Project-Based Learning

Project-Based Learning (PBL):

One teaching methodology used at Acera is Project-Based Learning (PBL), in which students go through an extended process of inquiry or design in response to an authentic question, problem, or challenge. They draw from many disciplines when understanding and addressing a complex problem. PBL is centered on student and teacher collaboration and application of academic knowledge and skills. 

While engaged in PBL, students are engaged in science and engineering practices, as well as cross-disciplinary concepts; students engage in reading and writing informational text and mathematics depending on the driving question of the project. 

A PBL approach allows for some student choice and voice that promotes motivation and educational equity. PBL includes a process of revision and reflection that requires students to learn how to communicate and receive instructive feedback and to think about their own cognition and understanding. (MA Frameworks)

• An Essential/Driving Question – What question guides the student experience or what question are the students trying to answer with their work? Example: “Is democracy the most effective means of government?” A driving question should include:

  • Who is responsible?(Individual/team/whole class)

  • The Audience(teacher/students in school/general public)

  • The specific challenge or problem being addressed

  • Should allow for multiple solutions.

• Learning Goals( content/process skills) – What do you want your students to learn, do, or accomplish during this project? Example: “I want students to interact meaningfully with adult professionals, understand how the democratic process works, and learn how to record and edit videos."

•  The project should be based on critical knowledge and skills obtained from the key concepts and standards of each discipline that is involved. We use the entry event and driving question to find out what they will need to know, and the skills they will need to acquire to treat the solution to the driving question, the need-to-know process is student driven and teachers are there to facilitate and lead them to quality need-to know-questions and resources that will enable them  to start developing solutions.
  
  

• Voice and Choice – Students must have a voice and choice in their learning. This does not always mandate a choice on content, since this is often predetermined. It does allow for a voice and choice in method of learning, product outcomes , and an audience.
  
  

• Products and Deliverables: What do you want the students to create? Example: “A two minute documentary film”

• Critical Thinking:  Critical thinking refers to "the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts,  observable phenomena, and research findings." It is not a separate skill, but is developed through deep immersion in a topic, as in occurs in project-based learning. Expectation of the application of critical thinking is woven throughout the Massachusetts Science and Technology/Engineering Framework

• Critique and Revision: The project should involve critique and revision during the development phase of the product or solution to the driving question. The feedback given by the teacher, and their peers, should cause students to revise their product, or even engage in further in depth inquiry. 

• Audience & Exhibition: When, where, how, and to whom will students present their completed works? Example: “Students will present their videos to the local city council just before the primary election season.”

• Revision and reflection promotes a practice of quality.

  • Student Reflection: " The Wicked Soap Company was a experience and project that really combined a lot of elements of chemistry together while making the process of learning fun. We learned through all the different recipes we experimented with this semester. It was also a way to incorporate how it would feel to be in a business, letting others interested in that field in the future seeing if they would really like to go down that path or not. It was overall just a fun experience and a project that you can you could only get here at HTHMA. – Mikaela Cuevas" https://www.hightechhigh.org/hthma/project/wicked-soap-company/

• • Teacher Reflection: "...The work groups did in this final stages of the project dwarfed that which was done individually and the workload was not divided evenly between groups. The machinists shouldered the majority of the workload and were completely overwhelmed by both the technical difficulty of the project as well as the sheer workload. Many of the machinists stayed regularly until 6pm at night, came in on weekends, and even came in during thanksgiving break to work. ..."

                               -Scott Swalley, High Tech High http://gritlab.org/apocalypto-reflection/

ADVANTAGES AND DISADVANTAGES OF PROJECT-BASED LEARNING

(GOOGLE GEMINI)

Project-based learning (PBL) is a dynamic and engaging teaching method in which students acquire knowledge and skills by working for an extended period to investigate and respond to a complex question, problem, or challenge. Like any educational approach, it has both significant advantages and potential disadvantages.

Advantages of Project-Based Learning

Deeper Learning and Retention: PBL moves beyond rote memorization, encouraging students to apply knowledge in real-world contexts. By actively engaging with a problem, students develop a deeper understanding of the subject matter, leading to better long-term retention of concepts.

Development of 21st-Century Skills: PBL is highly effective at fostering crucial skills needed for success in the modern world. These include critical thinking, problem-solving, collaboration, communication, and creativity. Students learn to work in teams, manage projects, and present their findings.

Increased Student Engagement and Motivation: When students work on projects that are relevant to their interests and have a real-world connection, they become more invested in their learning. This sense of ownership and purpose can significantly boost motivation and engagement.

Fosters Self-Confidence and Autonomy: PBL gives students more control over their education. They make choices about how to approach a problem, which allows them to build confidence in their abilities and take responsibility for their own learning.

Interdisciplinary Connections: Projects often require students to draw on knowledge from multiple subject areas. This helps them see how different disciplines are interconnected and apply a more holistic approach to problem-solving.

Disadvantages of Project-Based Learning

Potential for Uneven Learning Outcomes: In a group project, some students may do the majority of the work while others contribute very little. This can lead to some students missing out on key learning opportunities and can also create friction within the group.

Requires Significant Teacher Preparation and Training: Implementing PBL effectively requires more time and effort from teachers. They must act as facilitators and guides rather than lecturers, and need to be prepared to manage multiple projects simultaneously, provide support, and assess learning in a new way.

Challenges with Content Coverage: Because projects are often time-consuming, there's a risk that teachers may not be able to cover all the required curriculum content. The focus on a specific project might come at the expense of a broader, foundational knowledge base.

Assessment Difficulties: Traditional grading methods can be a poor fit for PBL. Assessing individual student learning within a group project, as well as evaluating a final product and the process that led to it, can be complex and challenging.

Lack of Structure Can Be Overwhelming: For some students, especially those who are used to more traditional teaching methods, the open-ended nature of PBL can be intimidating or confusing. They may need more scaffolding and guidance to be successful.

Equity and Resource Issues: The success of a project can sometimes be dependent on a student's access to resources, materials, or even parental support, which can create inequities in the classroom.