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Project Based Learning
(PBL) is a teaching approach where students learn and gain knowledge through
working on a project for a extended period of time. Students will have to investigate and respond
to a complex real world question or problem.
PBL requires students to be involved in the learning rather than
memorizing facts. When students use project based learning, remembering the
material is much longer and have healthier studies towards learning (Dauphin,
2013). The teacher plays the role of the facilitator just like in inquiry-based
learning. Teachers create meaningful tasks, assess the learning, scaffold thinking and communication skills, and pose questions. Ultimately,
PBL exposes students to skills they will need and use in the workplace.
Ching and Hsu believe
that online programs and courses in higher education lead to growing research on
effective instructional strategies to promote and facilitate student’s learning.
(2013) One of the instructional strategies that create a positive learning experience
and inquiry thinking skills is PBL. When
reading about PBL and other teaching methods through course readings, most
teachers think about students in lower level education (K-12) and how these
strategies can be applied to them. We
can all see how we can fit PBL into our classroom when we are teaching, but how
can PBL be used in the classroom that we are in as students? Ching and Hsu studied
how PBL can work in an online setting for graduate students. According to Ching and Hsu, solving real-life
problems is motivating and encourages adult learners (2013). Most PBL assignments in an online course
require graduate students to solve a problem, facilitate knowledge, and share learning. This study focused on how effective PBL is
without having quality peer feedback.
The study indicated when students are asked to provide feedback of
suggestions and assess how well their peer did, their learning experience was
much higher than students whose feedback would relate to their own prior
experiences. Having the opportunity to
provide peer feedback allows for higher order of learning opportunities (Ching
& Hsu, 2013).
Flippatou and Kaldi
(2010) also feel project-based learning has positive and meaningful effects on
student growth. In agreeance with Ching, Hsu, and course readings, Flipatou and Kaldi believe PBL requires students to
become practical thinkers, engage in discovery, and explore the decision making
process (2010). In this research Flipatou and Kaldi (2010) studied the effects
of PBL on students with learning difficulties.
No matter if we teach special education students we can all relate to
trying to support lower level thinkers in a classroom. 24 fourth grade students with learning
difficulties studied the topic of sea animals in their project-based learning,
which was interest among the students.
Students classified, studied the anatomy, reproduction, food, human
nutrition, and local habitat the of the sea animals (Flipatou and Kaldi,
2010). The students also had to work
with group members to create a “dummy” aquarium. The results of this study indicated that students with learning difficulties showed little improvement in
retaining knowledge of specific terminology of sea animals because most of them
were facing working memory problems (Flipatou and Kaldi, 2010). Even though retaining knowledge and
terminologies lacked in this PBL activity, students with difficulties showed growth
in expressing ideas, cooperative learning, self-efficiency, and
researching. Flipatou and Kaldi states,
“Results showed that pupils enriched and expanded their knowledge on units
studied mainly though hands-on, field based activities and experiential learning
because it applies better to their educational needs” (2010).
While both studies of
project-based learning had different learning outcomes they both support the
method of project-based learning. Project-Based
Learning: Explained, states that learning can be more interesting and effective
when students are involved in work that matters (2014). Online graduate students and students with
learning difficulties were both involved in work that mattered. Whether the students were providing feedback
to their peers in online discussions or collaborating in groups to study seas
animals all students felt that their contribution mattered in the
learning. Teachers can use the key ideas
underlying project-based learning in some measure in any classroom (David,
2008).
References
Ching, Y. & Hsu, Y. (2013).
Peer Feedback to Facilitate Project-Based Learning in an Online
Environment. The international Review of Research in Open and Distance
Learning, 14(5).
Flilippatou, D. & Kaldi, S. (2010). The
Effectiveness of Project-Based Learning on Pupils with Learning Difficulties
Regarding Academic Performance, Group Work and Motivation. International
Journal of Special Education, 25(1).
(2014). Project Based Learning. You Tube.
Retrieved from https://www.youtube.com/watch?v=qNNff-hVg2s
Lane, D. (2015). What Researchers Say About
Project Based Learning. Association for Supervision and Curriculum Development.
Retrieved from
Dauphin, S. (2013). 12 timeless
project-based learning resources. Retrieved from: http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/
Miller, A. (2014). Project-based learning and the
common core: Resource roundup.
Retrieved from: http://www.edutopia.org/project-based-learning-common-core-resources.
(2010). Project Based Learning: Explained. You
Tube. Retrieved from https://www.youtube.com/watch?v=LMCZvGesRz8
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