Recently, I interviewed for a position as an adjunct professor at a local college. Got it! I called to schedule the interview and was informed that I would need to present a Powerpoint on Project Based Learning. First, I set out to do my favorite thing… research. I started to read scholarly journal articles and realized in some ways it was how I teach.
Project-based learning is a student-centered method of teaching. PBL is not simply giving an assignment after you teach a unit, it is not completing a project after the lesson is taught. Students learn new concepts or skills while completing a project. The project is not the result, it is the process of teaching and learning.
In contrast, this approach or method of teaching teaches a concept while students acquire new information and knowledge as they are engaged in inquiry-based lessons. Project-based learning answers a driving question and is thought-provoking, uses higher-order critical thinking, and is open-ended. Students work in groups to answer an open-ended question, this is often called inquiry-based learning. PBL promotes critical thinking, communication, and creativity. It is a long-term student-centered project including feedback, reflection, and revision.
The Components of Project-Based Learning
The teacher gives the driving question. Although PBL is student-centered, the teacher presents a driving question based on the new skill that students are to learn. An example of a driving question might be, How do I plan a school fair that will raise money for our school?
Collaboration in PBL is different than traditional group work. Key components like brainstorming teach students how to listen to others and their ideas. As students work in these collaborative groups, they develop relationships and learn to fail and triumph together, much like a sports team.
A final product and a group presentation are the outcomes of PBL. The presentation is not just a lecture or a how-to. After a project-based learning presentation, the group and the audience can interact, reflect, and discuss what they have accomplished and what they have learned.
Assessment and feedback are a big part of inquiry-based learning and occur throughout the process not just at the end. The students receive continuous feedback from their group, their teachers and mentors helping with the project.
In conclusion ,reflection can occur throughout the process, however, when students and teachers reflect at the end of the project and after the presentations, they can improve upon the process for the next project or even give the teacher feedback on how to lead the same project with another group.
An Example Of A PBL Project
For this example, I created a project for a second-grade or third grade class in an elementary school. I incorporated my love of dramatic play in the project. I started with deciding what skills I wanted the students to learn through the project. We used the following New Jersey standards:
Measurement and Data 2.MD A. (Second Grade)
Measure and estimate lengths in standard units. 1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Measurement and Data 3.MD B. (Third Grade)
Next, Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Next, we introduced the project to our students and began the brainstorming process. We started with the following steps:
The Steps
How can we create a pumpkin patch or a farm stand for a Kindergarten or Pre-K classroom?
1. Assess prior knowledge and then show real world pictures of pumpkin patches and produce stands and possibly take a field trip to a pumpkin farm.
2. Second, brainstorm with the class and create a list of the parts of the pumpkin patch they want to include in their project.
3. Next, present the groups with the driving question: How can we create a pumpkin patch for a Kindergarten or Pre-K classroom in our school?
4. Have the groups measure the space in the Kindergarten or Pre-K room where they plan to create their project.
5. Create a list of supplies for the project. Write letters to Walmart, Target, or Dollar Tree and ask for donations.
6. Design on paper the pumpkin patch and give it a name.
7. Using rulers, yardsticks or tape measures, measure cardboard pieces that will fit in the space for the pumpkin patch.
8. Create the patch and then measure it and predict how many pumpkins will fit in the patch.
9. Create a sign / banner for the project.
10. Students will host a GRAND OPENING to introduce their pumpkin patch to the Kindergarten or Pre-K class. Here is where the Kindergarten class and teachers can ask questions on how we completed the project.
More Ideas For Project Based Learning Projects
The possibilities are endless ! Here are just a few ideas !
- create your own planet
- a community garden
- create a healthy lunch
- create a podcast
- a recycling project
- design a playground
- create a fundraising project to raise money for a cause
- classroom election
- create a classroom diner
- create a classroom store
Here is a link to a great book and resource!
https://www.amazon.com/Project-Based-Teaching-Rigorous-Experiences/dp/1416626735
I cannot wait to hear what you come up with for your students! Let me know how it worked out!!
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