Project+Based+Learning-+Laura+Turner

=  Project Based Learning    =   = Project Based Learning -Defined  =

 Project Based Learning (PBL) is a constructivist approach to learning that emphasizes learning in the context of a real world situation.  Learners must solve realistic problems through meaningful tasks. Students learn through facilitated problem solving. Students focus on a complex problem that does not have a single correct answer and work together in collaborative teams to identify what needs to be learned to solve the problem. Problem Based Learning is a subset of Collaborative or Group Work. Group Work is frequently used in classes and involves students joining together as a team to complete an assignment. However, a ll group work is not PBL. PBL is a type of Group Work commonly used to instruct students. It focuses on a group of learners developing a plan to solve a real life problem. Group Work can be as simple as students taking turns to read an assignment. That is not PBL. PBL must involve solving a problem. =Key Features:=

1)   Learners begin with looking at a problem    2)    The problem is one that students will most likely face in their profession or life 3)   The knowledge that students are expected to acquire during their professional training or school coursework is organized around problems rather than the disciplines.    4)    Students, individually and collectively, assume a major responsibility for their own instruction and learning. 5)   Most of the learning occurs within the context of small groups rather than lectures. = PBL in Operation  =  This theory operates by having students work collaboratively to solve a problem. Students must evaluate a problem and develop their own plan to either solve the problem or devise a plan to investigate the problem by further-breaking it down. The students then come up with ideas to solve the problem. It operates by having a group of students work together collaboratively. The teacher becomes more of a facilitator and is mainly there to make sure the students are on task. The teacher provides them with any supplies they may need to complete the task.   = PBL in Action  =

A Project Based Learning experience that I have used involved a Science Inquiry lesson. Students were provided with a napkin, 4 strings and a paperclip and instructions on how to make a parachute. They were then told to observe the parachute and record sentences that start with “I noticed…” After, students listed wonderings on sentence strips and read through the different ones. The final piece was to work with a partner and investigate one question that they wanted to answer the most. Many students wondered what would happen if they changed : size, material of the canopy, length of string, type of string, paperclip, etc. The students took the question they cared about the most and developed a plan to test their parachute. The lesson was a huge success because the students developed their own investigation. As the teacher, I had to provide materials for the class to use and allow them the time and space to determine which parachute worked the best for them. =PBL in Instruction=

Strengths
Project Based Learning has proved to be an effective way to instruct students. Students who learn through PBL are more engaged because they can easily bridge their learning to real life contexts. Most students enjoy participating in this type of learning. When students self direct their learning, they have ownership in their studies and tend to put more effort into the learning. PBL classes have teams of students working together, sharing ideas and developing plans to solve problems they will most likely face in their career or in their life.

Weaknesses
This learning theory is limited in a few ways. PBL can be stressful for both students and staff who are used to lectures and more teacher directed learning. Teachers have to give up some control over lectures and class time. Teachers need to have plenty of preparation time in order to develop the most engaging problems/scenarios for students to work on. Also, students have to be willing participants who are active in the learning. This learning theory requires active participation from the learner so if the learner is not engaged or willing to participate they will not learn as effectively. There needs to be by in from the students. Additionally, the theory requires that there are equipped library, computer lab, and other resources that are easily accessed by students and staff. Access to this can be limiting due to budget constraints. = Personal Reflection on PBL =

Project Based Learning provides learners with experience in situations they will most likely find in their career or as a part of their everyday life. Students get to develop and implement a plan to solve a problem. They stay in control of their learning by asking questions that are important to them and either finding the answers or asking more questions which lead to meaningful discussions. I teach third grade. Recently we’ve been following our math work book and filling out worksheets on money. As soon as I brought out a cash register, receipt book and priced items in the classroom the students suddenly got excited for math! They love playing store. They cannot seem to get enough of counting money! It is very obvious how when you teach something and the students see how it applies to them, that their interest level increases. That is why I chose this theory to analyze. I know that I need to direct my teaching toward a more Project Based style. I am limited with time and resources, however if I give myself small goals to create one or two PBL experiences for my students then I will be satisfied with my practice and my students will learn more as their ownership of their learning increases.  