RSA #2: Project Based
Learning
Common Core and Problem Based Learning, Google Hang Out for
Buck Institute of Education, http://youtu.be/P5SmW6IxfwI
Problem Based Learning Explained , http://youtu.be/LMCZvGesRz8
A Review of Research on Problem Based Learning, Retrieved
from http://www.newtechnetwork.org.590elmp01.blackmesh.com/sites/default/files/dr/pblresearch2.pdf
Project Based Learning and Common Core Standards, The Whole
Child Blog, Retrieved from http://www.wholechildeducation.org/blog/project-based-learning-and-common-core-standards
New Challenges for Project Based Learning in the Digital
Age, http://web.a.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=2&sid=28a33ff8-83f4-4ce1-8b1b-3e433e0e54b1%40sessionmgr4003&hid=4204
Project Based Learning (PBL) is a
backwards design process in which the teacher begins with the end in mind (Bayer,
L., Hallerman, S., 2013). It is an instructional model that involves students
in investigations of compelling problems that culminate in authentic products
(Zafirov, 2013). The Buck Institute for Education (BIE) defines
standards-focused PBL as a systematic teaching method that engages students in
learning knowledge skills through an extended inquiry process structured around
complex, authentic questions and carefully designed products and tasks. BIE, in
their video “PBL Explained” that by focusing students on a project, teachers
put them on a path that deepens their knowledge and builds skills they need for
their future (BIE, 2010). They further
break down the skills developed during Problem Based Learning as collaboration,
question asking, giving feedback, research, presentation, and critical thinking
(BIE, 2010).
Thom
Marham, in his “Whole Child Blog”, breaks down PBL and common core standards
into what he call “six moving parts”.
These six steps provide an excellent framework to apply the common core
standards in a classroom setting. First,
move from instruction to inquiry by posing a challenge and capture it in a
driving question. Then, balance
knowledge and skills by emphasizing doing with demonstrating. Marham suggests going deep by having students
focus on the driving question and teaching teamwork with contracts and
rubrics. Create self-directed students
by establishing a culture of inquiry and finally, blend coaching with teaching
(Marham, 2012).
In a review
of research on PBL, John Thomas found some promising results on the benefits of
problem based learning. He found that
most teachers will find aspects of PBL planning, management, or assessment
fairly challenging and benefit from a supportive context for PBL
administration. Thomas also found the effectiveness of PBL as an instructional
method may depend on the range of supports to help students learn how to learn.
There was also direct and indirect evidence, both from students and teachers,
that PBL is a more popular method of instruction than traditional method. Other
added benefits include improved professionalism and collaboration on the part
of teachers and increased attendance, self-reliance, and improved attitudes
towards learning on the part of students (Thomas, 2000).
There seems
to be a diversity of defining features combined with the lack of a universally
accepted model or theory of Project-Based Learning, which results in a great
variety of PBL research and development activities. The confusion may lie how different teachers
define what a “project” is. In the past
this may have presented itself as groups making posters or presenting a speech
with a 3-D model. As these sources show,
PBL is more than adding an artifact to a lesson. Teachers must facilitate learning by working
shoulder to shoulder with the students, encourage collaboration and deeper
thinking, and create an environment where asking questions may be more
important than answering them. In my own
classroom, his may take the form of
students creating a biography museum using QR codes/AR triggers that
link to video presentations. The teacher
providing research guidance, assistance with technology presentation options,
and inviting parents and staff to walk through the “museum” and give feedback.
Bayer, L., Hallerman, S., (2013), Common Core and Problem
Based Learning, Google Hang Out for Buck Institute of Education Retrieved from http://youtu.be/P5SmW6IxfwI
BIE, (2010) Video: Problem Based Learning Explained, Buck
Institute for Education, Retrieved from http://youtu.be/LMCZvGesRz8
Marham, T., (2012) Project Based Learning and Common Core
Standards, The Whole Child Blog, Retrieved from http://www.wholechildeducation.org/blog/project-based-learning-and-common-core-standards
Thomas, J. (2000) A Review of Research on Problem Based
Learning, Retrieved from http://www.newtechnetwork.org.590elmp01.blackmesh.com/sites/default/files/dr/pblresearch2.pdf
Zafirov, C., (2013) New Challenges for Project Based
Learning in the Digital Age, Trakia Journal of Sciences, No.3, pp 298-302,
Retrieved from CUC database http://web.a.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=2&sid=28a33ff8-83f4-4ce1-8b1b-3e433e0e54b1%40sessionmgr4003&hid=4204
No comments:
Post a Comment