Exploratory Project: Project-Based Learning!

PROJECT BASED LEARNING

“A dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge” (Edutopia, 2019).

INTRODUCTION

Project-based learning (PBL) is an instructional approach used by teachers to increase student engagement and create meaningful connections between the classroom and the real-world. PBL is not equivalent to traditional school projects. The chart on the right emphasizes the differences between projects and project-based learning. PBL challenges students to “work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question” (What is PBL?). The project typically ends with a presentation given to an audience outside of the school community demonstrating the skills and knowledge gained. PBL helps “students develop deep content knowledge as well as critical thinking, creativity, and communication skills in the context of doing an authentic, meaningful project” (What is PBL?). The following sections will highlight the benefits and implications of PBL, examples of PBL in today’s schools, and the proper implementation of PBL in your classroom.

BENEFITS

Research has found multiple benefits of PBL. Scogin (2017) claims that PBL and other experiential pedagogies help prepare students for future jobs “by strengthening the development of non-cognitive skills.” PBL supports advocacy for middle level students through the active construction of learning using experiences and research. Students are empowered by the opportunity to impact the real-world (Project-based learning). Independent student-directed learning becomes the main focus of the classroom through teacher guidance.

“Young adolescents crave the ability to make adult-sized impacts on the world” (Project-based learning)

PBL increases student engagement and builds transferable skills needed for high school and life after graduation. According to Edutopia, PBL develops critical thinking, communication, and collaboration skills while increasing academic achievement, information retention, motivation, engagement, and applications (An Introduction, 2009). Engaging students in their studies motivates them to work hard and dig deeper for greater understanding. The below video offers an introduction to PBL and examines the associated benefits previously described.

(An Introduction, 2009)

PBL also increases equity. Specifically, PBL increases teachers’ ability to design learning opportunities with equity. Equity is addressed through PBL “by engaging lower-achieving students” (Research Summary, 2013). This engagement helps close the achievement gap. PBL serves diverse learners due to its global implementation aspect, which means the approach can be used in various school types and districts.

Research shows that PBL also increases job satisfaction. Teachers who have taken the time to adopt the approach in their classrooms have reported higher job satisfaction rates (Research Summary, 2013). The more satisfied teachers are with their jobs, the more apt they are to work harder at improving the school for everyone. Therefore, increased job satisfaction benefits the interactions students have in school.

CRITICISMS

Educators must be aware of the possible implications PBL can have if not correctly implemented. Some of the most prominent criticisms include asking easy questions, having unattainable goals, and creating stress for English Language Learners.

If not carefully implemented, PBL may result in learning opportunities outside of the realm of a student’s zone of proximal development. If a proposed question or problem is too complicated for a student, then the student’s motivation and self-esteem are likely to decrease. The student may feel discouraged and abandon the project altogether if they do not believe they can accomplish the end objective. To avoid asking overly challenging questions, teachers should be aware of the needs of each individual student. However, the questions need to have enough depth so that they are not too easy. The need for appropriately challenging questions when implementing PBL is discussed more later on.

Another criticism of PBL involves the added stress that can be created for English language learners (ELLs). Some educators and researchers are concerned about the complexity of PBL for ELLs. ELLs may not have the necessary level of English fluency for PBL situations, making the experiences detrimental to their understanding (Johnson, 2016, pp. 75). This point is valid and must be taken seriously when designing PBL opportunities. However, the implementation of PBL calls for appropriate questions, and thus, if questions or problems become detrimental to ELL understanding, then the questions are too hard to begin with. The correct implementation of PBL incorporates scaffolding in order to ensure student understanding will be enhanced rather than hurt.

One study found “that project-based learning had no effect on self-efficacy of students” (Aydin, 2018, pp. 235). Other studies found that students were motivated by project studies and need support from teachers to increase autonomy and self-efficacy (Aydin, 2018, pp. 236). Middle level educators must understand that “student autonomy and engagement are directly related [to] their knowledge construction” (Johnson, 2016, pp. 74). To increase student success, educators should have access to research on PBL to determine whether or not PBL increases autonomy and engagement. If PBL is found to increase both, then educators have found a way to improve students’ construction of knowledge.

PBL IN REAL LIFE

Water Testing

PBL has been adopted by many schools throughout the nation. In San Diego, California, high school students used a PBL approach to test water quality and educate the community on ways to improve it. The project was influenced by a recent budget cut for water quality testing. The project increased student understanding of science and math while providing opportunities to problem solve. Students gained experience with public speaking by communicating their findings to the community (Gonzalez, 2016). To see a more in-depth view of the students’ progress, click here!  

Mission to Mars!

Another example of PBL in action is the Mission to Mars project one AP Physics class conducted. Students explored how to properly land a rover on Mars. Students were tasked with becoming aerospace engineers to conduct their research. The teacher facilitating the project, Johnny Devine, noticed “that students [were] motivated, because it’s a real task and they assume the role of a job that actually exists” (Projects That Work, 2018). The project entailed an intricate egg drop experiment through investigating EDL design systems used for landed rovers. The first stage involved motivating students followed by guided physics research for developing a greater understanding of the problem at hand. The project enabled students to think deeply, problem solve, and gain an appreciation of the subject matter (Projects That Work, 2018).

(Projects That Work, 2018)

IMPLEMENTING PBL

Implementing PBL in your classroom must be done correctly in order to reap the associated benefits. Using entry events for PBL is crucial to engage and motivate students. Katy Farber (2016) outlines three main entry events to do when introducing PBL: take a field trip and ask a question, do something dramatic, and incorporate current events.

“Take a field trip and ask a question” (Farber, 2016)

Virtual or real field trips help to stimulate and engage students in the subject matter. By seeing applications first hand, students will be inspired to conduct their own research and produce their own products.

“Do something dramatic!” (Farber, 2016)

By doing something dramatic, students are given more autonomy and responsibility. Extensive projects let students know that what they are doing is important and will impact those around them. The previous examples of the Mission to Mars! and water quality testing projects outline how to do something dramatic.

Current events

By using a current event as an entry event, teacher’s illustrate the project’s relevance to students’ lives. When students see the connection between school topics and their daily lives, engagement and motivation levels are likely to increase. Asking students to address a real-life problem occuring in their hometown (such as the water quality testing project described above) will empower them to work harder.

“5 Keys to Rigorous Project-Based Learning” (Five Keys, 2014)

Gold Standard Framework for PBL:

Along with the use of entry events, teachers should follow the Gold Standard Framework when implementing PBL. The framework outlines the necessary steps for implementing PBL. Correct implementation is crucial for successfully integrating PBL in one’s classroom. There are seven elements highlighted by the framework, which will be touched upon next.

“In Gold Standard PBL, projects are focused on students' acquiring key knowledge, understanding, and success skills” (Gold Standard PBL)

(Gold Standard PBL)

The above figure illustrates the seven essential elements required for strong project designs. The elements include challenging questions, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and public products. Project-based learning opportunities emphasizing these elements are likely to increase student success. For further descriptions of each of the seven elements, please see the following figure.

7 essential elements for PBL (Gold Standard PBL)

CONCLUSION

Project-based learning is an instructional strategy where students perform in-depth research on real-world problems and present their findings to an audience. There are multiple benefits of PBL including increased engagement and motivation, development of critical thinking and communication skills, and more. Examples of PBL in today’s schools illustrate its strengths and areas for improvement. It is not enough to simply adopt PBL - teachers must successfully implement the approach to see desired results. In summary, it is important for middle level educators to understand the strengths and implications of PBL before using the approach in their classrooms.

As a future mathematics educator, understanding the benefits as well as the implications of PBL is extremely important. Research on PBL has highlighted multiple benefits for using the strategy in classrooms. However, some research studies have found implications that may hinder student achievement. When deciding whether or not to implement PBL, these implications must be taken into consideration. My future classroom will have unique characteristics and needs. In order to best meet the needs of my future students, I may choose to implement PBL. Proper implementation of PBL in my future mathematics classroom can help increase student engagement and enthusiasm for the subject matter.

Thank you!

Click here for the annotated bibliography

References

An Introduction to Project-Based Learning. (2009, March 04). Retrieved April 2, 2019, from https://www.edutopia.org/video/introduction-project-based-learning

Aydin, S. solmazaydn@gmail. co., DEMIR ATALAY, T. tazeguldemir@gmail. co., & GOKSU, V. volkangoksu36@gmail. co. (2018). Project-Based Learning Practices with Secondary School Students. International Online Journal of Educational Sciences, 10(3), 230–242. https://doi.org/10.15345/iojes.2018.03.015

Farber, K. (2016, November 4). Entry events for project-based learning. Retrieved April 2, 2019, from http://tiie.w3.uvm.edu/blog/entry-events-for-project-based-learning/#.XIXani_My9a

Five Keys to Rigorous Project-Based Learning. (2014, June 26). Retrieved April 2, 2019, from https://youtu.be/hnzCGNnU_WM

Gold Standard PBL: Essential Project Design Elements. (n.d.). Retrieved April 2, 2019, from https://www.pblworks.org/what-is-pbl/gold-standard-project-design

Gonzalez, J. (2016, June 26). Project Based Learning: Start Here. Retrieved March 13, 2019, from https://www.cultofpedagogy.com/project-based-learning/

Johnson, S. A., & Cuevas, J. (2016). The Effects of Inquiry Project-Based Learning on Student Reading Motivation and Student Perceptions of Inquiry Learning Processes. Georgia Educational Researcher, 13(1). Retrieved from http://library.smcvt.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1194744&site=eds-live&scope=site

Project-based learning (PBL). (n.d.). Retrieved April 1, 2019, from https://tiie.w3.uvm.edu/blog/project-based-learning/#.XIXZ1C_My9Z

Projects That Work: Mission to Mars. (2018, July 26). Retrieved April 1, 2019, from https://www.edutopia.org/video/projects-work-mission-mars

Research Summary: PBL and 21st Century Competencies. (2013). Retrieved 2019, from https://my.pblworks.org/system/files/documents/FreeBIE_Research_Summary.pdf

Scogin, S. C. 1. scogin@hope. ed., Kruger, C. J. ., Jekkals, R. E. ., & Steinfeldt, C. (2017). Learning by Experience in a Standardized Testing Culture: Investigation of a Middle School Experiential Learning Program. Journal of Experiential Education, 40(1), 39–57. https://doi.org/10.1177/1053825916685737

What is PBL? (n.d.). Retrieved April 1, 2019, from https://www.pblworks.org/what-is-pbl