What is Project Based Learning?

Project Based Learning (PBL) is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. http://www.bie.org/about/what_pbl

8 Elements of Project Based learning

The picture above shows the 8 key elements of Project Based Learning

Curriculum content While it may be true that a teacher cannot ‘cover’ it all with PBL, projects can and should emphasize important knowledge and concepts related to standards. Rather than passive interaction with content, PBL challenges students to interact with, to challenge with depth, and to think critically about content.

Communication, collaboration, creativity, and critical thinking are the highlights of 21st Century Skills. And it comes down to this: understanding and communicating ideas, working with others, producing quality work, and solving problems. Each one of these life skills are key skills kids will need to work on and improve before and during project to be successful.

The “Need to Know” generally has some kind of entry event to get students' curiosity up and questions going. This could be a video, an interview, or a real-aloud. Basically anything that gets kids’ minds racing and saying, “I need to know more

The important part of the Driving Question is, that there is an overarching question that students are going to answer through in-depth inquiry. A good driving question will capture the project’s focus, be easy to understand, and provide a sense of challenge. All the activities will combine to help provide an answer to this question.

Student’s voice and choice. This allows students to set their own learning path and style, so they can choose their best path to success­­­­.

In-Depth Enquiry. When solving a problem or answering a driving question, more questions are created. Rather than spout off answers from their knowledge base, teachers should allow students to dive deeper into the subject and find their own way. This not only puts the burden of learning on the student, it helps them develop background knowledge to make creative solutions to the original problem

Reflection and Revision
Sometimes called “Critique,” there has to be an opportunity for students to review their own work and the work of others. This is an ongoing process for students to self-monitor and for teachers to keep an eye on the group as a whole. Group members get a chance to give others feedback on their work and contributions throughout the project as well. This is more effective, and helps increase engagement more, than one final grade or observation from the teacher.

Audience Presented Product. The opportunity to show off work in a public setting is an important part of project based learning. Why? Two main reasons: it mimics real life and it raises the bar. Work that a student does to show off has to be good, but work done only for the classroom just has to be good enough. And presenting work publicly lets others ask questions and students must defend themselves.http://https://www.scholastic.com/teachers/blog-posts/meghan-everette/8-essential-elements-project-based-learning/

Project Based Learning, yes of no?

PBL experiences are often designed to address real-world problems and issues, which requires students to investigate and analyze their complexities, interconnections, and ambiguities (i.e., there may be no “right” or “wrong” answers in a project-based-learning assignment). For this reason, project-based learning may be called inquiry-based learning or learning by doing, since the learning process is integral to the knowledge and skills students acquire. Students also typically learn about topics or produce work that integrates multiple academic subjects and skill areas.

The following are a few representative examples of the kinds of arguments typically made by advocates of project-based learning:

PBL makes school more engaging for students. Today’s students, more than ever, often find school to be boring and meaningless. In PBL, students are active, not passive; a project engages their hearts and minds, and provides real-world relevance for learning.
PBL improves learning. After completing a project, students understand content more deeply, remember what they learn and retain it longer than is often the case with traditional instruction. Because of this, students who gain content knowledge with PBL are better able to apply what they know and can do to new situations.
PBL builds success skills for college, career, and life. In the 21st century workplace and in college, success requires more than basic knowledge and skills. In a project, students learn how to take initiative and responsibility, build their confidence, solve problems, work in teams, communicate ideas, and manage themselves more effectively.
PBL helps address standards. The Common Core and other present-day standards emphasize real-world application of knowledge and skills, and the development of success skills such as critical thinking/problem solving, collaboration, communication in a variety of media, and speaking and presentation skills. PBL is an effective way to meet these goals.
PBL provides opportunities for students to use technology. Students are familiar with and enjoy using a variety of tech tools that are a perfect fit with PBL. With technology, teachers and students can not only find resources and information and create products, but also collaborate more effectively, and connect with experts, partners, and audiences around the world.
PBL makes teaching more enjoyable and rewarding. Projects allow teachers to work more closely with active, engaged students doing high-quality, meaningful work, and in many cases to rediscover the joy of learning alongside their students.
PBL connects students and schools with communities and the real world. Projects provide students with empowering opportunities to make a difference, by solving real problems and addressing real issues. Students learn how to interact with adults and organizations, are exposed to workplaces and adult jobs, and can develop career interests. Parents and community members can be involved in projects.http://www.bie.org/about/why_pbl

But of course, not everybody is a big fan of project based learning…

The following are few representative examples of the kinds of arguments that may be made by critics of project-based learning:

Project-based learning may not ensure that students learn all the required material and standards they are expected to learn in a course, subject area, or grade level. When a variety of subjects are lumped together, it’s more difficult for teachers to monitor and assess what students have learned in specific academic subjects.
Many teachers will not have the time or specialized training required to use project-based learning effectively. The approach places greater demands on teachers—from course preparation to instructional methods to the evaluation of learning progress—and schools may not have the funding, resources, and capacity they need to adopt a project-based-learning model.

The projects that students select and design may vary widely in academic rigorand quality. Project-based learning could open the door to watered-down learning expectations and low-quality coursework.

Project-based learning is not well suited to students who lack self-motivation or who struggle in less-structured learning environments.

Project-based learning raises a variety of logistical concerns, since students are more likely to learn outside of school or in unsupervised settings, or to work with adults who are not trained educators. http://edglossary.org/project-based-learning/

Example of PBL

An example of a school that utilizes a project-based learning curriculum is Think Global School. In each country (THINK Global School) visits, students select an interdisciplinary, project-based learning module designed to help them answer key questions about the world around them. These projects combine elements of global studies, the sciences, and literature, among other courses. Projects from past years have included recreating Homer's The Odyssey by sailing across Greece and exploring the locations and concepts central to the epic poem, and while in Kerala, India, students participated in a project-based learning module centered around blending their learning and travels into a mock business venture. The interdisciplinary project was designed to enable students to engage in the key areas of problem solving, decision making and communication — all framed by the demanding parameters of a "Shark Tank", or "Dragon's Den" style competition. https://en.wikipedia.org/wiki/Project-based_learning

Does PBL contribute to Active Knowledge Making?

Project Based Summary is definitely a good example of active Knowledge Making, as explained by Mr. Cope. It encourages participatory learning by letting students choose their own learning path and it promotes working together. PBL emphasizes on aspects like creativity and problem solving, instead of memorizing facts and top-down knowledge flows.