This document discusses project-based learning (PBL) and its benefits for language learners. PBL involves students investigating and responding to a complex question or problem over an extended period. It has several defining features, including authentic content and assessment, and teacher facilitation rather than direction. PBL aligns well with competency-based, task-based, and learner-centered language instruction. Studies show PBL improves learner engagement, performance, and retention of content. It also promotes assessment for learning, cross-pollination of ideas and skills, and closing of achievement gaps. The document provides steps for planning a PBL module, including identifying a theme and topic, setting goals, scheduling, embedding assessment, facilitating tasks,

1. Igniting Learner Potential
Through Project-Based
Learning Modules
BY SHAFAQUE MULLA, TOSCON15

2. What is project-based learning?

3. Project-based learning is a teaching method in
which students gain knowledge and skills by
working for an extended period of time to
investigate and respond to a complex question,
problem or challenge.
WWW.BIE.ORG

4. Criteria
 1) Centrality
 2) Driving Question
 3) Constructive Investigations
 4) Autonomy
 5) Realism
‘A Review of Research on Project-Based Learning’ by John W. Thomas
www.newtechnetwork.org

5. Defining Features of PBL
 Authentic Content
 Authentic Assessment
 Teacher Facilitation but not Direction
 Explicit Educational Goals
(Moursand 1999)

6. How does PBL fit in with CLB-based
instruction?

7. The CLB Standard: Guiding Principles
Competency-Based
Task-Based
Learner-Centred
Community, Study, Work-Related Tasks

8. How do project-based learning
modules ignite learner potential?

9. Learner Engagement
In PBL classrooms, students demonstrate improved
attitudes toward learning. They exhibit more
engagement, are more self-reliant, and have better
attendance than in more traditional settings.
(Thomas, 2000; Walker & Leary, 2009)

10. Learner Performance
Students learning through PBL retain content longer and have
a deeper understanding of what they are learning.
(Penuel & Means, 2000; Stepien, Gallagher & Workman, 1993)
Students demonstrate better problem-solving skills in PBL than in
more traditional classes and are able to apply what they learn
to real-life situations.
(Finkelstein et al., 2010)

11. Assessment and Feedback
Assessment that is explicitly designed to promote learning
is the single most powerful tool we have for both raising
standards and empowering lifelong learners.
Assessment Reform Group, Assessment for Learning: Beyond the Black Box
(1999)

12. Cross-Pollination of Ideas and Skills
PBL shows promise as a strategy for closing the
achievement gap by engaging lower-achieving students.
(Boaler, 2002; Penuel & Means, 2000)

13. Planning a PBL Module
 Step 1 – Identifying a Theme and a Topic
 Step 2 – Setting Real World Task (RWT) Goals
 Step 3 – Creating a Schedule and Monitoring Progress
 Step 4 – Embedding Formative Assessment and Feedback
 Step 5 – Facilitating Task Performance
 Step 6 – Promoting Learning Reflection

14. Identifying a Theme and a Topic

15. Setting Real World Task (RWT) Goals

16. Creating a Schedule and Monitoring
Progress

17. Embedding Formative Assessment
and Feedback

18. Facilitating Task Performance

19. Promoting Learning Reflection

20. Black History Month
CLB 6 - 7 : Prezi Presentations
1) Early History of Black Canadians
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2) Black Canadians - Historical Figures
http://prezi.com/0bi8ydsb8zih/?utm_campaign=share&utm_medium=copy&rc=ex0share
3) Contemporary Heroes
http://prezi.com/e6foscf3lmc1/?utm_campaign=share&utm_medium=copy&rc=ex0share

21. CLB 5 : Poster Presentations