What is Project Based Learning?
Project based learning is becoming an increasingly popular way to address
how students are learning both in and out of the classroom. Based on the idea of providing students with choice, and allowing student-centered learning to occur, PBL gives students the opportunity to actively engage in projects that make direct use of content in the current unit. Therefore, instead of a teacher creating a lesson plan which includes worksheets that have no other purpose than to be checked for correctness of information, a project based learning lesson plan allows students to collaborate to produce a final end product that creates meaning and puts the information in a real-world context.
Students make use of the information by doing hands-on activities that, when planned out effectively, also align with several common core standards as opposed to just the one the unit itself addresses. In this way, a teacher is able to assess and evaluate the performance of students in a wide range of subjects all at once while the students are maximizing their learning potential. This is also a fantastic way for students to realize how all of their studies are interrelated, which can often deepen their understanding of them.
how students are learning both in and out of the classroom. Based on the idea of providing students with choice, and allowing student-centered learning to occur, PBL gives students the opportunity to actively engage in projects that make direct use of content in the current unit. Therefore, instead of a teacher creating a lesson plan which includes worksheets that have no other purpose than to be checked for correctness of information, a project based learning lesson plan allows students to collaborate to produce a final end product that creates meaning and puts the information in a real-world context.
Students make use of the information by doing hands-on activities that, when planned out effectively, also align with several common core standards as opposed to just the one the unit itself addresses. In this way, a teacher is able to assess and evaluate the performance of students in a wide range of subjects all at once while the students are maximizing their learning potential. This is also a fantastic way for students to realize how all of their studies are interrelated, which can often deepen their understanding of them.
Below is a video I found which describes and explains the main idea of PBL in an interesting yet informative manner. I really like how it uses animations because it really captures my attention.
Below is a link for an awesome resource I came across during one of my PLN sessions. It was created by the Buck Institute for Education, and it highlights many different aspects about PBL while also providing educators with excellent resources. It is one of my favorite places to visit for PBL because it simply gives so much useful information in one place.
Here is a Prezi that reviews and discusses the main concepts of PBL in a neat, organized, and informative way. I know that it definitely helped me understand the basics of PBL, and perhaps it will for others as well.
The Concepts Behind PBL
During one of my PLN sessions, I came across the two above photos which, when comparing them, can be a perfect tool for a teacher to use for further and deeper inquiry into project based learning.
All of the elements written in the heptagon of the first photo must be addressed in a lesson plan in order for an effective PBL to be created. Removing or omitting even one can lead to a project that, while may allow active engagement of students, will not serve the true purpose of a PBL lesson. As it will be if someone physically removes one of the trapezoids of the heptagon, the lesson may still function but will be missing vital information that will prevent the lesson from coming full circle.
The picture on the right simply states the four domains of global competency, which all students in the 21st century must be able to recognize and exhibit in their skills. Project based learning is an excellent way teachers can assure themselves that students are reaching towards global competency and global awareness. Through the use of engaging projects, the students completing the activities are learning about the unit all while gaining necessary 21st century skills (such as collaboration, communication, inquiry, and perspective) and inquiring into the subject matter on a level that simple, "regular" projects cannot reach.
Preparing students to be globally competent is in my opinion an important part of a classroom learning environment. With students changing the world of school by being more technologically advanced and more eager to learn than ever, making sure that the students leave school with the proper skills and mindsets to change the society is an integral part of being a teacher in this current era. Addressing global competency now will also make sure that students in the future will be provided with a 21st century (and beyond) education. So even though global competency is a skill that is required for the current time frame, in order to keep up with an ever-changing world, teachers need to become familiar with the concept and begin to address in order for it to even begin to touch the students of the future.
All of the elements written in the heptagon of the first photo must be addressed in a lesson plan in order for an effective PBL to be created. Removing or omitting even one can lead to a project that, while may allow active engagement of students, will not serve the true purpose of a PBL lesson. As it will be if someone physically removes one of the trapezoids of the heptagon, the lesson may still function but will be missing vital information that will prevent the lesson from coming full circle.
The picture on the right simply states the four domains of global competency, which all students in the 21st century must be able to recognize and exhibit in their skills. Project based learning is an excellent way teachers can assure themselves that students are reaching towards global competency and global awareness. Through the use of engaging projects, the students completing the activities are learning about the unit all while gaining necessary 21st century skills (such as collaboration, communication, inquiry, and perspective) and inquiring into the subject matter on a level that simple, "regular" projects cannot reach.
Preparing students to be globally competent is in my opinion an important part of a classroom learning environment. With students changing the world of school by being more technologically advanced and more eager to learn than ever, making sure that the students leave school with the proper skills and mindsets to change the society is an integral part of being a teacher in this current era. Addressing global competency now will also make sure that students in the future will be provided with a 21st century (and beyond) education. So even though global competency is a skill that is required for the current time frame, in order to keep up with an ever-changing world, teachers need to become familiar with the concept and begin to address in order for it to even begin to touch the students of the future.
The globe below leads to a pdf written by the NEA Educational Policy and Practice Department, and it highlights global competency and its importance to the world of education. I really like how it breaks down the defintion of global competency into different sectors, and how it addresses the need for education to be catered to this vital concept. It is definitely worth checking out!
Traditional vs. Project Based Learning Methods--A Case Study
Imagine two different third grade classrooms learning about monarch butterflies. Classroom A reads several books about them while conducting a few worksheets before having a unit test. They may be interested in the subject matter but have no outlet to express their creativity or use the information to produce an end product to put what they have learned into perspective. The teacher may choose to include a wrap-up poster project for the students to showcase relevant information learned. Students are not actively engaged, and in their eyes, are simply studying to regurgitate the information on the upcoming assessment and project.
Across the hall, Classroom B is also studying monarch butterflies, but instead conduct research on their flying and eating habits. They also map out the migration patterns based off of information from prior migration years, and plot on the map the national and state borders the butterflies may cross. Acting as conservationists, students visit the outdoor field and attempt to figure out if their local environment would sustain monarchs based on the types of flowers, vegetation, and climate patterns. They study the history of the monarch butterfly and create a school garden filled with milkweed plants with the hope of attracting butterflies. After doing all of these activities, the students collaborate and create a short public service announcement highlighting conservation efforts and how monarch butterflies should be protected.
Now the question...
Across the hall, Classroom B is also studying monarch butterflies, but instead conduct research on their flying and eating habits. They also map out the migration patterns based off of information from prior migration years, and plot on the map the national and state borders the butterflies may cross. Acting as conservationists, students visit the outdoor field and attempt to figure out if their local environment would sustain monarchs based on the types of flowers, vegetation, and climate patterns. They study the history of the monarch butterfly and create a school garden filled with milkweed plants with the hope of attracting butterflies. After doing all of these activities, the students collaborate and create a short public service announcement highlighting conservation efforts and how monarch butterflies should be protected.
Now the question...
Which class would you rather be in?
It is obvious that the students of Classroom B are engaging in activities that stretch across different subject borders while also still learning basic and abstract concepts about monarch butterflies, resulting in a collaborative project that gathers all the information in one real-world context. By the description alone, everyone would choose to participate in Classroom B's study of butterflies as opposed to A's.
To put it in perspective, this is the struggle that many students are faced with nowadays. Traditional schooling methods are centered around using books as the sole purpose of learning, with little deviation from the classroom environment. The teacher provides information the students must retain for the test, but there is no motivation for them to actually learn it. PBL gives lessons purpose but also allows students to be interested in the information being provided. Instead of only reading about monarchs, these students are actively choosing their own learning and have more freedom to study aspects of butterflies compared to Classroom A.
Simply put, traditional learning methods are drastically different from project based learning methods, because traditional learning does not address or allow growth in the four domains of global competency. Yes, books may allow students to investigate the world, but only within the provided context. Instead, using books about butterflies coupled with an active project bringing the information to life gives students the chance to inquire into the subject matter on a much deeper level. Recognizing different perspectives may also be difficult because students are only provided with one side of the information.
Traditional learning has been the focus of schools for many years, but in order to keep up with a changing generation of students, teachers must be prepared to adapt project-based learning styles to attend to the thirst and desire of their students for glocal competency and higher learning.
To put it in perspective, this is the struggle that many students are faced with nowadays. Traditional schooling methods are centered around using books as the sole purpose of learning, with little deviation from the classroom environment. The teacher provides information the students must retain for the test, but there is no motivation for them to actually learn it. PBL gives lessons purpose but also allows students to be interested in the information being provided. Instead of only reading about monarchs, these students are actively choosing their own learning and have more freedom to study aspects of butterflies compared to Classroom A.
Simply put, traditional learning methods are drastically different from project based learning methods, because traditional learning does not address or allow growth in the four domains of global competency. Yes, books may allow students to investigate the world, but only within the provided context. Instead, using books about butterflies coupled with an active project bringing the information to life gives students the chance to inquire into the subject matter on a much deeper level. Recognizing different perspectives may also be difficult because students are only provided with one side of the information.
Traditional learning has been the focus of schools for many years, but in order to keep up with a changing generation of students, teachers must be prepared to adapt project-based learning styles to attend to the thirst and desire of their students for glocal competency and higher learning.
Also during my PLN, I have found that Pinterest is an extremely helpful and useful tool for a teacher to make use of. Interacting with other educators through the use of pin boards can ease the process of sharing tips, tricks, and creative ideas, especially about project based learning. Below are some pins I came across that I found particularly interesting.
Any teacher who is still becoming accustomed to PBL should use this pinned chart as a guide to help him or her navigate through what makes an effective PBL and how a "regular" project can be edited to become a PBL project. This chart also helps one realize exactly in what aspects "regular" projects lack and how they in fact, do not contribute to a child's path towards global competency and awareness.
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I absolutely love this pin, because it relates PBL to Bloom's Taxonomy. Traditional learning methods only scrape the bottom of the taxonomy, but if more critical thinking is desired by the teacher from the students, PBL must be implemented. Having this as a poster for my own use would be extremely helpful, since I have relied on Bloom's Taxonomy in previous classes
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This pin provides me with a specific set of steps that I can take to begin brainstorming and creating an effective PBL. By using this pin as a tool, I can fill in the blanks around the steps and have a final product of a PBL that will engage my students.
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The pin at left leads to a very interesting video on the Edutopia Youtube page, which is another great resource I frequently visit for my PLN work. With this video, I learned that PBL, while it may extend outside the classroom, it can open a door for students who wish to engage in research beyond what is asked of in the class.
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This is another pin that leads to Edutopia, except this article discusses how PBL can best lead to this adoption and integration of 21st century skills. The 7 ways that PBL help with global awareness skills included in the article because it was extremely simple for me to find the information and understant it in the context of the article. Using an actual school's experience to reflect on these skills allowed me the ability to gain perspective and realize exactly how educators are making use of it. It is definitely a helpful link!
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A particularly powerful quote from this article is, "School reform isn't being done 'to' teachers. Rather, educators are helping to make change happen by rethinking their classroom practices, adopting new tools and strategies, and then sharing what they know what their colleagues." Teachers seem in charge of their classrooms and have the ability to make changes that benefit the students on a much smaller level, as opposed to broad and holistic educational reforms.
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Global Competency Slideshow
The slideshow below is probably my favorite resource I gathered from my PLN work. It introduces PBL while also discussing global competency in short and simple phrases, making it extremely easy to understand. It also provides links that can lead to further understanding of PBL, and it sums up several aspects of PBL relating to other important world concepts and social issues.