RSA #2: Project based
learning
Module Sources:
Additional Sources:
Module Summary:
The
focus of this week’s module is Project-based learning. PBL stems from the
notion that students learn and retain best by solving real world problems.
Students become more engaged with the material while the teacher serves more as
a moderator who leads them through their own reflections and ideas. PBL works best
when students work collaboratively in groups while trying to utilize each other
ideas and strengths in order to solve a problem. Studies have shown that
students who use PBL retain material much long and are more inclined to enjoy
their education and participate in it (Edutopia 2014). PBL gets students more
involved within the problem and requires much higher critical thinking skills.
This allows students to think above and beyond the typical lower order specific
answer based questions.
Online Resource
Summaries:
The online resources were
very valuable and further explained the purpose of PBL and who specifically it
could be intended for. The journal article titled, “The Effectiveness of
Project based Learning on Pupils with Learning Difficulties", detailed an
experiment that included 6 4th grade students from Greece who had identified
learning abilities within the mainstream classroom. In this experiment the
students were monitored and assessed over an 8 week period in which data
concluded that the students obtained and retained more knowledge using a
version of PBL over the traditional classroom teaching methods. The Meridian
article, created by staff from NC State, concluded that Project-based learning
offers an engaging instructional method to make learners active constructors of
knowledge. Rooted in constructivism, constructionism and collaborative
learning, project-based learning has strong theoretical support for successful
achievement. Examples of project-based learning from the literature, such as
project-based science, disciplined inquiry and Web Quests, offer an opportunity
to truly see how achievement differs with this method. The other articles
detail PBL and offer links to other websites to focus in on specific portions
of PBL and how they are utilized. They also offer links to videos that can show
PBL within actual authentic classrooms.
Comparing and
Contrasting Additional/Module Resources:
Both the additional and
module resources had the same sentiments towards Project-based learning. The
additional resources broke down individual steps within the learning process
and offered advice on how to implement them. The articles and modules also
slightly differed upon how teacher would be used as a moderator. The Module
resources reflected more of a moderator or hands on type approach when dealing
with the groups while the journal articles reflected more of a wait and see
approach meaning let the students try and work through the problems on their
own as much as possible and just ensure the rubric and guidelines are being
met. Then, after the projects are complete review them and interject your own opinions.
Another difference highlighted in the additional articles was the impact PBL
has on students with learning disabilities. Research has shown that students benefit
much more from PBL when they have IEP’s. Overall, the concepts and theories
were the same and both revealed pertinent information regarding the success of
PBL in classroom around the world.
Project-Based Learning
in an Educational Setting:
PBL is best used in
educational settings where students may struggle making connections to how the
school content relates to real life. It may also be used in cases where the
students are not grasping the material in traditional lecture or other class
discussion formats. This allows the students to take responsibly for the
research and investigation aspects while the teacher moderates and observes
what is taking place by the groups. For example, instead of traditionally teaching
the concept of how to find perimeter in geometry students can investigate a
world problem pertaining to the concept. It could involve how to find
perimeter, cost of materials once perimeter is found, cost of labor, and
creating a whole bid about building a home. This would require extensive
research along with planning and math skills. This would incorporate various
skills and activities while still trying to achieve the understanding of
perimeter.
References:
1.
David, Jane L. "Membership." Educational
Leadership: Teaching Students to Think: Project-Based Learning. ASCD, Jan.-Feb. 2008. Web. 06 Feb. 2015.
2. Filippitaou, Diamanto. "The
Effectiveness of Project based Learning on Pupils with Learning Difficulties." Efffectiveness.PDF.
University of Thessaly, Jan.-Feb. 2010. Web. 06 Feb. 2015.
3. Lee, Shannon D. "12 Timeless
Project-Based Learning Resources." TeachThought. Online Schools, 06 July 2013. Web. 06 Feb.
2015.
4. "Meridian: Getting A Grip On
Project-Based Learning Page 3." Meridian: Getting a Grip on Project-Based Learning Page 3. NC
State University, 5 Dec. 2002. Web. 06 Feb. 2015.
5. Miller, Andrew. "Project-Based
Learning and the Common Core: Resource Roundup." Edutopia. George Lucas Educational
Foundation, 10 Mar. 2014. Web. 06 Feb. 2015.
6. "Why Project Based Learning
(PBL)?" Project Based Learning. Buck Institute for Education, n.d. Web. 06 Feb. 2015.
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