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Transcript of Project-Based Learning
The Elements and Phases
The project has to be aligned with the curriculum. It covers curricular content in a range of subject areas.
How Teachers Co-work in Planning PBL-Based Curriculum?
- plan teaching together in interdiciplinary units
- write the contents of their assessments at first
- define what is the content of the project, what they want students to learn in this project?
- explain their standards and contents to each others
21st Century Skills
Along with curricular knowledge, the project also needs to target the development of 21st Century Skills and competencies.
What does it require from a teacher?
Tools for Planning &
The Picture: The Creative Teaching and Learning Blog
Working harder, working smarter
Going beyond their own substance and subjects
Support from a team of teachers
Belief on this approach
Video from Bucj Institute for Education
Project Planning Forms
Rubrics for Assessment
HAMK Global Education, Essi Ryymin (CC BY-SA 4.0)
See Digital Tools for
PBL and Activating
Students from your
Need to Know
The project has to motivate students to want to learn the new content knowledge or gain new skills. They have to find it meaningful. They have to find the driving question themselves!
Teaching students to ask their own questions
The Driving Question
The driving question is the question or stimulus that drives your project.
Your DQ needs to capture the project’s main focus, but be understandable and inspiring.
It also needs to be open-ended . It can’t lead students towards one particular answer, and students must be able to answer it thoroughly with the resources and time available.
According to the Buck Institute of Education (BIE), there are 2 basic types of driving question:
1) A DQ that specifies a product to be created, a task to be done, or a problem to be solved.
2) A DQ that focuses on a philosophical or debatable issue, or an intriguing topic.
Student Voice & Choice
Teacher allows students to make decisions of
- the content of their project
- how it's conducted
- topics to study
- the questions they investigate
- the resources they use
- the product they create
- their use of time and organisation of tasks
Teacher allows students to work independently, but don’t make them work too much on their own.
Teacher guides students,
provides sufficient feedback and
Reflection & Revision
The project can’t just be an extended activity, it has to be an inquiry.
It also needs to be scaffolded, growing deeper as students gather and interpret data to answer the driving question, ask further questions of their own, develop and evaluate their solutions and build evidence for their final answer.
Hakkarainen, Lonka, & Paavola, 2004
Teacher -> Student
Student -> Student (Peer Assessment)
Student -> Self-Assessment
Assessment in PBL
1) A Final Product, An Audience, A Customer
2) Students’ explanation of how and why they did what they did.
Students need to be able to defend and explain their reasoning behind their choices in detail, as well as make it clear that they understood the inquiry process, and prove that they took the feedback they received throughout the project on board to improve their work.
Sources and read more:
What does my lecturer mean by critic?
Work that Matters: The Teacher's Guide to Project-based Learning
Creative Teaching & Learning Blog
Harvard Education Letter
Buck Institute of Education http://bie.org/