PROJECT- BASED
LEARNING
Presented by : Joana Mae T. Lorenzana
What is PROJECT BASED LEARNING?
•Project Based Learning (PBL) is a model and framework
of teaching and learning in which students acquire
content knowledge and skills in order to answer a
driving question based on an authentic challenge, need,
problem or concern.
•Project Based Learning is done collaboratively and
within groups using a variety of employability skills
such as critical thinking, communication, and creativity.
•PBL allows for student voice and choice as well as
inquiry.
•Authentic PBL involves a community partner and a
publicly presented product.
•Project Based Learning also involves an ongoing process
of reflection.
PROJECT BASED LEARNING
CORE COMPONENT
PROJECT
VS.
PROJECT- BASE LEARNING
PROJECT :
•A culminating event that happens at
the end of the unit after all student
learning has already taken place.
•The knowledge and skills taught in
the unit are not necessarily needed to
complete the project and the project
itself does not typically reflect all of
the student learning.
•Oftentimes the project has no real-
world connection and after being
graded the project is no longer used.
PROJECT-BASE LEARNING :
•It poses an authentic problem, challenge, need, or issue at the
start of the unit in the form of an entry event.
•Students receive the rubrics outlining what tasks or end
products they will have to create.
•From the very start of the project students see their need to
learn the course content and skills in order to complete each step
or benchmark of the project.
•Their end goal is clear from the beginning and their learning is
meaningful because they need the content and skills in order to
solve the problem, challenge, need, or issue that has been posed
to them.
•The PBL unit involves a community partner and ends with a
publicly presented product that will be used even after the unit
has been completed.
PROJECT VS.PROJECT-BASE LEARNING :
TRADITIONAL UNIT WITH CULMINATING PROJECT
lecture Activity Quiz Lecture Activity Quiz Review Exam Project
PROJECT-BASED LEARNING UNIT WITH BECHMARK
Project Activities Simulations Creating
LEARNING
ON LEARNING
Launch Workshop Discussions Feedback
Benchmark
Benchmark
PRESENT
Lectures Modeling Building
REFLECTION ON
Entry Event
and rubric Writing
REFLECTION
Homework Reading
Create
“Need to Research Interviews Preparing
knows”
And Next Steps Labs Quiz Draft
PROJECT :
PROJECT-BASED LEARNING :
Lectures on region
Guess Speaker
of north America &
Museum
environment
owner
PROJECT-BASED LEARNING :
Guess Speaker:
North American Mini- Presentations
expert
The 6 a's
of
project-based
learning
AUTHENTICITY
Projects use a real world context and address issues that matter to the
students.
Academic rigor
Projects address key learning standards identified by the interventionist
and helps students develop habits of mind and work associated with
academic and professional disciplines
Applied learning
Projects engage students in solving semi-structured problems calling for
competencies expected in high-performance work organizations.
Academic exploration
Projects extend beyond the classroom and connect to work internship,
field-based investigation, and community .
Adult connection
Projects connect students with adult mentors and coaches from the wider
community.
Assessment practices
Projects involve students in regular exhibitions and assessments of their
work in light of personal, school, and real world standards of
performance
Benefits
of
project-based
learning
INCREASED STUDENT & TEACHER ENGAGEMENT
o In PBL classrooms, students demonstrate improved
attitudes toward learning. They exhibit more engagement,
are more self-reliant, and have better attendance than in
more traditional school settings. (Thomas, 2000; Walker &
Leary, 2009)
o Teachers may need time and professional development to
become familiar with PBL methods, but those who make
this shift in classroom practice report increased job
satisfaction. (Hixson, Ravitz, & Whisman, 2012; Strobel &
van Barneveld, 2009)
o Most (PBL) facilitators express that they have greater
(enjoyment of their role as teachers within a PBL classroom
setting)teacher satisfaction (Cho & Brown 2013)
HELPS DEVELOP EMPLOYABILITY (21ST CENTURY) SKILLS
o Research has also found that PBL helps develop
employability skills also known as 21st century skills.
When teachers are trained in PBL methods, they devote
more class time to teaching 21st century skills; their
students perform at least as well on standardized tests as
students engaged in traditional instruction. (Hixson,
Ravitz, & Whisman, 2012)
o Across the 21st century skills included in this study, real
world problem-solving is the significant driver of high
work quality. (Pearson Foundation/Microsoft 2013)
o Students demonstrate better problem-solving skills in PBL
than in more traditional classes and are able to apply what
they learn to real-life situations. (Finkelstein et al., 2010)
PROVIDES COLLEGE & CAREER READINESS
o Research has also shown that PBL provides college and career
readiness. Students in a high-fidelity, successful PBL model such
as New Tech Network students consistently enroll in college after
their first year of high school at a higher rate than the national
average. New Tech Network students consistently return for their
second year of college at a higher rate than the national average
for both four and two year colleges.
o Developing 21st Century skills in the last year of school is
positively correlated with higher perceived work quality later in
life. (Pearson Foundation and Microsoft in 2013)
o In fact, those who have high 21st century skill development are
twice as likely to have higher work quality compared to those
who had low 21st century skill development. (Pearson
Foundation/Microsoft 2013)
IT CAN HELP CLOSE THE EQUITY/ACHIEVEMENT GAP
o Whereas PBL enables students to actually develop skills that
they’ll use in current and future jobs while they are still in a
school setting. It gives them an upper hand or advantage in
obtaining those skills before they leave school.
o PBL shows promise as a strategy for closing the achievement gap
by engaging lower- achieving students. (Boaler, 2002; Penuel &
Means, 2000)
o PBL can work in different types of schools, serving diverse
learners. (Hixson, Ravitz, & Whisman, 2012). “A study of 3,000
middle school students showed that (all) kids can, in fact, learn
more in science classrooms that adopt a well-designed, project-
focused curriculum.”
EXAMPLE
of
project-based
learning
INFOGRAPHICS BROCHURE
PRESENATIONS MIND MAPS
FLYERS NEWS LETTERS
POSTERS REPORTING
u !
k yo
a n
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