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    Project Based and Problem Based Learning Summary

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    Fitz Baniqued
    Project-based and problem-based learning are student-centered approaches that focus on collaborative problem solving. The teacher's role is to facilitate student learning and guide self-directed inquiry without providing direct answers. These approaches encourage deeper learning as students develop questioning skills, research methods, and critical thinking. An example project described requires students to plan and cater a meal for 30-50 guests, demonstrating standards in cooking, budgeting, collaboration and more over 4 weeks. Research shows that student achievement and retention of knowledge is higher when they are actively engaged in hands-on, relevant projects that mirror real-world work.

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    Project Based and Problem Based Learning Summary

    Uploaded by

    Fitz Baniqued
    361 views5 pages
    Project-based and problem-based learning are student-centered approaches that focus on collaborative problem solving. The teacher's role is to facilitate student learning and guide self-directed inquiry without providing direct answers. These approaches encourage deeper learning as students develop questioning skills, research methods, and critical thinking. An example project described requires students to plan and cater a meal for 30-50 guests, demonstrating standards in cooking, budgeting, collaboration and more over 4 weeks. Research shows that student achievement and retention of knowledge is higher when they are actively engaged in hands-on, relevant projects that mirror real-world work.

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    Project based

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    97316882 Project Based and Problem Based Learning Summary

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    Project-based and problem-based learning are student-centered approaches that focus on collaborative problem solving. The teacher's role is to facilitate student learning and guide self-directed inquiry without providing direct answers. These approaches encourage deeper learning as students develop questioning skills, research methods, and critical thinking. An example project described requires students to plan and cater a meal for 30-50 guests, demonstrating standards in cooking, budgeting, collaboration and more over 4 weeks. Research shows that student achievement and retention of knowledge is higher when they are actively engaged in hands-on, relevant projects that mirror real-world work.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    361 views5 pages

    Project Based and Problem Based Learning Summary

    Uploaded by

    Fitz Baniqued
    Project-based and problem-based learning are student-centered approaches that focus on collaborative problem solving. The teacher's role is to facilitate student learning and guide self-directed inquiry without providing direct answers. These approaches encourage deeper learning as students develop questioning skills, research methods, and critical thinking. An example project described requires students to plan and cater a meal for 30-50 guests, demonstrating standards in cooking, budgeting, collaboration and more over 4 weeks. Research shows that student achievement and retention of knowledge is higher when they are actively engaged in hands-on, relevant projects that mirror real-world work.

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    © All Rights Reserved
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    The key takeaways are that problem-based and project-based learning encourage self-directed and collaborative student learning through solving problems and completing projects. These styles of learning help students develop deeper understanding and lifelong learning skills.

    The goals of a problem-based learning facilitator are to guide students in solving problems and reflecting on their progress without directly telling them what to do. They aim to help students achieve high standards and retain learning long-term through questioning techniques.

    According to the text, project-based learning helps students learn collaboration skills, critical thinking, and problem solving. Students enjoy PBL because it is relevant and they can choose interesting topics. It allows them to cover multiple standards through reflection and working on multi-week projects.

    Project Based and Problem Based Learning Summary

    (Learning Topic #1.1: Project Based and Problem Based Learning)

    By

    Elizabeth A. Hustead

    A Paper Presented in Partial Fulfillment


    of the Requirements for
    Course EDTC 614: Integrating Technology into the Curriculum

    Regis University

    November 2, 2010
    Project Based Learning: Goals and Strategies of a Problem-based Learning Facilitator

    Problem-based learning is primarily a collaborative style of learning to allow self-

    directed student learning that leads to deeper meaning for the students. The biggest challenge for

    the teacher with this style of learning is to guide the students in solving problems and reflecting

    on their progress without telling them what to do.

    Teachers have many goals to attempt to reach as they strive to help their students achieve

    high standards and retain the learning for a lifetime. They need to fulfill the content and

    technology standards and integrate all the knowledge and skills expected for that subject area.

    Rather than giving the students endless facts and information for them to try to memorize, the

    teacher needs to be able to question every answer the student gives to encourage them to think,

    evaluate, and problem solve for themselves. This leads to clarification of the meaning and the

    ability of the student to realize there is more than one way to solve a problem. Eventually, the

    questioning techniques will be figured out by the students due to the modeling done by the

    teacher and will create new learning, a tangent, that may never have been expected from the

    teacher. Open-minded students will be able to take this information and run; creating a new level

    of understanding in the end. Allowing the students this freedom to learn, allows the teacher to

    reach all the standards more easily. When students want to learn, because it is fun and exciting,

    they are more likely to reach the high standards desired by the teacher and the community.

    According to Hmelo-Silver and Barrows (2006), inquiry teachers have higher

    expectations and teach the students how to ask questions, use various methods of research, test

    theories, and analyze their results. In doing this, the cooperative groups of students achieve a

    higher level of learning because they have been encouraged to strive for a deeper meaning of

    knowledge, not just the facts.


    Problem-based learning encourages the teacher to facilitate only and the students to drive

    their own active learning. The student groups help with this by allowing brainstorming and

    collaboration with each of the students to problem solve and review as they progress until they

    reach the final goal. If the teacher does his job well enough, he will eventually be able to pull

    back and watch the learning happen.

    Project-based Learning: Students Thrive on Cooperation and Problem Solving

    Project-based Learning (PBL) is used to help students see what it is like to work in the

    real world. The goal is to teach them how to work in collaborative groups just like committees at

    work, critical thinking, problem solving and needless to say, and high achievement of standards.

    According to Bob Pearlman (2006), real PBL involves technology, rigorous and complex

    thinking, and it is all integrated with cross-curricular contents and standards.

    Students enjoy PBL, because it is relevant and often times the content is chosen by them

    because it is of interest to them. This allows immediate buy in. When working on one of these

    multi-week projects, the students will use many different learning strategies, they will reflect,

    demonstrate, evaluate, document, and collaborate. Through all of the various forms of learning,

    they will be able to cover all the content and technology standards and then some, as they

    complete the project.

    As students work on these projects, the teachers main job is to act as an expert or mentor

    to the groups. This type of learning is student-centered, not teacher-centered. As the project is

    progressing, feedback is needed every so often from the teacher, other staff, or even community

    members. This allows for more relevant ideas and constructive criticism. Once again, this is more

    realistic of the real world.


    Project-based learning is a method that uses many of Marzano’s strategies; everything

    from feedback, hypotheses, reflection, communication, and many more. When students are

    challenged to complete a project that allows for all of Marzano’s strategies to be used, using

    deeper thinking skills, and becoming independent learners, not only have they achieved the

    standards expected, they will have been trained to be life -long learners. What more could you ask

    for?

    Classroom Use

    I really like project-based learning. It is more student-driven and less teacher-driven. I

    feel when students have to create a project using all the previous knowledge and adding new with

    their own hands, they will understand the theories and retain the knowledge.

    For example, in my advanced creative foods class, students have to create a plan, choose

    jobs, create a meal plan, order, budget, prepare, decorate, and serve 30 – 50 guests from the

    community. This takes nearly four weeks to complete and all I do is explain the process, help

    them choose their executive chef and watch and learn. They demonstrate their knowledge by

    doing the catering project. If someone does not know a technique, they are to ask their executive

    chef. That person is the only one that can ask me questions. By the end of the project, they are

    amazed at how much they know and how well they did. They reflect on the process daily and

    again at the end. The content standards are demonstrated throughout this project, but so are

    standards from math, science, and english.

    I truly believe if the teacher prepares the students for a project-based or a problem-based

    learning experience by teaching them questioning techniques, planning and management

    techniques, relevancy, as well as the desire to do well, the student will learn far more than they

    would in a traditional style classroom situation.


    References

    Hmelo-Silver, C. E., & Barrows, H. S. (2006, Spring). Goals and strategies of a problem-based

    learning facilitator. The Interdisciplinary Journal of Problem-based Learning, 1(1), 21-

    39. Retrieved from http://docs.lib.purdue.edu/ijpbl/vol1/iss1/4/

    Mitchell, S., Foulger, T. S., Wetzel, K. W., & Rathkey, C. (2008, December 2). The negotiated

    project approach: project-based learning without leaving the standards behind. Early

    Childhood Education Journal, 10.1007/s10643-008-0295-7. Retrieved from

    http://www.springerlink.com/content/c73q57211024x727/fulltext.html

    Pearlman, B. (2006, October 18). Students thrive on cooperation and problem solving. Retrieved

    from The George Lucas Educational Foundation website: http://www.edutopia.org/print/

    node/2704

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