching a crude model. Then after subsequent instruction, students revise their prototype. The iterative cycle continues until students have been exposed to the content from the unit and developed a working filtration system. This process may take four to six weeks.
When PBL is infused into a traditional classroom, it typically becomes a part of a larger unit. For example, students in a science class are beginning a unit on water. As an introduction to the unit, the teacher offers the students a variety of supplies and provides them two class periods design and construct a water rough purification system. At the conclusion of the work time, students reflect on their success in science journals or in a class discussion. During this introductory event, students often wonder aloud or ask probing questions about their work. The teacher and/or students record these questions and reference them throughout the remainder of the unit as the teacher provides additional instruction.
In a fully project based classroom, the water purification system may become the focus of the entire unit and creating a working system would be the goal. Students will begin the unit by sketching a crude model. Then after subsequent instruction, students revise their prototype. The iterative cycle continues until students have been exposed to the content from the unit and developed a working filtration system. This process may take four to six weeks.
What are some specific examples of Project Based Learning that are connected to our curriculum?
What are the gradations of Project Based Learning?
When designing a PBL experience, teachers adjust four different continuums based on the needs of the students and the content of the unit. So, the experience of the project itself may look differently based on where the continuums are shifted. Throughout a course, it would be beneficial for students to be involved in a variety of project types.
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Additional Resources
5 Keys to Rigorous Project-Based Learning |
What is Project-Based Learning? |
Projects and Project-Based Learning: What's the Difference? |