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Project Based Learning

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Susan Lynn

on 1 December 2013

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Transcript of Project Based Learning

Project Based Learning
Susan Lynn
University of West Florida

What is Project Based Learning?
This is a prescriptive instructional learning strategy that can be traced back to John Dewey. This strategy allows learners to experience the solution to a complex question, problem, or challenge - using skills such as collaboration, critical thinking, and communication. The learners have some degree of voice and choice in a rigorous project of learning academic content within the framework of a project.

Project based learning can be very effective in learning 21st century educational goals and skills. This learning can be engaging, effective in understanding and remembering (as this knowledge is gained through their own experience), and increase communication skills as they are required to communicate with others throughout this project. Communication can be in the form of verbal and written communication.
Effective Project Based Learning:
1. Is intended to teach significant content - goals for learning are created.
2. Requires critical thinking and problem solving - higher-ordered thinking skills are used.
3. Requires inquiry in order to create something new - an idea, interpretation, or a product.
4. Is framed around a problem, issue, question, or challenge - to deepen the learning experience and understanding.
5. Requires learner independence and responsibility - learners create their own questions, answers, and choices.
6. Allows revision and reflection - feedback during project is ongoing, both positive and negative. Little involvement with instructor, but monitoring can be important.
7. Increases student motivation and involvement - real-life skills used and acquired which can be more engaging to the learners.

Components of Project Based Learning
1. Define the content - what are the expectations? Support the curriculum and standards.
2. Identify activity in which learners can apply content - is it appropriate?
3. Identify possible problems - understand these up front.
4. Identify possible solutions - understand these different outcomes.
5. Make sure that prior knowledge and current skills line up with student's level to complete successfully.
6. Create a description of the task - this should be understood at the outset.
7. Provide opportunities for reflection and assessment of new content - 8. Students should also learn how to organize and present their ideas, and results to others.
Goal of PBL
Diagram of PBL process
Figure 1 retrieved from http://www.bie.org/about/what_is_pbl
Possible Pitfalls:
Allow learners to make mistakes - some of the best learning comes from errors

Provide adequate time for project completion.

Obtain buy-in from learners.

Encourage active listening and joint attention for group work - don't split up tasks
Student not only learn content and concepts used in the project, but they also learn to communicate with others, and to organize and present their thoughts and results - all in a given amount of time.
References
Buck Institute for Education. (n.d.). Retrieved from http://www.bie.org/about/what_is_pbl

D'Orio, W. (n.d.). Retrieved from http://www.scholastic.com/browse/article.jsp?id=3751748

Edutopia. (2013, November 26). Project-based learning research: Avoiding pitfalls. Retrieved from http://www.edutopia.org/pbl-research-avoiding-pitfalls

Koh, J. H. L., Herring, S. C., & Hew, K. F. (2010). Project-based learning and student knowledge construction during asynchronous online discussion. Internet and Higher Education, 13(4), 284-291. Retrieved from http://ezproxy.lib.uwf.edu/login?url=http://search.proquest.com/docview/822507105?accountid=14787



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