Project and Problem Based Learning

John HenryEIRC

jhenry@eirc.org

Objectives• Know what Project and Problem

Based Learning is and why it is used. • Understand the basic process of PBL• Do an engagement activity• Brainstorm ideas for a PBL lesson

or transition an existing lesson to a PBL activity

PBL FRAMEWORK

PedagogyContent Assessment

RESOURCES & CONSTRAINTS

PROJECT

What does the research say about PBL?

A three-year 1997 study of two secondary schools -- one that used open-ended projects and one that

used more traditional, direct instruction -- found striking

differences in understanding and standardized achievement data in

mathematics.

What does the research say about PBL?

The study by Jo Boaler, at Stanford University, found that students at a project-based school did better than those at the more traditional

school both on math problems requiring analytical or conceptual thought and on those

considered rote, that is, those requiring memory of a rule or formula.

Three times as many students at the project-based school received the top grade achievable

on the national examination in math.

What does the research say about PBL?

In a five-year study, researchers at SRI International found that technology-using students in Challenge 2000 Multimedia Project-Based classrooms

outperformed non-technology-using students in communication

skills, teamwork, and problem solving.

What does the research say about PBL?

The Center for Learning in Technology researchers, led by

Bill Penuel, found increased student engagement, greater

responsibility for learning, increased peer collaboration

skills, and greater achievement gains by students who had been

labeled low achievers.

What does the research say about PBL?

Students from Multimedia Project classrooms outperformed comparison classrooms in all

three areas scored by researchers and teachers: student content, attention to

audience, and design. The Multimedia Project involves completing one to four

interdisciplinary multimedia projects a year that integrate real-world issues and practices.

What does the research say about PBL?

Alternative school offers unique curriculum, project-based learning

Lakeview School in Ill., use PBL to reach students who are struggling in traditional schools by

implementing a curriculum that is based on "doing things based on real world situation." The

alternative Global Citizenship Experience School combines many core subjects – while addressing state standards -- and uses a project-based approach that incorporates cultural awareness, sustainability and

other themes. Chicago Tribune

What does the research say about PBL?

Data show project-based learning may help boost achievement: Anecdotal evidence

has long supported the notion that project-based learning can deepen

learning for students and help them gain skills they need for college and careers,

What does the research say about PBL?

Envision Schools founder Bob Lenz writes in this blog post. But a new report finds

that 12th-grade students who were taught a project-based economics curriculum

outscored a control group on standardized tests, and their teachers

were reportedly more satisfied with the material, Lenz notes.

Edutopia.org/Bob Lenz's blog (9/30)

Lecture…Sit and Get

Passive

PBL

Active

Average Retention Rates

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of

intellectual behavior important in learning.

During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's),

updated the taxonomy reflecting relevance to 21st century work.

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

New Version Old Version

Bloom's Taxonomy

http://www.youtube.com/watch?v=alSQpinagp0

Always think outside the boxFedEx

Creatively Speaking, Part Two: Sir Ken Robinson on the Power of the Imaginative Mind

PBL for Teachers wiki

http://pbl4teachers.wikispaces.com/

What do you know about PBL? • What is Project and Problem Based Learning? • Why do PBL? • Common Features of Project Based Learning• Benefits and Obstacles of PBL • What are the Differences and Similarities of

Project and Problem Based Learning • What are Student and Teacher roles when doing

PBL?

Is a teaching and learning model that focuses on the central concepts and principles of a discipline, involves students in problem solving and other

meaningful tasks, allows students to work autonomously and in groups to construct their own learning, culminates in realistic, student generated

products.

Buck Institute for Education

Project Based Learning?

Finkle and Torp (1995) state that "problem-based learning is a curriculum development and

instructional system/process that simultaneously develops both problem solving strategies and

disciplinary knowledge bases and skills by placing students in the active role of problem solvers

confronted with an ill-structured problem that mirrors real-world problems"

Problem-Based Learning Defined

Constructivism

Learning as an active process in which learners construct new ideas or concepts based upon

their current or past knowledge. Students continually build upon what they have already

learned.

Ms, McIntyre introduced a “project” to her students. She plopped a packet of papers on each student’s desk and explained that each student

would create a poster about water-borne bacterium and how it can be harmful to humans.

The packet included assignment sheets with due dates and grading

policy, a guide for designing the poster, and a list of websites and books to use.

Product or Process?

Giving students a project, that is hands-on, with step by step instructions, designed and guided

by the teacher that results in a student produced product. This process is missing student voice and choice, and may not be

authentic or relevant

PBL is not…

Ms, McIntyre introduced a “project” to her students. She plopped a packet of papers on each student’s

desk and explained that each student would create a poster about water-borne bacterium and how it can

be harmful to humans. The packet included assignment sheets with due dates and grading

policy, a guide for designing the poster, and a list of websites and books to use.

Redesign this Project

Problem based learning provides opportunities for students to

examine and try out what they know

Students discover what they need to learn

Develop team building and people skills for achieving higher performance in group

settings

Improve communication skills

Engage the Student and the Achievement will Follow

Achievement Gap or Engagement Gap?

85% of Middle and High School Students report being bored in their classrooms

Problem Solving

Example of Engagement Activity

Toxic PopcornWhat’s your Game

Interest, hands-on, interactive and collaborative

Toxic Popcorn

Scenario

A can of highly toxic popcorn has contaminated a circle of approximately 4 feet in diameter. The toxic area extends to the ceiling. If the toxic popcorn is not transferred to a safe container for decontamination, it will contaminate the region The popcorn is estimated to have a safe life of exactly 15 minutes before it explodes. It’s up to you to save the day!

Inside the circle you will find two cans. One(unsafe container) is half full of the toxicpopcorn. The other (safe) container is available for decontamination. Find a way to collaboratively to safely transfer the toxic popcorn from the unsafe container to the safe container, using only the materials provided to you.

Challenge

• No one may cross the plane of the circle with any part of the body.

• Only the ropes & tire tube may cross the plane of the circle.

• No spills are allowed, or the popcorn will explode.• You may use only the materials provided.• The popcorn must be transferred with in 20 minutes or

there will be a disaster.

Criteria

State and defend positions with evidence and sound argument

Become more flexible in processing information and meeting obligations

Why Do PBL?

Think critically and be able to analyze and solve complex, real-world problems

Find, evaluate, and use appropriate learning resources

Work individually and cooperatively in teams and small groups

Demonstrate versatile and effective communication skills, both verbal and written

Use content knowledge and develop skills to become life-long learners in order to succeed in a global economy

Students Deserve it

The World Demands it

Why Do PBL?

The National Problem:

As a result of a relative decline in student achievement … and interest of students to pursue Science, Technology, Engineering, Mathematics (STEM)-related careers …

the United States IS AT RISK.

Why Do PBL?

• In the US only 15% of the undergraduates receive their degrees in natural sciences or engineering.

• Past 3 years alone, China & India have doubled production of 3- and 4-year degrees in engineering, computers science and IT, while the US production of engineers is stagnant and CS and IT have doubled.

Losing Interest

Why Do PBL?

• In 2003, US 15 years olds ranked 24th out of 40 countries that participated in an exam that assessed students abilities to apply mathematical concepts to real world problems

• 56% of engineering PhDs in the US are awarded to foreign-born students.

Why Do PBL?

• Although US fourth graders score well against international competition, they fall near the bottom or dead last by 12th grade in Mathematics and Science, respectively.

• In 2004 chemical companies closed 70 facilities in the United States and have tagged 40 more for shutdown. Of 120 new chemical plants around the world 1 will be in the United States. 50 will be in China.

Framework for 21st Century Learning

http://www.21stcenturyskills.org/route21/

The standard includes six strands, which reflect the Framework for 21st Century Learning:

21st Century Skills

• Critical Thinking and Problem Solving • Creativity and Innovation

• Collaboration, Teamwork, and Leadership • Cross-Cultural Understanding and Interpersonal Communication

• Communication and Media Fluency • Accountability, Productivity, and Ethics

Understanding by Design UbD template (lesson plan development)

http://www.state.nj.us/education/cccs/2009/final.htm

21st Century Themes

Global AwarenessFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy

BIE Article on PBL

Common Features of Project Based Learning

Students engage in real world issues where students define and solve problems that are meaningful to

them.

PBL usually begins with a Scenario

They begin to Brainstorm and ask questions

Examples of Scenarios

Students learn and practice team building and social skills by working in cooperative teams

and sometimes with people in the community

Students use critical thinking, planning skills, problem solving skills, and

research in order to solve the problem.

Students apply skills based on a specific content area in a variety of ways as

they work on the project.

Gives students practice in a variety of skills that they will be able to use in future careers or

during their adult lives such as responsibility, leadership, and problem solving.

It usually ends with a product or presentation that demonstrates learning and is assessed.

Includes expectations for the project, based on the learning outcome. These are stated at the

beginning of the project and are linked to state standards.

Includes reflection activities that help students to think critically about their

experiences.

Benefits and Obstacles of PBL

PBL Benefits

•Problem-based learning encourages students to take control and become active in their learning.

•Research tends to suggest that when compared to graduates from a traditional program, PBL graduates are better prepared for professional life with advanced level interpersonal skills, the ability to work effectively in cross and interdisciplinary teams and lifelong learning skills.

•As more PBL graduates make their way into the workforce the reputation of PBL will grow and it is likely that employers could show preference for graduates with the types of knowledge, skills and attitudes developed and encouraged by problem-based learning

PBL Benefits

proactive thinkers critical thinkers problem solvers capable of self-assessment self-sufficient and self-motivated able to find and use appropriate resources technologically advanced leaders as well as team players capable of communicating ideas and listening to others eager to jump into the next challenge or problem situation

PBL learners become:

Obstacles Described by Teachers

• It takes a lot of preparation time• We don't have the resources• We lack administrative support and support

from other teachers• You often feel uneasy because you're not

knowledgeable about the content• The open-ended, no right or wrong answer

aspect of project work can be threatening

Obstacles Described by Teachers

• Administrators can fault you for not covering the curriculum

• There are risks associated with giving up teacher control

• Students may not participate and are not always self-motivated

Obstacles Described by Teachers

• students may have difficulty with higher order thinking or open-ended problems

• There is a risk that students might not learn much, or receive much of value from Problem Based Learning unless designed right

Benefits Described by Students

• We got to choose what to work on.• We learned that we can make a difference• There was a clear goal that was a challenge

to work on• There was an audience for the product and

we knew we had to meet the deadline and present it to the audience.

Benefits Described by Students

• We weren't afraid to try things we didn't know because the teacher said we would have the opportunity to reevaluate and try again.

• Everyone felt needed and had a part. Nobody got left out

• We didn't need to use our texts, and we were actively doing things and learning something.

Benefits Described by Students

• We were using skills we knew we would need in our jobs, like using time wisely, exercis ing responsibility, and not letting the group down.

• We learned that when the real world is the source of evaluation, you had better have your act together.

• Yes, enjoyed it, felt like I had more responsibility.

Benefits Described by Students

• I liked it, got a lot of ideas out, but did need some guidance some times.

• Like the idea of going off on our own to research everything possible instead of being limited by teacher specification.

Benefits Described by Students

• Communicating with outside sources, and making contacts for information.

• How to communicate and work with the corporate world, make contacts. How to write, how to work with other people in groups

• How to be a leader.

Similarities Between Project Based and Problem Based Learning

• Both instructional strategies are intended to engage students in authentic, "real world" tasks to enhance learning.

• Students are given open-ended projects or problems with more than one approach or answer, intended to simulate professional situations.

• Both approaches are student-centered and the teacher acts as facilitator or coach.

• Students work in cooperative groups for extended periods of time • In both approaches, students seek out multiple sources of

information. • There is often a performance-based assessment.

Differences Between Project Based and Problem Based Learning

• In Project based learning, the students define the purpose for creating an end product.

• In Problem based learning, the students are presented with a problem to solve.

• In Project based learning, the students present their conclusion and there is an end product.

• In Problem based learning, when the students present their conclusion, there may or may not be an end product.

PBL vs. PBL

Project Based Learning

- Project Based Learning is an instructional strategy in which students work in cooperative learning groups to create a product, presentation, or performance.

-Project Based Learning typically engages students with a question . That question is then used to create a final product that somehow answers the question.

- Focuses more on the final product, than the process of creating it.

Problem Based Learning

-Problem Based Learning is an instructional strategy in

which students work in cooperative learning groups to investigate and resolve a problem.

- Problem Based Learning problems are typically based on real-world issues or situations.

Students are able to apply prior knowledge and experiences to the problem at hand.

- Focuses more on the process of problem solving, rather than the outcome.

Similarities

- Both deal with a motivating prompt,

a question or problem, that has to be addressed

by creating a solution or product.

- Each is a valid instructional strategy that

promotes active learning and

engages students.

The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring

meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have

learned from the experience.

Teacher and Student Role in PBL.

Students are at the center of the work to be accomplished. The classroom environment is student centered, not

teacher directed. Students are responsible for brainstorming, solving problems, working together,

documenting, evaluating their progress and presenting their findings.

Teacher and Student Role in PBL.

The core idea of Project and Problem Based learning is that real-world problems capture

students' interest and provoke serious thinking as the students acquire and apply

new knowledge in a problem-solving context.

Educational Features Traditional Instruction Emphasizes

Project and Problem Based Learning Emphasizes

Focus of CurriculumContent Coverage

Knowledge of Facts

Learning “building-blocks skills in isolation

Depth of Understanding

Comprehension of Concepts and Principles

Development of complex problem-solving

Scope and Sequence

Follows fixed curriculum

Proceeds unit by unit

Narrow, discipline-based focus

Follows student interest

Large units composed of complex problems or real-world issuesBroad, interdisciplinary focus

Teacher Role

Lecturer and director of instruction

Expert

Resource provider and participant in learning activities

Advisor

Educational Features Traditional Instruction Emphasizes

Project and Problem Based Learning Emphasizes

Educational Features Traditional Instruction Emphasizes

Project and Problem Based Learning Emphasizes

Teacher Role

Lecturer and director of instruction

Expert

Resource provider and participant in learning activities

Advisor

Focus of assessment

Products

Test scores

Comparison with others

Reproduction of information

Process and products

Tangible accomplishments

Criterion performance and gains over time

Demonstration of understanding

Materials of instruction

Texts, lectures and presentations

Teacher-developed exercises sheets and activities

Direct or original sources: printed materials, interviews, documents and other sources

Data and materials developed by students

Use of Technology

Ancillary, peripheral

Administered by teachers

Useful for enhancing teacher’ presentation

Central, integral

Directed by students

Useful for enhancing student presentation or amplifying student capabilities

Educational Features Traditional Instruction Emphasizes

Project and Problem Based Learning Emphasizes

Using your classroom, the school or the local community as a context for learning, write your

own PBL ScenarioInclude…

1. Background Information2. Student Relevance

3. Scenario

Resources• PBL for Teachers

http://pbl4teachers.wikispaces.com/

• Seymour Papert: Project-Based Learning. Inside a state juvenile correctional facilityhttp://www.edutopia.org/seymour-papert-project-based-learning

• Project Based Learning from Educational Leadershiphttp://www.ascd.org/publications/educational_leadership/feb08/vol65/num05/Project-Based_Learning.aspx

• Global Perspectives - http://www.cotf.edu/earthinfo

Resources • Exploring the Environment• http://www.cotf.edu/ete/• Project InSTEP Teacher Instructional Designs• http://instep.cet.edu/instrucdes.html• PBL Essentials• http://www.pbli.org/pbl/generic_pbl.htm• PBL in Math• http://www.mcli.dist.maricopa.edu/pbl/sd96/knowns.html• PBL Clearinghouse• http://www.udel.edu/pbl/problems/ • Project and Problem Based Learning• http://www.uoregon.edu/~moursund/Math/pbl.htm

Project Based Learning site for students to practice skills

http://www.studygs.net/pbl.htm