Project Based

Learning
2014
Learning by Doing John
Dewey 1984

Project Based Learning

What do you
know?

What is different about PBL in

the 21st century?
George

Lucas- With project based learning

students learn by designing and constructing

actual solutions to real life problems.
Emergence of digital technologies allowing for
students to conduct serious and wide ranging
research, produce high quality work , keep
digital records of the entire process and share
their creations with the whole world.

Why Project Based Learning?

In

PBL students are active, not passive: a project engages

their hearts and minds, and provides real world relevance
for learning.
After completing a project, students remember what they
learn and retain it longer than is often the case with
traditional instruction. Students are better able to apply
this learning to new contexts.
The PBL task allows for the investigation of a passion ,
choice in exploration. (student focus group feedback)
The majority of students are engaged and interested. It
was exciting to see students undertake their own research
and form their own opinions. (teacher feedback)

 In

the 21st century success requires more than

basic knowledge and skills. In PBL, students not
only understand content more deeply but also
learn how to take responsibility and build
confidence, solve problems, work collaboratively,
communicate ideas and be creative innovators.
Students most liked working at their own pace
and working in a group (student survey)
Modern technology is a perfect fit with PBL. It
allows teachers and students to connect with
experts, partners and audiences around the
world, and use tech tools to find resources and
information, create products, and collaborate
more effectively.

 PBL

allows teachers to work more closely

with active, engaged students who are
doing high quality meaningful work, and in
many cases allows teachers the joy of
learning alongside their students.
Current models of PBL are not like some
past examples of doing Projects in which
student learning intentions were not clear.
More rigorous and effective models of PBL
have been refined and tested in recent
years, in a variety of settings, subjects
and grades.

It really actually changed my life

Rationale:
For

effective PBL, there needs to be the

establishment of a coordinated approach
through a common framework, bringing
together tried and tested strategies and
protocols that all teachers can use.
Teachers can use the project design rubric
from the Buck Institute when designing an
effective project.

Essentials
for
Project
Based
Learning:
The Buck
Institute

1.
2.
3.
4.
5.
6.
7.
8.

Significant
Content
A need to know
A driving
Question
Student voice
and choice.
21st Century
competencies
In-Depth Inquiry
Critique and
revision
Public Audience

Buck Institute PBL framework

http://www.bie.org/about/what_is_pbl/
My

restaurant project

Bianca Hewes 40 Projects

Bianca Hewes 40 projects

website:
http://biancahewes.wordpress.com/201
3/06/17/40-fantastic-project-outline
s-by-my-fabulous-edmt5500-students/

PBL Websites
http://www.educatorstechnology.com/2013/05/new-handy-chart-on-difference-between.html?m=1<http://

www.educatorstechnology.com/2013/05/new-handy-chart-on-difference-between.html?m=1
http://m.youtube.com/watch?feature=player_embedded&v=LMCZvGesRz8&desktop_uri=%

2Fwatch%3Ffeature%3Dplayer_embedded%26v%3DLMCZvGesRz8
http://www.realpbl.org/about-pbl/pbl-basics/

Reading

on PBL:

http://cell.uindy.edu/docs/PBL%20research%20summary.pdf

Video of Bianca Hewes:

http://m.youtube.com/#/user/aitsleduau?&desktop_uri=%2Fuser%2Faitsleduau

Useful websites:
http://www.envisionprojects.org/cs/envision/print/docs/750
http://www.edutopia.org/project-based-learning
http://www.hightechhigh.org/
http://wveis.k12.wv.us/teach21/public/project/Mainmenu.cfm

Completed Projects
What we have learned!
Carefully choose your PBL task and its timeframe.
The importance of projecting into a real world audience.
A driving question that promotes rigorous student inquiry.
Student voice and choice is integral. This is where the success of PBL really lies.
Use ICT as a learning tool. Students need access to technology.
Collaborating in groups needs to be clearly discussed in terms of what makes a
good team/ team member expectations.
Teacher scaffolding of the process of personal refection and peer evaluation for
optimum effectiveness.
Student reflection on what they learned. Compile evidence through written
reflection/journal, video and photo evidence, e-journal.
The celebration of student projects is essential!!!
Critical friends regular meetings to discuss your project- they will provide
advice and feedback.

21st Century skill development:

teacher thoughts:

I would say real world problem solving. Students were faced with a real issue of
today " genetically engineering humans". They had to carry out their own
research to make up their mind on whether or not they thought this technology
should be available to humans to alter their own race. Students successfully
displayed problem solving skills through letters they had written to the
government conveying a strong opinion about the issue. Their opinion was also
portrayed through a class debate demonstrating clear communication skills.
Collaboration - Although students had some choice in their groups, it was
particularly rewarding to see students actively take on roles within their groups,
particularly those who became informal 'leaders' within their group - organising,
delegating and encouraging other group members.
Students were able to create their own critical question. They were in a position
to drive their own learning in a self-regulated, independent way. They were able
to determine their own topic, research and means of presentation. Choice
allowed for creative and critical thinking to occur.
ICT for Learning was integrated throughout the unit. The use of 'fake' social
media web 2.0 tools in the initial stages engaged students in the relevance of
Shakespeare. ICT was a critical part of developing their product. Whilst students
were given choice regarding their product, most chose to produce a short film
which they had to script, film and edit.

Teacher refection on each

aspect of PBL:
NOT
IMPORTAN
T

IMPORTAN
T

ESSENTIAL

DRIVING
QUESTION

40%

60%

NEED TO
KNOW

80%

20%

VOICE AND
CHOICE

20%

80%

REVISION
AND
REFLECTION

60%

40%

PUBLIC
AUDIENCE

20%

80%

Some final thoughts:

PBL and The Buck Institute

A typical unit with a project add-in begins
by presenting students with knowledge
and concepts and then, once gained,
giving students the opportunity to apply
them. Project Based Learning begins with
the vision of an end product or
presentation. This creates a context and
reason to learn and understand
information and concepts.