project and problem based learning
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Project and Problem Based Learning. John Henry EIRC [email protected]. Objectives. Know what Project and Problem Based Learning is and why it is used. Understand the basic process of PBL Do an engagement activity - PowerPoint PPT PresentationTRANSCRIPT
Project and Problem Based Learning
John HenryEIRC
Objectives• Know what Project and Problem
Based Learning is and why it is used. • Understand the basic process of PBL• Do an engagement activity• Brainstorm ideas for a PBL lesson
or transition an existing lesson to a PBL activity
PBL FRAMEWORK
PedagogyContent Assessment
RESOURCES & CONSTRAINTS
PROJECT
What does the research say about PBL?
A three-year 1997 study of two 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.
What does the research say about PBL?
The study by Jo Boaler, at Stanford University, found that students at a 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.
What does the research say about PBL?
In a five-year study, researchers at SRI International found that technology-using students in Challenge 2000 Multimedia Project-Based classrooms
outperformed non-technology-using students in communication
skills, teamwork, and problem solving.
What does the research say about PBL?
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.
What does the research say about PBL?
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.
What does the research say about PBL?
Alternative school offers unique curriculum, project-based learning
Lakeview School in Ill., use PBL to reach students who are struggling in traditional schools by
implementing a curriculum that is based on "doing things based on real world situation." The
alternative Global Citizenship Experience School combines many core subjects – while addressing state standards -- and uses a project-based approach that incorporates cultural awareness, sustainability and
other themes. Chicago Tribune
What does the research say about PBL?
Data show project-based learning may help boost achievement: Anecdotal evidence
has long supported the notion that project-based learning can deepen
learning for students and help them gain skills they need for college and careers,
What does the research say about PBL?
Envision Schools founder Bob Lenz writes in this blog post. But a new report finds
that 12th-grade students who were taught a project-based economics curriculum
outscored a control group on standardized tests, and their teachers
were reportedly more satisfied with the material, Lenz notes.
Edutopia.org/Bob Lenz's blog (9/30)
Lecture…Sit and Get
PBL
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of
intellectual behavior important in learning.
During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's),
updated the taxonomy reflecting relevance to 21st century work.
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
New Version Old Version
Bloom's Taxonomy
http://www.youtube.com/watch?v=alSQpinagp0
Always think outside the boxFedEx
Creatively Speaking, Part Two: Sir Ken Robinson on the Power of the Imaginative Mind
What do you know about PBL? • What is Project and Problem Based Learning • Why do PBL? • Common Features of Project Based Learning• Benefits and Obstacles of PBL • What are the Differences and Similarities of
Project and Problem Based Learning • What are Student and Teacher roles when doing
PBL?
Is a teaching and learning model that focuses on the central concepts and principles of a discipline, involves students in problem solving and other
meaningful tasks, allows students to work autonomously and in groups to construct their own learning, culminates in realistic, student generated
products.
Buck Institute for Education
Project Based Learning?
Finkle and Torp (1995) state that "problem-based learning is a curriculum development and
instructional system/process that simultaneously develops both problem solving strategies and
disciplinary knowledge bases and skills by placing students in the active role of problem solvers
confronted with an ill-structured problem that mirrors real-world problems"
Problem-Based Learning Defined
Constructivism
Learning as an active process in which learners construct new ideas or concepts based upon
their current or past knowledge. Students continually build upon what they have already
learned.
Problem based learning provides opportunities for students to
examine and try out what they know
Students discover what they need to learn
Develop team building and people skills for achieving higher performance in group
settings
Improve communication skills
Engage the Student and the Achievement will Follow
Achievement Gap or Engagement Gap?
85% of Middle and High School Students report being bored in their classrooms
Problem Solving
Example of Engagement Activity
Toxic PopcornWhat’s your Game
Interest, hands-on, interactive and collaborative
Toxic Popcorn
Scenario
A can of highly toxic popcorn has contaminated a circle of approximately 4 feet in diameter. The toxic area extends to the ceiling. If the toxic popcorn is not transferred to a safe container for decontamination, it will contaminate the region The popcorn is estimated to have a safe life of exactly 15 minutes before it explodes. It’s up to you to save the day!
Inside the circle you will find two cans. One(unsafe container) is half full of the toxicpopcorn. The other (safe) container is available for decontamination. Find a way to collaboratively to safely transfer the toxic popcorn from the unsafe container to the safe container, using only the materials provided to you.
Challenge
• No one may cross the plane of the circle with any part of the body.
• Only the ropes & tire tube may cross the plane of the circle.
• No spills are allowed, or the popcorn will explode.• You may use only the materials provided.• The popcorn must be transferred with in 20 minutes or
there will be a disaster.
Criteria
State and defend positions with evidence and sound argument
Become more flexible in processing information and meeting obligations
Why Do PBL?
Think critically and be able to analyze and solve complex, real-world problems
Find, evaluate, and use appropriate learning resources
Work individually and cooperatively in teams and small groups
Demonstrate versatile and effective communication skills, both verbal and written
Use content knowledge and develop skills to become life-long learners in order to succeed in a global economy
Students Deserve it
The World Demands it
Why Do PBL?
The National Problem:
As a result of a relative decline in student achievement … and interest of students to pursue Science, Technology, Engineering, Mathematics (STEM)-related careers …
the United States IS AT RISK.
Why Do PBL?
• In the US only 15% of the undergraduates receive their degrees in natural sciences or engineering.
• Past 3 years alone, China & India have doubled production of 3- and 4-year degrees in engineering, computers science and IT, while the US production of engineers is stagnant and CS and IT have doubled.
Losing Interest
Why Do PBL?
• In 2003, US 15 years olds ranked 24th out of 40 countries that participated in an exam that assessed students abilities to apply mathematical concepts to real world problems
• 56% of engineering PhDs in the US are awarded to foreign-born students.
Why Do PBL?
• Although US fourth graders score well against international competition, they fall near the bottom or dead last by 12th grade in Mathematics and Science, respectively.
• In 2004 chemical companies closed 70 facilities in the United States and have tagged 40 more for shutdown. Of 120 new chemical plants around the world 1 will be in the United States. 50 will be in China.
Framework for 21st Century Learning
http://www.21stcenturyskills.org/route21/
The standard includes six strands, which reflect the Framework for 21st Century Learning:
21st Century Skills
• Critical Thinking and Problem Solving • Creativity and Innovation
• Collaboration, Teamwork, and Leadership • Cross-Cultural Understanding and Interpersonal Communication
• Communication and Media Fluency • Accountability, Productivity, and Ethics
Understanding by Design UbD template (lesson plan development)
http://www.state.nj.us/education/cccs/2009/final.htm
21st Century Themes
Global AwarenessFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy
BIE Article on PBL
Common Features of Project Based Learning
Students engage in real world issues where students define and solve problems that are meaningful to
them.
PBL usually begins with a Scenario
They begin to Brainstorm and ask questions
Examples of Scenarios
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.
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.
Includes reflection activities that help students to think critically about their
experiences.
Benefits and Obstacles of PBL
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
PBL Benefits
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
PBL learners become:
Obstacles Described by Teachers
• It takes a lot of preparation time• We don't have the resources• We lack administrative support and support
from other teachers• You often feel uneasy because you're not
knowledgeable about the content• The open-ended, no right or wrong answer
aspect of project work can be threatening
Obstacles Described by Teachers
• Administrators can fault you for not covering the curriculum
• There are risks associated with giving up teacher control
• Students may not participate and are not always self-motivated
Obstacles Described by Teachers
• students may have difficulty with higher order thinking or open-ended problems
• There is a risk that students might not learn much, or receive much of value from Problem Based Learning unless designed right
Benefits Described by Students
• We got to choose what to work on.• We learned that we can make a difference• There was a clear goal that was a challenge
to work on• There was an audience for the product and
we knew we had to meet the deadline and present it to the audience.
Benefits Described by Students
• We weren't afraid to try things we didn't know because the teacher said we would have the opportunity to reevaluate and try again.
• Everyone felt needed and had a part. Nobody got left out
• We didn't need to use our texts, and we were actively doing things and learning something.
Benefits Described by Students
• We were using skills we knew we would need in our jobs, like using time wisely, exercis ing responsibility, and not letting the group down.
• We learned that when the real world is the source of evaluation, you had better have your act together.
• Yes, enjoyed it, felt like I had more responsibility.
Benefits Described by Students
• I liked it, got a lot of ideas out, but did need some guidance some times.
• Like the idea of going off on our own to research everything possible instead of being limited by teacher specification.
Benefits Described by Students
• Communicating with outside sources, and making contacts for information.
• How to communicate and work with the corporate world, make contacts. How to write, how to work with other people in groups
• How to be a leader.
Similarities Between Project Based and Problem Based Learning
• Both instructional strategies are intended to engage students in authentic, "real world" tasks to enhance learning.
• Students are given open-ended projects or problems with more than one approach or answer, intended to simulate professional situations.
• Both approaches are student-centered and the teacher acts as facilitator or coach.
• Students work in cooperative groups for extended periods of time • In both approaches, students seek out multiple sources of
information. • There is often a performance-based assessment.
Differences Between Project Based and Problem Based Learning
• In Project based learning, the students define the purpose for creating an end product.
• In Problem based learning, the students are presented with a problem to solve.
• In Project based learning, the students present their conclusion and there is an end product.
• In Problem based learning, when the students present their conclusion, there may or may not be an end product.
PBL vs. PBL
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.
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.
Differences between PBL and traditional instruction.
Educational Features Traditional Instruction Emphasizes
Project and Problem Based Learning Emphasizes
Focus of CurriculumContent Coverage
Knowledge of Facts
Learning “building-blocks skills in isolation
Depth of Understanding
Comprehension of Concepts and Principles
Development of complex problem-solving
Scope and Sequence
Follows fixed curriculum
Proceeds unit by unit
Narrow, discipline-based focus
Follows student interest
Large units composed of complex problems or real-world issuesBroad, interdisciplinary focus
Teacher Role
Lecturer and director of instruction
Expert
Resource provider and participant in learning activities
Advisor
Educational Features Traditional Instruction Emphasizes
Project and Problem Based Learning Emphasizes
Educational Features Traditional Instruction Emphasizes
Project and Problem Based Learning Emphasizes
Teacher Role
Lecturer and director of instruction
Expert
Resource provider and participant in learning activities
Advisor
Focus of assessment
Products
Test scores
Comparison with others
Reproduction of information
Process and products
Tangible accomplishments
Criterion performance and gains over time
Demonstration of understanding
Materials of instruction
Texts, lectures and presentations
Teacher-developed exercises sheets and activities
Direct or original sources: printed materials, interviews, documents and other sources
Data and materials developed by students
Use of Technology
Ancillary, peripheral
Administered by teachers
Useful for enhancing teacher’ presentation
Central, integral
Directed by students
Useful for enhancing student presentation or amplifying student capabilities
Educational Features Traditional Instruction Emphasizes
Project and Problem Based Learning Emphasizes
Using your classroom, the school or the your local community as a context for learning, write
your own PBL ScenarioInclude…
1. Background Information2. Student Relevance
3. Scenario
Resources• PBL for Teachers
http://pbl4teachers.wikispaces.com/
• Seymour Papert: Project-Based Learning. Inside a state juvenile correctional facilityhttp://www.edutopia.org/seymour-papert-project-based-learning
• Project Based Learning from Educational Leadershiphttp://www.ascd.org/publications/educational_leadership/feb08/vol65/num05/Project-Based_Learning.aspx
• Global Perspectives - http://www.cotf.edu/earthinfo
Resources • Exploring the Environment• http://www.cotf.edu/ete/• Project InSTEP Teacher Instructional Designs• http://instep.cet.edu/instrucdes.html• PBL Essentials• http://www.pbli.org/pbl/generic_pbl.htm• PBL in Math• http://www.mcli.dist.maricopa.edu/pbl/sd96/knowns.html• PBL Clearinghouse• http://www.udel.edu/pbl/problems/ • Project and Problem Based Learning• http://www.uoregon.edu/~moursund/Math/pbl.htm
Project Based Learning site for students to practice skills
http://www.studygs.net/pbl.htm