Project-Based Learning PP

1. PROJECT-BASED
LEARNING
A S H L E Y K L O D T
S O E 1 1 5 P S Y C H O L O G Y O F T E A C H I N G A N D L E A R N I N G
K E N D A L L C O L L E G E

2. WHAT IS PROJECT-BASED LEARNING?
According to Vanessa Vega of Edutopia,
“Project-based learning (PBL) hails from a
tradition of pedagogy which asserts that
students learn best by experiencing and
solving real-world problems”(Vega, 2015).
I chose this strategy because it is a great
opportunity for real-world problem
solving, hands-on, and cooperative
learning for students which requires
thinking outside the box.
Vega points out that “according to
researchers, PBL essentially involves the
following:
• students learning knowledge to
tackle realistic problems as they would
be solved in the real world
• increased student control over his or her
learning
• teachers serving as coaches and
facilitators of inquiry and reflection
• students (usually, but not always)
working in pairs or groups” (Vega, 2015).

3. SOURCE #1:
This chapter of The Cambridge Handbook of the Learning Sciences called “Project-Based
Learning” explains that PBL is based upon the work of John Dewey and points out “how
new discoveries in the learning sciences have led to new ways of understanding how
children learn” (Krajcik & Blumenfeld, 2006). Four major concepts of project-based
learning are discussed; active construction, situated learning, social interactions, and
cognitive tools. The authors explain the features of a project-based learning environment
and gives examples of lessons and tools for teachers that correspond with the feature
presented. The research included in this writing shows with the support and methods of
PBL used by teachers, students demonstrate higher achievement on post test
assessments and students have higher motivation levels and maintain a positive attitude
while learning through project-based learning.

4. SOURCE #2:
This article is called “Narrowing the Achievement Gap in Second-Grade Social Studies
and Content Area Literacy: The Promise of a Project-Based Approach.” It is a study that
addresses “How can second-grade students from low-SES schools attain the same levels
of achievement as students from high-SES schools on standards-based social studies and
content area literacy assessments?” (Halvorsen, Duke, Brugar, Block, Strachan, Berka, &
Brown, 2014). What their study showed is that when compared, the achievements of
students from a low SES school were no lower than that of students from a high SES
school when a project-based learning curriculum was involved. Thus, proving their
theory that there was no achievement gap on standard based assessments between the
low and high level SES students. Halvorsen, Duke, Brugar, Block, Strachan, Berka, &
Brown say “our study confirms the promise of project-based approaches in neglected
domains with a disadvantaged population.” It also confirmed research that “this kind of
teaching can foster higher engagement and yield academic gains” (Halvorsen, Duke,
Brugar, Block, Strachan, Berka, & Brown, 2014).

5. SOURCE #3:
In the article “Project-Based Learning Research Review,” the author discusses and makes
sense of the immense amount of research and information about project-based learning. This
article shares the writers insights and offers an additional four articles to round out the
information presented. Vega shares that “project-based teaching methods engage students in
creating, questioning, and revising knowledge, while developing their skills in critical thinking,
collaboration, communication, reasoning, synthesis, and resilience” (Vega, 2015). This article
also addresses four crucial elements to project-based learning achievement and a brief
description of how they should be applied in the classroom. PBL begins with a realistic
problem or project, involves structured group work, includes multi-faceted assessments, and
requires participation in a professional learning network. According to Vega, “studies have
proven that when implemented well, project-based learning (PBL) can increase retention of
content and improve students' attitudes towards learning, among other benefits” (Vega,
2015).

6. SOURCE ANALYSIS
COMPARISONS
All three of my sources…
• Encourage the use of project-based
learning in the classroom.
• Affirm the teacher as the facilitator.
• State the benefits of PBL.
• Express the successful outcomes of PBL.
• Agree that PBL starts with a “driving
question.”
CONTRASTS
• Source #1 is an article that focuses on
project-based science and includes helpful
lesson guides for teachers/ educators.
• Source #2 is based on a design experiment
that studies how students from a low SES
school can attain the same levels of
achievement as a school of high SES.
• Source #3 is a research review article that
describes the main topics of PBL.

7. CONNECTIONS
VEGA STATES THAT PROJECT-BASED LEARNING STRATEGIES “ENGAGE STUDE NTS IN CREATING,
QUESTIONING, AND REVISING KNOWLEDGE, WHILE DEVELOPING THEIR SKIL LS IN CRITICAL THINKING,
COLL ABORATION, COMMUNICATION, REASONING, SYNTHESIS, AND RESILIEN CE” (VEGA , 2015).
• Based on the early Constructivist Theory of John Dewey
• Includes scaffolding which directly relates to Vygotsky's Zone of Proximal
Development (ZPD)
• Involves Collaboration with peers and others
• Entails Student Assessment
• Utilizes technology and cognitive tools such as graphs
• Offers motivation for learning
• Requires an effective teacher

8. CONCLUSIONSTHERE IS CONSIDERABLE EVIDENCE THAT PROJECT-BASED
LEARNING PROMOTES STUDENT ACHIEVEMENT.
• According to Vega’s research, “PBL increases long-term retention of content, helps students perform as well
as or better than traditional learners in high-stakes tests, improves problem-solving and collaboration skills,
and improves students' attitudes towards learning. PBL can also provide an effective model for whole-school
reform” (Vega, 2015).
• Halvorsen, Duke, Brugar, Block, Strachan, Berka, and Brown suggest “research on the impact of project-
based approaches on both achievement and affective dimensions such as attitude, engagement, and
motivation is quite positive overall. Benefits have been noted for many groups of students, including
students with learning disabilities or other learning difficulties” (Halvorsen, Duke, Brugar, Block, Strachan,
Berka, & Brown, 2014).
• Halvorsen, Duke, Brugar, Block, Strachan, Berka, and Brown say “Our research confirms and extends the
literature on project-based approaches. Pre- to post-test gains in social studies and content area literacy
achievement, and a statistically non-significant difference between low- and high-SES classrooms at year’s
end, adds to the literature suggesting the promise of project-based approaches on student learning across
various subjects and grade” (Halvorsen, Duke, Brugar, Block, Strachan, Berka, & Brown, 2014).
• According to Krajcik and Blumenfeld, “research has demonstrated that students in project-based learning
classrooms get higher scores than students in traditional classrooms” (Krajcik & Blumenfeld, 2006).

9. C OMMUNI CATI ON
WI T H F A MI LI ES
“We use the project-based approach
to learning in our classroom. What this
means is that I will guide your child
and his group of peers to identify,
explore, and create an answer to a real
world problem through out the next
few weeks. This challenges them and
requires them to use their problem
solving skills. They learn by doing and
participate in hands on learning. This
type of strategy requires them to think
outside the box as well. Project-based
learning is an alternate approach to
the traditional methods of teaching.
Rather than standard tests or
producing a tangible product, we
assess your child’s learning as he goes
on this journey with his peers. Do you
have any questions? Would you like to
see an example?”

10. REFERENCES
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning (pp. 317-34). na.
Vega, V. (2015, December 1). Project-Based Learning Research Review. Retrieved from
http://www.edutopia.org/pbl-research-learning-outcomes
Halvorsen, A., Duke, N. K., Brugar, K. A., Block, M. K., Strachan, S. L., Berka, M. B., & Brown,
J. M. (2012). Narrowing the achievement gap in second-grade social studies and
content area literacy: The promise of a project-based approach. Theory and
Research in Social Education, 40, 198-229 Retrieved from
https://education.msu.edu/epc/library/papers/WP26.asp

11. Retrieved from https://msellieb.wordpress.com/2013/05/04/doing-projects-vs-project-based-learning/
Example of the Process of
Project-based Learning

12. EXAMPLE OF UTILIZING A PROJECT
BASED LEARNING STRUCTURE MODEL
Learning web retrieved from http://teach.oetc.org/oregon/multimedia/project-based-learning-web