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What is PBL?
What is PBL?
Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects. more....
Throughout this process, the teacher's role is to guide and advise, rather than to direct and manage, student work.
What characteristics does PBL have with St Paul's C.O.U.R.A.G.E model for education?
CUROSITY- ORGANISATION- RESPONSIBILITY- AUTONOMY -GRIT- ETHICS
TEACHING AND LEARNING DURING LOCKDOWN
1. Substitute for outside- the-class learning
2. Opportunity to involve parents or outside parties in children's education
3. Developing 21st-Century competencies faster . Contemporary real world experience.
4. Supports teacher and students wellbeing as it relieves the constant feeding and taking in of information. (Lock down fatigue)
5. Students within boundaries can work independently at their own pace. Accountability is measured by the evidence provided by the student.
6. Caters for diverse learning practice. Goals can be negotiated between the student/s and teacher to best develop skills so the student/s can demonstrate their learning.
Integrating Project-Based Learning Into Online Learning
What can PBL during lockdown look like at St Paul's?
Implimenting / Process
Focus on the OVERALL ARCHING QUESTION linked to unit of learning content.
Ensure this is clear on your focus page in the Subject web site.Website has resources that students can access for support.
Provide a series of 'Enquiry Based Questions' to select from or have students come up with their own 'Enquiry' question.
Students are invited to work with a partner or a small team in order to answer the question.
(This helps develop ONLINE collaborative practice which is in line with LOCK DOWN work practice for many in the workforce.)
Students create their own rubric for assessing their success in the unit of study and can alien this rubric with the course outcomes set by NESA. (accountability beyond St Paul's)
The question can be presented to the class group in a format determined by the students researching. ( Google Slides ,PPT, artwork, info-graphic journalist article, photography, blog, video....)
Research projects are added to the site for future reference thus reinforcing the need for excellence. (Audience beyond teacher).
This approach focuses on the learning not on the marks achieved. Students reflect on their research and presentation and report back on what they have learnt.
PBL requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team. more........
What is Project-Based Learning?
In project-based learning, students work in groups to solve challenging problems that are authentic, curriculum-based, and often interdisciplinary.
Learners decide how to approach a problem and what activities to pursue.
They gather information from a variety of sources and synthesize, analyze, and derive knowledge from it.
Their learning is inherently valuable because it's connected to something real and involves adult skills such as collaboration and reflection.
At the end, students demonstrate their newly acquired knowledge and are judged by how much they've learned and how well they communicate it.
Answer a driving question
Collaboration.
Creativity.
Critical thinking.
Engagement.
PBL means learning through experiences. For example, high school students design a school for the future and learn advanced math concepts and engineering along the way. Elementary students study single-cell organisms in order to provide data to researchers in a lab. Others build and race electric cars and learn about energy efficiency. Many projects focus on environmental concerns, such as testing pollution levels in local waters and researching methods for cleanup.
Project-Based Learning: Debunking the Myths and Fallacies
Project-Based Learning: Debunking the Myths and Fallacies
The Coverage Fallacy looks and sounds like this:
If I cover/teach "it," students learn "it"
Students need to master all the content in a subject area in order to be prepared for middle school...high school... and college
"How do I know that they learned the content if I do not teach it to them?"
"I have too much to cover to spend the time on projects"
This fallacy is based on the myth that students will not learn something unless the teacher tells them what to learn. It also holds that all students must be "taught" everything in a subject area so they will be successful at the next level.
In fact, research and other reasonable responses show the inadequacy of this illogical way of thinking, noting that interactive learning triples the learning outcomes for students. In a nutshell, it's through inquiry, application, demonstration, communication, and metacognition that students learn new materials and skills.more.........
CORRECTING THE FIVE MOST COMMON MYTHS SURROUNDING PROJECT- BASED LEARNING
1. Project- Based Learning lives outside the curriculum: This common myth rests on the assumption that the curriculum does not allow for project- based experiences. Much of our curriculum is written according to standards, benchmarks, content and skills. How can we cover such a vast curriculum if project- based learning is the major method of delivery? The answer is simple: Design projects around curricular concepts and skills. The most rigorous projects are those that force students to have a deep understanding of the concepts and skills embedded in the curriculum to fulfill project outcomes.
Challenge: Take three different colored highlighters and highlight related standards and skills in your curriculum. You will find common themes or ideas emerge for potential projects.
2. Project- Based Learning is entirely student directed: When most teachers think of project- based experiences, they envision a complete release of control in the classroom. While project- based learning does involve relinquishing some control, the students still need you! The teacher helps fill the gap of learning students will need to be successful in the project.
3. Assessment does not exist in projects: This myth is entirely untrue. In projects, assessments, rather than act as checkpoints for a random assortment of knowledge and skills, are integral to the project itself. They ensure that a student is ready to move on. As the teacher, you will be able to assess student’s understanding in order to advance them to the next step.
4. Project- Based Learning works well for some students but not others: Many schools reserve project- based learning for the “gifted students.” They assume that only students who have mastered certain skills can be successful in a project. This could not be farther from the truth. In fact, it’s oftentimes the most academically capable students that tend to struggle in projects. It’s because these students are being asked to apply skills they have never used before. Well designed projects help meet the needs of all learners. They provide students choice with how they fulfill the project’s outcomes. Rather than a paper and pencil test that works for only a small minority of students, projects provide multiple pathways for success.
5. Project- Based Learning is not good for teaching math skills: The only way to debunk this myth is with some real data. Back in 1998, some researchers wanted to study the effect of project- based learning on students’ ability to reason and solve mathematical problems. To achieve this, they divided a seventh grade into two sections. One would receive project- based learning instruction, while the other would receive traditional learning from a textbook. At the end of the study, students were administered a test that asked them to solve an open- ended problem. Students from the project- based learning course consistently outperformed their peers.
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