Project Based Learning

In the last couple of years I have been inspired by Simon Sinek and Zoë Elder to present content to my lessons in a more interesting way. Simon's "Start With Why" concept and his great Ted Talk was the start of my movement forward from the safe 3 course meal my lessons had become.  Zoë brought Simon's words into focus with her great insights and applications to the classroom; each module I teach now starts with the Big Question, and each lesson has the objective framed as a question for my students to think about as they enter the room.

I have used Simon's Golden Circle to frame my own classroom philosophy for what I do and how I work:

I believe in challenging the standard classroom model, in creating scenarios that cause deep thinking in students, and in allowing students to choose their own path and style of study.

I don't always manage it, but through my studies and research, and liberal use/abuse of technology, and with time, I have changed my classroom and the experience of my students for the better. I believe in what I do and I can back it up; some traditional teachers find my methods somewhat disruptive! ;-P

Which brings me to Project Based Learning, Problem Based Learning, and Inquiry Based Learning. They are similar and need defining. I have used the techniques without awareness of what they were called as they just make sense; Problem BL is my favourite for KS3 Physics, Moments - Crevasse Crossing! (get in touch, I'll send it to you! It started off as "Adam Levine needs to cross a ravine") 

What is Project Based Learning?

The Buck Institute for Education (BIE.org, n.d.) defines Project Based Learning as "a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem or challenge." BIE go on to define the essential elements for Project BL to include:

• Significant content; based on the specification and concepts at the core of the academic subjects.
• 21st Century Competencies; the 4Cs - critical thinking ( careful thinking, done reflectively, with attention to criteria), collaboration, communication and creativity and taught and assessed.
• In-Depth Inquiry; students pose questions and develop answers using resources over an extended time.
• Driving Question; students have an open-ended question that intrigues them and stimulates them to explore to find the answer.
• Need to Know; Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an Entry Event that generates interest and curiosity.
• Voice and Choice; Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.
• Critique and Revision; The project includes processes for students to give and receive feedback on the quality of their work, leading them to make revisions or conduct further inquiry.
• Public Audience; Students present their work to other people, beyond their classmates and teacher. This authentic audience can further motivate the students to do their best work; it also access Redefinition as part of SAMR (Dr. Ruben R. Puentedura).

Vanessa Vega of Edutopia (2012) outlines PBL as:

• students learning knowledge to tackle realistic problems as they would be solved in the real world
• increased student control over his or her learning
• teachers serving as coaches and facilitators of inquiry and reflection
• students (usually, but not always) working in pairs or groups

I want to know how to assess creativity!

John Larmer of BIE makes some suggestions on how to teach the 4Cs, from here assessment can be designed - http://bie.org/blog/start_the_year_with_a_project_or_wait

What is the different between Project Based Learning and a WebQuest?

WebQuests can provide a contained list of resources to guide students in their research, this will support younger students and speed up the researching process if their are time restraints

Why should teachers consider incorporating PBL in their classroom?

Project BL allows for meaningful, engaging work by students that they can relate to their real lives. Since students are more interested in the content, they are more likely to remember the content they come into contact with, this knowledge can be applied more effectively later and in other contexts. "In PBL, students...learn how to take responsibility and build confidence, solve problems, work collaboratively, communicate ideas, and be creative innovators." (BIE.org). Whith the technology available to students to access information and communicate/collaborate, Project BL is an excellent way to introduce the technology standards to the classroom; bringing experts from the field of the project into the classroom for the students to meet and acquire first hand evidence.

What considerations are important when incorporating a Project Based Learning approach into the classroom?

Students need the skills of working in a group, communicating effectively, researching and presenting. These skills must be taught and can be introduced as discrete lessons or as mini-projects designed to enhance the behaviour/skill that is the learning objective.

Teachers must support their students in order for them to do the best they can. Providing rubrics and the training the students will need to use them is necessary, as is giving them examples of what a success outcome to a project looks like. Introducing experts to the students early on may motivate them to perform better.

Students need to know that they are on track and doing a good job. Regular formative feedback via specified checkpoints in the project timeline are necessary to guide the students and support them. Students will need time to revise and improve their work; reflecting on their performance and putting into place the advice of their teacher and peers.

The students must feel attached to the project; it must be authentic to them and they should care. Who they present their work to may place an extrinsic pressure on the students to make sure they don't embarrass themselves, or they may be intrinsically motivated to impress those that they are presenting to.


Describe qualities of a successful project.
What issues must a teacher consider that are specific to PBL instructional strategies?

Teachers must acquire the skill of defining the Driving Question:

"...problems/questions must be relevant to teachers’ required curricula, or teachers will not be able to justify the amount of time needed for students to work through them. A good driving question is defined as one that is meaningful to students, includes relevant content, involves authentic problem solving, lends itself to collaboration, and is broad enough to permit students to develop their own questions and investigations" (Lehman, Ertmer, Keck, & Steele, 2001).

The strength of the driving question may hook the students' curiosity and they will become invested and put in the effort required. 
Teachers must take on a different role within the learner-centered classroom; the management of the cooperation and collaboration of the students, their roles within their groups, and the engagement of the students during the project. Teachers must become facilitators as opposed to instructors, changing both how and what they teach (Ertmer & Simons, 2005).
Project BL outcomes are generally assessed through the authentic product that is created, however tests and quizzes can be used to test the knowledge of the underlying concepts and their understanding.
Vanessa Vega (2012) summarizes the research findings for a successful project as:

"A realistic problem or project

• aligns with students' skills and interests
• requires learning clearly defined content and skills (e.g. using rubrics, or exemplars from local professionals and students) 

Structured group work

• groups of three to four students, with diverse skill levels and interdependent roles
• team rewards
• individual accountability, based on student growth 

Multi-faceted assessment

• multiple opportunities for students to receive feedback and revise their work (e.g., benchmarks, reflective activities)
• multiple learning outcomes (e.g., problem-solving, content, collaboration)
• presentations that encourage participation and signal social value (e.g. exhibitions, portfolios, performances, reports) 

Participation in a professional learning network

• collaborating and reflecting upon PBL experiences in the classroom with colleagues
• courses in inquiry-based teaching methods"

What types of students will be successful in PBL environments?
Prabhu Nasargikar (2010) describes the 'ideal' attributes of a successful PBL student as:

• Knows their role in a group,
• Knows to ask empowering questions,
• Monitors their progress through self-evaluation and motivation,
• Bonds with other students to achieve goals,
• Develops thoughtful and well structured approach to guide choices,
• Fosters collaboration with other group members to create a climate of trust.

While these are ideal attributes, these skills need to be fostered and are what K-12 teachers would be aiming to generate from the process of Project BL.

A student who can to think critically, find, evaluate, and use appropriate learning resources, work cooperatively in teams and small groups will be most successful in Project BL. Basically, resilience!

Nona Barker listed these attributes for her students:

• willingly ask questions and discover answers
• be curious and inventive
• be active listeners and good communicators
• actively participate in learning process (engagement and motivation)
• work collaboratively with others
• work independently, when needed
• manage time effectively
• possess research and reasoning skills
• set and meet goals / benchmarks
• be able to critique their work and the work of others (and revise it)
• embrace ownership of project
• willingness to demonstrate and share knowledge with other

What are the current and potential issues surrounding the use of Project Based Learning in traditional or nontraditional schools?

For traditional schools, the requirement to meet the curriculum makes it difficult to implement Pprject BL fully. There is a constant need to pack content into an already packed timetable; I currently receive 2 hours per week to deliver a course that other equivalent subjects get 4 hours for! For schools that are fee paying, the parents have an expectation that their children to pass exams; sadly an instructionist method is the must effective way of importing content knowledge in an environment such as this.
For the non-traditional school, students develop the skills that are sought after by employers, however universities in the UK require equivalent qualifications to AS and A2; Montessori students still do GCSE and A-Level!

References

BIE (n.d.). What is PBL? Buck Institute for Education. Retrieved June 10, 2014,     from http://bie.org/about/what_pbl

BIE (n.d.). What is PBL? Buck Institute for Education. Retrieved June 10, 2014, from http://bie.org/about/why_pbl

Elder, Z. (2012). Full on Learning: Involve me and I'll understand. Crown House Publishing Company, UK.

Ertmer, P. A., & Simons, K. D. (2005). Scaffolding teachers’ efforts to implement problem-based learning. International Journal of Learning, 12(4), 319-327.

Larmer, J. (2013). How to Use the “4 C’s” Rubrics. Buck Institute for Education. Retrieved June 10, 2014, http://bie.org/blog/how_to_use_the_4cs_rubrics.

Lehman, J. D., Ertmer, P. A., Keck, K., & Steele, K. (2001, March). In-service teacher development for fostering problem-based integration of technology. SITE (Society for Information Technology and Teacher Education) 2001 Conference Proceedings. Charlottesville, VA: Association for the Advancement of Computing in Education.

Nesargikar, P. (2010). From student to tutor in Problem Based Learning: An Unexplored Avenue. Retrieved June 14, 2014, from http://www.bjmp.org/content/student-tutor-problem-based-learning-unexplored-avenue.

Sinek, S. (2011). Start With Why. Retrieved June 14, 2014, from https://www.startwithwhy.com/.

Vega, V. (2012). Project-Based Learning Research Review | Edutopia. Retrieved June 14, 2014, from http://www.edutopia.org/pbl-research-learning-outcomes.