Project Based Learning
Project Based Learning (PBL) is more difficult for teachers to plan and more time consuming in the classroom but is more beneficial for the students. When using PBL in the classroom students retain the information they learn longer than when being taught through lecture. The projects cut across several courses and disciplines, including, English, science, and social studies and the most successful PBL takes place when the teacher lets go of control. (Nastu, 2009) This letting go of control takes a lot of classroom management and planning before doing a PBL project so that the students stay on task while also learning.
When working on a PBL project students start with a need to know and/or a driving question. This drives their learning that will occur during the student’s projects. The students are able to decide what products they will create, what resources they will use, and how they will structure their time. (Larmer & Mergendoller, 2010) The students choose how their projects will be done in small groups. Through doing the projects students use skills that will be used in the 21st Century workplace such as collaboration, communication, critical thinking, and the use of technology. Once the students have their driving question they develop inquiry and innovation that help them answer their questions. Student follow a trail that begins with their own questions, leads to a search for resources and the discovery of answers, and often ultimately leads to generating new question, testing ideas, and drawing their own conclusions.
The teacher does not ask students to simple reproduce teacher or textbook provided information in a pretty format. (Larmer & Mergendoller, 2010) Rather than being assigned a project the students want to do the project. The only time the teacher becomes involved is when the students ask for feedback or revision on their projects. When a project is finished the best way to present is by publicly presenting the project. Schoolwork is more meaningful when it’s not done only for the teacher or the test. When students present their work to a real audience, they care more about its quality. (Larmer & Mergendoller, 2010)
PBL is interactive and enjoyable for the students and they want to be learning when they are working on the projects. The students involved in PBL are not only learning but are gaining skills to use in the real world. As a teacher you have give me time in planning to ensure PBL succeeds in your classroom.
When working on a PBL project students start with a need to know and/or a driving question. This drives their learning that will occur during the student’s projects. The students are able to decide what products they will create, what resources they will use, and how they will structure their time. (Larmer & Mergendoller, 2010) The students choose how their projects will be done in small groups. Through doing the projects students use skills that will be used in the 21st Century workplace such as collaboration, communication, critical thinking, and the use of technology. Once the students have their driving question they develop inquiry and innovation that help them answer their questions. Student follow a trail that begins with their own questions, leads to a search for resources and the discovery of answers, and often ultimately leads to generating new question, testing ideas, and drawing their own conclusions.
The teacher does not ask students to simple reproduce teacher or textbook provided information in a pretty format. (Larmer & Mergendoller, 2010) Rather than being assigned a project the students want to do the project. The only time the teacher becomes involved is when the students ask for feedback or revision on their projects. When a project is finished the best way to present is by publicly presenting the project. Schoolwork is more meaningful when it’s not done only for the teacher or the test. When students present their work to a real audience, they care more about its quality. (Larmer & Mergendoller, 2010)
PBL is interactive and enjoyable for the students and they want to be learning when they are working on the projects. The students involved in PBL are not only learning but are gaining skills to use in the real world. As a teacher you have give me time in planning to ensure PBL succeeds in your classroom.
References:
Larmer, J., & Mergendoller, J. (2010, September). Seven essentials for project-based learning. Retrieved from http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx
Nastu, J. (2009, January). Project-based learning engages students, garners results. eSchool news, eSE special report, 21-27. Retrieved from http://www.eschoolnews.com/media/files/eSN-Project-Based Learning0109.pdf
Larmer, J., & Mergendoller, J. (2010, September). Seven essentials for project-based learning. Retrieved from http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx
Nastu, J. (2009, January). Project-based learning engages students, garners results. eSchool news, eSE special report, 21-27. Retrieved from http://www.eschoolnews.com/media/files/eSN-Project-Based Learning0109.pdf