Talk:Project-based Learning





Comments by Lacy Reich EDT 630
One of my favorite activities to teach involves project based learning. When I was searching through this topic the writing process caught my eye simply because I never really considered it project based. I am a big fan of the writing process and enjoy teaching it to my students each year. When I was student teaching for a fifth grade class, I discovered how much the writing process was taking place. Because Alabama does have a formal writing assessment in fifth grade, each student is very familiar with this process. It is performed daily and becomes very routine around the second or third grade. I however only teach five steps in the process because the first two, brainstorming and organizing ideas, are combined into one step.

Using the computer as a tool to create the process is a really neat idea that I do use as a student and teacher. Although, I do teach second grade and my students are just learning the basic process. They do use the computer for the final step of polishing their pieces and then publishing them. It is such a nice feeling for my students to see a piece that they created using so many skills. They type and print their work on using Microsoft Word and they are very familiar with the format. They even get very creative using different types of fonts and colors. It is also very cool to see that all of their data that they have collected is now one big idea to share with everyone. That is the perfect definition of project based learning…

Comments by Jennifer Williams (10-19-08) EDT 630
When I saw the category of project-based learning on this wiki, I was very interested in reading the information presented here. Specifically, I was interested because the school that I currently teach at is jumping into a project-based learning approach. Our teaching methods in the classroom are becoming more student-centered, where the students are "doing" their learning. The students are doing hands-on activities, usually in small groups. This type of learning is allowing our students to construct their own thinking and learning, and then, apply their learning to group projects or activities.

As Dave Moursund, the author of the page on PBL, points out, project-based activities provide very authentic, real world applications for students. On a daily basis, as adults, we experience and complete project-based activities. For example, such activities include making a shopping list, grocery shopping for those items, and then producing a completed meal. This example includes brainstorming (making the list of items) and completing a finished product (making the meal). Since the PBL environment is present in the lives of adults, shouldn't we be preparing and teaching our students the process of this type of real-world learning?

Although I have begun implementing this learning technique into my classroom, I find myself needing more information on the assessment and evaluation of project-based learning. In the past, my students were mainly assessed summatively, with number and/or letter grades. However, after reading this information, I realize that effective project-based learning must include not only summative evaluations, but formative evaluations. I truly believe that formative evaluations are key in project-based learning because students are receiving ongoing feedback on projects and/or assignments, rather than just receiving a final summative evaluation at the conclusion of the project. I also like how the information here points out the effectiveness of portfolios for students. Portfolios help to show the time and effort that go into projects and/or presentations. I would really like to start using these more in my classroom. I also plan on using more self-assessments and peer-assessments. These types of assessments are very important for students to become comfortable with due to the fact that they will be using them throughout their lives.

The final question I had regarding project-based learning was how does this deal with technology? Specifically, I think technology helps in effectively producing products, projects, and presentations in project-based learning. Most projects that derive from PBL follow the steps of the writing process, as mentioned in this wiki. Many, if not all, of these steps can be completed effectively using computer technology. Not only can computer technology help in grammatical and spelling errors, it can also give students more opportunities to include pictures, graphs, and drawings into their final projects. Not only is project-based learning proven effective, it also allows students to take advantage of extremely useful computer technology.

Jennifer Williams EDT 630

Comments by Carla Ford, EDT 630
I really like the idea of problem based learning. It allows the students to engage in activities that have authentic value to them. As a teacher, I especially appreciate the emphasis on “use their learning”. That is ultimately the goal in all lessons that are taught in my and many other classrooms. I want students to take what they have learned inside our class, and apply it to their lives outside of class and school. I also appreciate that problem based learning allows students to share what they have learned in a variety of ways. Not all students are going to be very excited to write a paper about what they have learned, but being able to choose their method of presentation will allow for creativity, and for students to use forms of media that they are comfortable with. This will help to keep students engaged and excited about learning. It is very important to our students that we make sure that the process is the most important part of their projects, not the product. I think many teachers get caught up in what they want the outcome to be, and forget that the most time is spent on the process of actually preparing the outcome or the goal. Process is clearly stated as being an important part of problem based learning in the definition of the topic. I would be interested in seeing examples of this learning in our schools, and wonder if it could benefit younger students as well. The article says it is being used in pre-college and higher education.

Comments by Jennifer Holmberg EDT 630
I am a big supporter of project-based learning (PBL). I experienced PBL in limited quantities in elementary school, which decreased throughout middle and high school. When PBL was incorporated in my middle and high school classes, it seemed irrelevant most of the time. Therefore, I cannot draw on my own personal experience for this reaction. However, I can draw on my educational experience for opinions. I was primarily assessed during my undergraduate degree based on PBL. Portfolios, presentations, and workshops are what composed the majority of my class grades. Also, during my internship, I experienced what successful (and relevant) PBL looked like. I led the students in PBL through presentations, projects, and other choice options. I support PBL, because I find it much easier to assess than traditional pencil-paper tests. It is not necessarily less time-consuming; however, I believe it provides a more detailed evaluation of the child as related to the subject matter. It is also more fun and more relevant. It is more conclusive to real life success and life long learning. The mention of the Japanese educational culture enlightened me. I recently read an article highlighting Japanese teachers for their strategic way of teaching mathematics and why it is so much more effective than the way American teachers teach mathematics. It seems to me that we have a great deal to learn from our Japanese counterparts. PBL is becoming increasingly popular in Japan, and I think we should follow suite here in the United States to further benefit our students.

Comment by Lindsay Haswell
Iam a huge supporter of project-based learning! I do not think it is something that can only be used with older children. I say this because I have used it throughout this current school year. I teach kindergarten, so the majority of our curriculum is hands-on as well as minds-on. At the beginning of the year, we hatched chicks. This was a huge project we took on. We started by incubating our eggs. This process led to discussions about how many eggs being in a dozen to being patient while waiting for nature to run its course. In the meantime, we researched chicks. We found out what they are used for, where they come from, why they have an egg tooth(to help them hatch out of their egg), how to candle them(look at them while they are in the egg), etc. From this experience, the children were given the opportunity to research, predict, observe, record, and reflect. Actually, we are still reflecting to this day. I decided to bring home ducks from the beach over spring break. We kept them until they were big enough to live in the lake. While we had the ducks, the children compared and contrasted the ducks and chicks. Overall, this project-based type learning has been a wonderful experience for both my class as well as myself. I have learned that children respond to real-life situations, especially those they can take ownership with!

Comments by Paula Lambeth EDT 630
I really enjoyed this article on PBL. I agree with a lot of the ideas. I love the phase “they learn and they use their learning”. I think this is so true as the “use it or lose it” saying goes. I agree with the author that there are many things the students “learn” in school, but do not make use of it. If students can spit out facts about the solar system or multiplication tables, but can not apply it, then it really does not do them much good. I love the quote later in the article: “I hear and I forget, I see and I remember, I do and I understand..”(Confucius) I am a very tactical learner so this really applies to me. I also enjoyed how the author gave the example of a “typical day” (I would love a day like that! ) This is so true that much of what we do is a sequence of projects. Just daily living like the author discusses, but also for most jobs. Most jobs are really a sequence of ongoing projects or projects with a specific time frame. These job projects require “problem solving, accomplish task, producing products, and giving performances and presentations”. This also ties to the example of the Japanese school system. Their PBL focuses on “hands-on learning and student-guided projects”. We know that Japan typically does better in education tests scores and they are technologically more advanced with may of their products. I believe that for future American students to be competitive in the market place they will need these same type of skills. I also liked the comparison to informal and formal education. I think that these could equate to the two major learning theories. The behaviorists and cognitivist which our class text (Integrating Educational Technology Into Teaching, Roblyer, 2006) refers to has Directed Model (Objectivism) and the constructivist and social constructivist which our text refers to as Constructivist Model could be also categorized as formal and informal learning in the order stated. The more formal learning like the author gives examples of reading skills and math skills may lend themselves more towards the Directed Model view, whereas PBL lends itself more to the Constructivist theories. However the author shows that both methods are necessary.

The process writing example is an excellent illustration of how technology can change the way a process is/can be done. The traditional method outlined in the article, as the author describes, is a linear process. However, with the development of word processing programs, this linear process can incorporate, combine, and integrate several of the processes together. I have personally changed the way I write with word processors, it saves time and offers new capabilities like the author mentions of being able to import pictures, diagrams, and tables.

Under the topic of research to support PBL the author concedes that there is limited breadth and depth, but that other research on topics in line with PBL have been effective. Each of the bulleted items listed are extremely productive education approaches. They all use higher level thinking skills which the article shows over and over again how important they are today in the highly technological world we live in. I feel that most educators agree that these learning approaches listed are the best methods to move our students to become life long learners. The obstacle we face is that most of these methods are more subjective and harder to assess. Thus the accountability that so many administrators and politicians are looking for with the NCLB act may hinder these methods from being supported in the schools. This brings me to my favorite part of this article the assessment of PBL. This is an area that I want to gain knowledge in. I also believe that if we educate others (politicians, parents, and administrators) on these assessment techniques, (self-assessment, peer-assessment, portfolios, and rubrics) they will also see that these are valid methods of accessing what students know and are actually better than the traditional standardize testing methods. I really liked the author’s analogy of assessment can be a “white box” instead of a “black box” if authentic assessment is used to help the students learn the details of what, why, and how of assessment.

Comments by Stephanie Davis EDT 630
Project-based learning is a topic I have just recently heard of and begun to introduce to my students. I have read several books on the topic and even created and incorporated project-based units with my preschool class. I am interested in finding more ways to gear this particular teaching method towards preschool students, as most of the information I have found seems geared towards older children.

The roles are changing in education. Students are no longer simply learning knowledge from a teacher who is the “imparter” of knowledge. Now, the teacher facilitates learning while the students learn for themselves. Because project learning is dynamic and engaged learning, students to attain a profound awareness of the subjects they're studying. Through projects, students also learn organizational and investigational skills and further develop their ability to communicate.

I was pleased to see a thorough explanation of how to assess students when using project-based learning. This is something I have found other sources to be somewhat lacking in. I really like the idea of peer assessment. Students need to know how to work with others, and traditional classrooms often do not support this skill. In the real world and the workforce, students will need to know how to collaborate so it is important to start early.

Teachers will also assess projects by observation. Teachers should constantly walk around the classroom and observe students while they are at work. Rubrics and checklist are very popular forms of assessment for project-based learning.

Project learning is also an effective way to integrate technology into the curriculum. A typical project can easily accommodate computers and the Internet, as well as interactive whiteboards, global-positioning-system (GPS) devices, digital still cameras, video cameras and associated editing equipment.

Comments by Michelle Paradiso (edt 630)
As a Montessori teacher, project based learning (PBL) is a continuing theme within our 4th-6th grade classroom; especially in the cultural subjects (geography, history, science). Our premise as educators is for the children to become explorers of their environment and dive further into subjects that interest them. Many topics are covered throughout the year and the students work independently and in small groups on projects to present to the class or school community. All projects are assessed using a rubric system we develop to for that particular project. So on reality, no two assessments are alike.

I agree with the author that many parts of formal education are the building blocks to PBL activities. If children do not have the foundations of math, reading, and writing then they are unable to move forward and develop their higher level thinking skills in collaborative situations. These basic skills are the stepping stones to our future.

As technology continues to progress, I have seen PBL learning activities move towards this trend. Students are drawn to researching on the internet, developing PowerPoint presentation, and developing written reports with graphics and other various images inserted. These make for powerful presentations that engage the audience and make a lasting impact on the group. Some of my students have even developed timelines of ancient civilizations and insert clip art along with information. These printed documents are later lamented and displayed within the classroom as reference materials. Other activities include PowerPoint presentations on Ancient Egypt life and making Ancient Roman god and goddess information cards. These cards are now used as information materials within the classroom.

I to believe that PBL learning develop students to be higher level thinkers and problem solvers. They learn to work in cooperative learning situations and to assess each others work within the group with positive reinforcement. In our class, negative criticism is not allowed. All criticism is taught to be given positively so the child feels proud of their work instead of defeated. As their higher level skills develop with maturity, the task they are given become more complex. We tend to follow Bloom’s Taxonomy and model all research to include some types of questions from each category. The complexity of the questions/research increases as the children develop emotionally and academically.

I personally feel if all school could allow more PBL learning, our children would be better rounded academically. They would know how to think outside –the-box and understand how to handle many life skills that will eventually come their way. It is a shame that public education is not fully recognizing this and is only allowing this to happen sporadically within the school system. It seems to happen only as an enrichment program for those they deem up to the challenge; instead of teaching everyone to think and learn in a bright and creative way.

Comment by Aaryn Holland (EDT 630)
I love project based learning and try to implement it in my class as much as possible. Katz and Chard list five features of projects that I think are vital to a successful implementation. They are: 1) discussion - this is the children talking to each other, 2) field work - this takes place outside of the classroom such as at the zoo, 3)investigation - as students become older there investigations will be more second hand research such as the Internet and books, 4)representation - students should be given choice in how to represent their learning, and 5)display - this not only includes a display of the students' work but materials as well so that the students can become more independent of the teacher. Some examples of projects I've done in my classroom were natural resources and penguins.  The topics should be student selected and have to be something that they can directly investigate in the early childhood years.  The students will pose questions that will guide their projects.  On the website it discussed rubrics as an important way of assessing projects.  If you're new to projects or rubrics www.rubistar.com is a great site for making quick, custom rubrics. Enjoy your next project!

Email by Moursund to a Colleague in Zambia 4/14/08
A Zambian colleague of mine indicated he was going to teach an environmental studies unit. I suggested the following idea:

Here is an idea that you might think about. A very large number of people throughout the world do not have good quality drinking water. This contributes to these people getting a variety of diseases.

Thus, think about doing a project-based learning unit. Involve students in exploring the quality of water in their homes, neighborhoods, and general area. The project should lead to a report on the quality (and quantity, and easy of access) of water for home use. If the availability and/or quality are not good, then the report should include recommendations about what can be done to solve this problem. Of course, the report should contain background information about water pollution and the importance of people having pure water.

Here are some references that might be useful:


 * http://www.gemswater.org/
 * http://www.un.org/esa/sustdev/documents/agenda21/english/agenda21chapter18.htm
 * http://unstats.un.org/unsd/environmentgl/gesform.asp?getitem=1200

Comment from Yu-Mei Wang 1/24/08
I have been searching for better ways to evaluate my students' technology projects. The biggest problem I have encountered is that I often do not see in-depth contents in student technology projects. A PowerPoint project designed to teach about solar systems often includes facts (e.g. the number of planets, the distance each planet is from the earth, the size of each planet and etc.). These facts are possibly downloaded from the Internet and pasted on the slides.

What I do now is to ask students to state learning objectives of their projects and indicate the knowledge level of each learning objective by using Bloom's taxonomy. It becomes clear that a PowerPoint project on solar system designed for students to present facts is on knowledge level 1 and is worth 1 point. A PowerPoint project on solar systems that allows students to explain why there are days and nights is on knowledge level 2 (comprehension) and is worth 2 points. A PowerPoint project that asks students to explore why we have long nights in winter is probably on knowledge level 3 (application) and is worth 3 points. This approach helps. I am starting to get better projects.

Comments by Janet White - Project Based Learning
I chose this topic because it is something that I believe in and want to learn more about it. I am a kindergarten teacher and I feel that children learn best by hands-on experiences. Project Based Learning requires the student to be an active participant in the learning process. Teachers become facilitators and children take on the responsibility for their own learning. Project Based Learning incorporates cooperative learning, peer instruction, individual and collaborative learning as well as problem solving skills. Children acquire knowledge and apply what they have learned. It also encourages the development of higher level thinking skills.

I agree with the quote from Confucius which states, “I hear and I forget, I see and I remember, I do and I understand”. This holds true for me and for all learners. When children are allowed to actively participate in the learning process, they gain understanding. Project Based Learning provides the opportunity for children to understand what they are learning. We, as teachers, should always teach children by using best practice which offers a learning environment that encourages children to acquire knowledge and apply this new knowledge which will reflect understanding. Teachers should provide the tools to enhance student learning. Project Based Learning engages children in the learning process and provides authentic and meaningful learning opportunities. Project Based Learning provides skills needed for life-long learning.

Technology enhances the learning process through Project Based Learning. So much information can be obtained from the Internet such as websites, virtual field trips, and interactive software, to research and interact with the project theme.

Assessments are an important part of the learning process. Instead of giving tests to check for comprehension, children are assessed throughout the project. This is done through teacher observations, conferencing, self assessments, peer assessments. Assessments include the process, product, performance, presentation, representation, and through reflection. Portfolios are a great assessment tool.

I love teaching using Project Based Learning. It does require more organizational skills than teaching from a textbook. But, what an exciting learning experience you have provided for a child which will spark high interest and a love for learning! I believe that is what teaching is all about.

Comments by Karen Rains (EDT630) July, 4,2008
I agree with you that the computer is a valuable tool for me both as a teacher and as a college student. I wouldn't survive without Microsoft Word and Publisher. It makes much more sense to type my thoughts into the computer and then go back and edit as needed. I tend to skip the brainstorming part of the writing process and get right to the draft. After I have written my draft which at times will be in one sitting, and sometimes it may be over the course of several days, I will go back and edit it. First I make sure I am happy with what I have written and make sure I don't need to add anything. Then I use the spelling and grammar check on my computer program. This is a wonderful tool. Maybe we should develop a writing process that is just for the computer. It might look a little different than the one most people refer to.

However, as a teacher I feel like my students need to go through the entire process. They are still learning how to organize their thoughts and structure their writing. Teacher's tend to leave the computer out altogether or only use it for publishing purposes. I personally feel like we should incorporate the computer into the writing process. Unfortunately, this is difficult to do properly when students only have access to one or two computers in the classroom. In this case we are basically forced to exclude or minimize the use of the computer in the writing process. This brings up a whole new topic of availability of technology in classrooms.