UQx LEARNx Team of Contributors

Project Based Learning is a teaching methodology.

Developing deep learning competencies can be achieved in many ways, but one of the most exciting is through project-based learning.

• Project-based learning is a learner-centered pedagogy that involves learners identifying a real-world problem and engaging in hands-on learning to identify a solution.

Dr Melissa Cain from the School of Education at The University of Queensland notes in this next video how a deeper engagement with content can be developed through engaging in project-based learning.

The Creative Arts Charter School video is useful for demonstrating a number of key concepts in motivating students for deep learning. Take the time to revisit this video and look for the following main concepts of project-based learning:

1. Learners working with a real-world issue that is presented in an authentic manner

2. Exploration of the topic begins with a ‘big question’ and extends over weeks or months

3. Learners connect with experts or ‘knowledgeable others’

4. There is an emphasis on the process of inquiry over the final product

5. There are opportunities for collaborative learning, teamwork, and the development of positive social relationships

6. Learners present their findings to others in insightful ways

The following are a few representative examples of the kinds of arguments typically made by advocates of project-based learning:

• Project-based learning gives students a more “integrated” understanding of the concepts and knowledge they learn, while also equipping them with practical skills they can apply throughout their lives. The interdisciplinary nature of project-based learning helps students make connections across different subjects, rather than perceiving, for example, math and science as discrete subjects with little in common.

• Because project-based learning mirrors the real-world situations, students will encounter after they leave school, it can provide stronger and more relevant preparation for college and work. The student not only acquires important knowledge and skills, they also learn how to research complex issues, solve problems, develop plans, manage time, organize their work, collaborate with others, and persevere and overcome challenges, for example.

• Project-based learning reflects the ways in which today’s students learn. It can improve student engagement in school, increase their interest in what is being taught, strengthen their motivation to learn, and make learning experiences more relevant and meaningful.

•  Since project-based learning represents a more flexible approach to instruction, it allows teachers to tailor assignments and projects for students with a diverse variety of interests, career aspirations, learning styles, abilities, and personal backgrounds. For related discussions, see differentiation and personalized learning.

• Project-based learning allows teachers and students to address multiple learning standards simultaneously. Rather than only meeting math standards in math classes and science standards in science classes, students can work progressively toward demonstrating proficiency in a variety of standards while working on a single project or series of projects. For a related discussion, see proficiency-based learning.

The following are few representative examples of the kinds of arguments that may be made by critics of project-based learning:

• Project-based learning may not ensure that students learn all the required material and standards they are expected to learn in a course, subject area, or grade level. When a variety of subjects are lumped together, it’s more difficult for teachers to monitor and assess what students have learned in specific academic subjects.

• Many teachers will not have the time or specialized training required to use project-based learning effectively. The approach places greater demands on teachers—from course preparation to instructional methods to the evaluation of learning progress—and schools may not have the funding, resources, and capacity they need to adopt a project-based-learning model.

• The projects that students select and design may vary widely in academic rigor and quality. Project-based learning could open the door to watered-down learning expectations and low-quality coursework.

• Project-based learning is not well suited to students who lack self-motivation or who struggle in less-structured learning environments.

• Project-based learning raises a variety of logistical concerns, since students are more likely to learn outside of school or in unsupervised settings, or to work with adults who are not trained educators.

Designing the learning environment

BY Glazer, E. (n.d.). Chapter 5. Problem Based Learning

The following elements are commonly associated with PBL activities.

Project/Problem generation: The projects/problems must address concepts and principles relevant to the content domain. Projects/Problems are not investigated by students solely for problem solving experiences but as a means of understanding the subject area. Some PBL activities incorporate multidisciplinary approaches, assuming the teacher can provide and coordinate needed resources such as additional content, instructional support, and other teachers. In addition, the problems must relate to real issues that are present in society or students’ lives. Contrived scenarios detract from the perceived usefulness of a concept.

Project/Problem presentation: Students must “own” the project/problem, either by creating or selecting it. Ownership also implies that their contributions affect the outcome of creating the project and/or solving the problem.  Ownership means that students take responsibility for representing and communicating their work in a unique way.

Predetermined formats of project/problem structure and analysis towards resolution are not recommended; however, the project/problem should be presented such that the information in the project/problem does not call attention to critical factors in the case that will lead to immediate resolution. Ownership also suggests that students will ask further questions, reveal further information, and synthesize critical factors throughout the project or problem-solving process.

Teacher role: Teachers act primarily as cognitive coaches by facilitating learning and modeling higher order thinking and meta cognitive skills. As facilitators, teachers give students control over how they learn and provide support and structure in the direction of their learning. They help the class create a common framework of expectations using tools such as general guidelines and time lines.

As cognitive modelers, teachers think aloud about strategies and questions that influence how students manage the progress of their learning and accomplish group tasks. In addition, teachers continually question students about the concepts they are learning in the context of the problem in order to probe their understanding, challenge their thinking, and help them deepen or extend their ideas.

Student role: Students first define or select an ill-structured problem that has no obvious solution Students develop a unique project or alternative hypotheses to resolve a problem and discuss and negotiate their conjectures in a group. Next, they access, evaluate, and utilize data from a variety of available sources to develop the project or support or refute their hypotheses. They may alter, develop, or synthesize information and hypotheses in light of new information. Finally, they develop a clearly stated solutions that fit the project/problem and its inherent conditions, based upon information and reasoning to support their arguments. Final projects or problem solutions can be represented in various formats.

How and why could the Problem- Based and/or Project-Based Learning, teaching methods to enhance opportunities for deep learning, motivation, equity, and inclusion of students with disabilities?

Reflections from Robin Vogt, Granite State College School of Education teacher candidate

Finding inclusive educational balance with students who have disabilities is not an easy task. There are many factors that affect not only the student’s willingness to participate, but their ability to consistently be a contribution to the overarching educational goal(s) that is set by the teacher. Cooperative learning opportunities encompass everything that is good and right about education, and the success of an entire body of students. Most importantly, the special education population that makes up a percentage of this student body plays a large role in these successes as well. Deeper learning, motivation, equity and inclusion are all aspects of PBL (Project Based Learning) and the ultimate goal that surrounds its pedagogy.

As with any instructional practice, students should have clear expectations, and feel a connection to the content. Why am I learning this, and how can I use these skills in life? In that process, students (both populations) should be able to problem-solve, feel motivated by the task, and work with each-other as learners (not individuals) to achieve success. Project-Based Learning is built on “identifying real-world problems” and coming to a solution (UQx, 2017). When performing the necessary tasks involved, all students have an equal-opportunity at both completing the learning or find themselves coming to a conclusion on where things may have gone wrong. These experiences are not true to just one kind of learner; it crosses many levels of understanding and learning styles. Using Project-Based Learning inclusively allows students with diverse learning needs to interact with his or her peers on a leveled-playing field, all with the same purpose and drive at heart. Hearing the voices of peers that they (learners with diverse needs) understand and possibly look-up to is momentous and a deciding factor in the learning process. Classmates motivate and push each other to new limits when given the tools to do so. There is no single teacher that can do this, however, the experience of PBL (Project Based Learning) and the unique opportunity to be with classmates as a unified unit can create those deep-learning experiences.

Outlined by Bloom’s Taxonomy, “higher-order cognitive skills” can embrace the learning experiences created by PBL and cooperative teaching methodology. When exposed to the learning-methods and practices of his or her own peers, the student’s motivation to participate and be part of the strategy is increased dramatically. There are times, especially when discussing students with diverse learning needs, that the learner is spending quite a few hours in another setting on discrete trials or receiving IEP services. Their participation in the general-education classroom is often limited and held to a small period of time during the week. Socially, the inclusiveness of Project-Based, Problem-Based and cooperative-teaching learning is needed. Academically, the inclusiveness is influential. Personally, the experience created by all three pedagogues cannot be compared to any other facet of education. Encouraging and allowing learners with diverse learning needs to participate in these learning-formats can mean the difference between a really good day filled with exploration, and just another day of the same language and learning in the classroom. Not every day can be PBL, and we all know this as educators, however, when used at the right time, and within the right environment, the PBL undertaking can drive learning for many years to come. For our students with diverse learning needs, isn’t this what we want?

Thanks, Robin Vogt

UQx: LEARNx Deep Learning through Transformative Pedagogy. (2017). University of Queensland, Australia. (an Open edX MOOC).  Project Based Learning

References

Project Based Learning. (2013). The Glossary of Education Reform. Retrieved from http://edglossary.org/project-based-learning/

Glazer, E. (2010) Emerging Perspectives on Learning, Teaching, and Technology, Global Text, Michael Orey. (Chapter 14). Retrieved from https://textbookequity.org/Textbooks/Orey_Emerging_Perspectives_Learning.pdf. Attribution CC 3.0

UQx: LEARNx Deep Learning through Transformative Pedagogy (2017). University of Queensland, Australia 

Glazer, E. (n.d.). Chapter 5. Problem Based Learning. In Lombardi, P [Ed.]  Instructional methods, strategies and technologies to meet the needs of all learners [eBook edition]. Pressbooks. https://granite.pressbooks.pub/teachingdiverselearners/front-matter/instructional-methods-strategies-and-technologies-to-meet-the-needs-of-all-learners-2/. Licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. CC BY-NC-SA 4.0

UQx LEARNx Team of Contributors (n.d.). Chapter 6. Project Based Learning. In Lombardi, P [Ed.] Instructional methods, strategies and technologies to meet the needs of all learners [eBook edition]. Pressbooks. https://granite.pressbooks.pub/teachingdiverselearners/front-matter/instructional-methods-strategies-and-technologies-to-meet-the-needs-of-all-learners-2/.Licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. CC BY-NC-SA 4.0