While a major goal of project-based learning is to help students become self-directed learners, they still need a teacher's help to guide them through the content and technical skills they need to successfully explore, ask questions, and do critical thinking. There are several methods of implementing this.
Spaced repetition of skills at multiple levels and at various contexts: A basic principle of effective teaching is that of spaced repetition- using skills not in one-shot projects but in multiple contexts and levels. Just as ELA and math skills are used thoughout the curriculum, most of the skills referenced in this unit, whether media skills such as WeVideo and Loom, or engineering skills such as SketchUp for Schools or Scratch, can - and should be - used in multiple contexts and age levels. Thus skill instruction for any particular unit might be more of a refresher or a few new tools.
Alternate PBL units with more traditional units: In this approach, project-based units would be alternated with more traditionally taught units. The advantage of this method is that it helps insure that all required standards are covered; a disadvantage might be lower student engagement.
Embedded content instruction: In this approach, the teacher would give a brief introduction to needed skills or content as they are needed in the unit, while supplementing them with online instruction from such sources as Khan Academy, CK-12, Crash Course, WeVideo, etc. See https://sites.google.com/view/aic-stem-education/home/subject-matter-knowledge for some of these resources. Teachers can also use edtech apps such as EdPuzzle(see exercise in Week 3) to add review questions to videos.
For example, in John Spencer's Tiny House project, described below, skills and content, such as architecture, math, CAD, and journaling can be provided on a 'just in time' basis for each step of the project.
Our Tiny House Projects, by contrast, required students to master specific conceptual standards with the freedom to use multiple modalities. We combined volume, surface area, and proportional reasoning with standards around budgeting and finance. This was a problem-driven approach with a tight focus on specific concepts.
A little nuance here. Even in a project-based learning unit, you might still need to teach some specific skills through direct instruction. I still had to demonstrate how to find the volume and surface area. We also practiced using proportional reasoning to solve spatial problems all around our school. However, I integrated direct instruction and skill practice into the project rather than taking a “teach first, project second” approach.- https://spencerauthor.com/standards-and-pbl/
Often, because of their information-dense nature, technical tutorials are more successful on video than 'live'. They can be absorbed in small doses followed by practice, rather than all at once.
Examples:
WeVideo https://www.wevideo.com/academy
SketchUp https://youtu.be/mQiiO7drwI0
In any case, over time, this approach can lead students to being more self-directed.
Self-Directed Learning: If you look at some of the most successful and innovative people of the world, you'll find a common similarity. They have all taken the initiative to teach themselves new skills and engage in the pursuit of knowledge in a self-directed manner. That is, not only are they actively consuming, studying and experimenting to learn, but also carving out the paths necessary to do so.
Adult education expert Malcolm Knowles, defined self-directed learning as, "A process by which individuals take the initiative, with or without the assistance of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, and evaluating learning outcomes."
Self-directed learning is an especially important concept today, taking into account today's educational landscape. Anything we've ever dreamed of learning about is literally a few keystrokes away. We have access to a near infinitude of literature, scientific manuals, expert-led courses and a number of supplemental learning tools. Already, we're beginning to see the university landscape change as skills become more relevant than degrees.
Today, self-directed learning is becoming a critical skill possessed by students and professionals in the workforce alike.