4. PBL is NOT New
CARL ROGERS
1902 - 1987
JOHN DEWEY
1859-1952
BENJAMIN
BLOOM
1913-1999
SOCRATES
470-399 B.C.
JEROME
BRUNER
1915-CURRENT
LEV
VYGOTSKY
1896-1934
JEAN
PIAGET
1896-1980
SEYMOUR
PAPART
5. Learning:
an active process in which students
construct new ideas or concepts based
on their current knowledge.
6. Seven Elements of Project-
Based Learning
ďŽ Standards Based
ďŽ Assessment
ďŽ Student Centered
ďŽ Collaboration
ďŽ Real World Connection
ďŽ Extended Time Frame
ďŽ Multimedia
7. Another Way to Look at What is
PBL
ďŽ Content
ďŽ Conditions
ďŽ Activities
ďŽ Results
8. Content:
Compelling ideas
ďŽ Problems presented in their full complexity
ďŽ Students finding interdisciplinary
connections between ideas
ďŽ Students struggling with ambiguity,
complexity, and unpredictability
ďŽ Real-world questions that students care
about
9. Conditions:
Support student autonomy
ďŽ Students community of inquiry
ďŽ Coursework in a social context
ďŽ Students exhibit task- and time-management
behaviors
ďŽ Students direct their own work & learning
ďŽ Students simulate the professional work
10. Activities:
Investigative and engaging
ďŽ Students multi-faceted investigations over long
periods of time
ďŽ Students encountering obstacles, seeking
resources, and solving problems
ďŽ Students making their own connections among
ideas and acquiring new skills
ďŽ Students using authentic tools
ďŽ Students getting feedback from expert sources
and realistic assessment
11. Results
Real-world outcomes
ďŽ Students generating complex intellectual
products to demonstrate learning
ďŽ Students participate in assessment
ďŽ Students held accountable for competence
ďŽ Students exhibiting growth in real-world
competence
12. Traditional Instruction
Emphasizes
Project Based
Learning Emphasizes
Focus of
curriculum
â˘Depth of
understanding
â˘Comprehension of
concepts and principles
â˘Development
Focus of
curriculum
â˘Content coverage
â˘Knowledge of facts
â˘Learning "building-
block" skills in
isolation
â˘of complex problem-
solving skills
13. Traditional Instruction
Emphasizes
Project Based
Learning Emphasizes
Scope and sequence
â˘Follows student interest
â˘Large units composed of
complex problems or
issues
â˘Broad, interdisciplinary
focus
Scope and
sequence
â˘Follows fixed
curriculum
â˘Proceeds block by
block, unit by unit
â˘Narrow, discipline-
based focus
14. Teaching role
â˘Follows student interest
â˘Large units composed
of complex problems or
issues
â˘Broad, interdisciplinary
focus
Teaching role
â˘Follows fixed
curriculum
â˘Proceeds block by
block, unit by unit
â˘Narrow, discipline-
based focus
Traditional Instruction
Emphasizes
Project Based
Learning Emphasizes
15. Focus of
assessment
â˘Process and products
â˘Tangible
accomplishments
â˘Criterion performances
and gains over time
â˘Demonstration of
understanding
Focus of
assessment
â˘Products
â˘Test scores
â˘Comparisons with
others
â˘Reproduction of
information
Traditional Instruction
Emphasizes
Project Based
Learning Emphasizes
16. Materials of
instruction
â˘Direct or original
sources: printed
materials, interviews,
documents, and
others
â˘Data and materials
developed by students
Traditional Instruction
Emphasizes
Project Based
Learning Emphasizes
Materials of
instruction
â˘Texts, lectures and
presentations
â˘Teacher-developed
exercise sheets and
activities
17. Use of
technology
â˘Central, integral
â˘Directed by students
â˘Useful for enhancing
student presentations
or amplifying student
capabilities
Traditional Instruction
Emphasizes
Project Based
Learning Emphasizes
Use of technology
â˘Ancillary, peripheral
â˘Administered by
teachers
â˘Useful for enhancing
teachers' presentations
18. Classroom context
â˘Students working alone
â˘Students competing with
one another
â˘Students receiving
information from an
instructor
Classroom context
â˘Students working in
groups
â˘Students collaborating
with one another
â˘Students constructing,
contributing, and
synthesizing information
Traditional Instruction
Emphasizes
Project Based
Learning Emphasizes
19. Student role
â˘Carry out instructions
â˘Memorizer and repeater
of facts
â˘Students receive and
complete brief tasks
â˘Listen, behave, speak
only when spoken to
Student role
â˘Carry out self- directed
learning activities
â˘Discoverer, integrator,
and presenter of ideas
â˘Students define their own
tasks and work
independently for large
blocks of time
Traditional Instruction
Emphasizes
Project Based
Learning Emphasizes
Now that weâve seen an overview of Project-Based Learning, letâs take a more in depth look at PBL and why itâs appropriate for an intervention classroom.
We will complete a Mind Mapping Activity. Mind Mapping is found on your unit planning template under Teaching Tools: Increasing Comprehension. When students complete mind maps, they are able to use non-linguistic representation to explore and then show what they know about a particular topic.
Pass out folders. Remember to tell the group that Mind Mapping is a teaching tool they will use later. Refer to the chart.
For this activity, you will
¡       Get in a group of three people
¡       Read the article in your small groupâs folder
As you read, look for examples and definitions of Project Based Learning and why it is advantageous to use it in an intervention class.
¡       Discuss the materials in the folder with your group
¡       Complete the graphic organizer using the information provided in the article
¡       Be prepared to share the recorded information with the large group
Note to trainer: Small Group â Mind Mapping activity (report out and chart ideas in large group)
Large Group â Mind Mapping â Each group charts ideas and then Gallery Walk
Note to trainer: Be sure these points come out in discussion - Why should we use a project based learning approach for the intervention class?
Promotes thinking
Increases student motivation and engagement
Closes the achievement gap (study by Boaler)
Helps students develops skills necessary in our society
Collaborating, Problem-solving, Communicating