RSA 2: Project Based Learning

Project-Based Learning

Project-based learning (PBL) is a way for students to gain an understanding of the course objectives, while learning transferable skills such as problem solving, collaboration, critical thinking and organization (Project Based Learning, 2010). When facilitating PBL, teachers are there for support as the students navigate their way through a real-world problem (Dauphin, 2013).  Teachers need to be able to ask appropriate questions and guide students along instead of providing direct instructions. 

Additional Reading

When implementing PBL, it is important for a teacher to plan their unit.  According to Block (2014), there are five questions that can help teachers in their instructional design:

1.     In what ways can issues be introduced and defined?

2.     What knowledge will be helpful for the whole class to share? What research should students pursue individually?

3.     What will the students produce? How will they produce it?

4.     What will happen with the projects?

5.     In what different ways can we support students who struggle?

These questions can help teachers as they develop their units.  It is important for teachers to make sure they have specific expectations so the students do not get confused, frustrated, or give up (Block, 2014). 

According to K-12 Project Based Learning Resources, the Buck Institute for Education agrees with this model (2015).  They also explain that it is important that the teacher set up the lesson so that students can see success.  They explain that you should determine the end result, create scaffolding and break down the tasks and activities.  Then the teacher should determine the state standards and develop a plan to implement the project.  After that, teachers should collect any necessary resources that may help the students.  Finally, teachers should create a storyboard that outlines the entire project.  This way, students are able to move at their own pace and in their own direction, but still have clear expectations (K-12 Project Based Learning Resources, 2015).

Comparison

The additional readings and assigned readings both are in agreement with each other.  All sources explain that the key is for the teacher to be a facilitator instead of direct instructor.  It is also crucial to plan ahead and to provide opportunities for scaffolding supports so that students remain motivated when completing their project.  This real-world based learning is a way for students to develop skills that will set them apart from others when they enter the workforce. 

As a school counselor, I would like to use this information to provide more opportunities for PBL.  I think that I could join one or more subject teachers in creating and facilitating a PBL lesson.  They key would be to bring this information to those teachers so that they not only understand the benefits of PBL but also to also help encourage them to develop the lesson in a way that will make students successful.

Resources

Block, J. (2014, October 3). Avoiding the Flop: 5 Questions to Guide Projects and Inquiry. Retrieved from http://www.edutopia.org/blog/avoiding-flop-guide-project-inquiry-joshua-block

Dauphin, S. (2013, July 6). 12 Timeless Project-Based Learning Resources. Retrieved from http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/

K-12 Project Based Learning Resources. (2015, January 1). Retrieved from http://www.shsu.edu/centers/project-based-learning/k-12.html

Project Based Learning: Explained. (2010, December 9). Retrieved from https://www.youtube.com/watch?v=LMCZvGesRz8&feature=youtu.be