2. Introduction
Higher percentage of comprehension if students utilize active learning
(Trego, 2011):
- 70% likely to remember what they say or write.
- 90% like to remember what they do.
Both PBLs include the following:
- Revolve around students solving problems (DeGraaf & Kolmos,
2007).
- Engage in authentic, real-world tasks.
- Learning is student-centered: Teachers are facilitators.
- Students work together, utilize information from multiple sources,
and demonstrate their knowledge at the end (Landry, 2016).
3. One Lesson, Two Models
Before reading Fahrenheit 451, students need to understand the role technology
plays in the story and how the advancement of technology can have both negative
and positive effects.
This lesson is presented two different ways- using the problem-based model and the
project-based model.
Learning Objectives: Students will be able to
- demonstrate their understanding of the problem using different writing
techniques.
- utilize evidence citations correctly in their writing with information from
various sources.
- decide on the central theme of their final product, whether the
advancement of technology will positively or negatively affect the future.
4. Problem-Based Learning Model
According to Landry (2016)-
- Students solve real world and complex
problems created by the teacher .
- Problems do not have a “right” answer.
- Students are active learners and use inquiry
to arrive at a conclusion, based on their research.
5. Fahrenheit 451: Problem-Based
Model
Scenario: You have been asked by Wired Magazine to
write an editorial piece and present it on the following
questions: Has the advancement of technology from the
1950’s to today positively or negatively affected life, and
how will it affect the future?
6. Fahrenheit 451: Problem-
Based Model: Steps/Process
Individual: Students will research information about what technology was like in
the 1950’s, what it’s like now, and what it will possibly be in the future.
- TED Talks
- Magazine articles- ex: Wired Magazine & Popular Science
- Newspaper articles- ex: New York Times
Group: Discuss their findings with group and come to a consensus as to whether
they believe technology advancement will negatively or positively affect today and
the future.
Group: Students will decide on the roles they will assume and divide the work and
responsibilities. If students do not know how to function within groups, the work will
suffer (Ngeow & Kong, 2001).
7. Fahrenheit 451: Problem-
Based Model
Individual: Research based on their group responsibility, examples:
- Macarthyism and blacklisting
- Invention of the television
-9/11 and the Patriot Act & NSA surveillance
- 3D printing
- Drones
- Very important people (VIP) in technology- Elon Musk, Steve Jobs,
Bill Gates
Group: Students will present the information they found, peer teach,
evaluate the findings, and outline the presentation and editorial.
8. Fahrenheit 451: Problem-
Based Model
Group: Depending on their role and responsibilities, group members will
work together on writing the editorial piece and creating the presentation.
Presentation: Groups will present their final products and will evaluate
each other based on the rubric. Students will also reflect on their own
learning.
According to Ngeow & Kong (2001), students should not only reflect on
content but also on the learning process.
9. Project-Based Learning Model
According to Landry (2016)-
- Begins with the end product in mind.
- Teaches curriculum concepts through development of the project.
- Success on the effort is determined on the specific content
knowledge and skills acquired.
10. Fahrenheit 451: Project-Based
Model
Project/End Product: Students will create an online magazine using
Joomag.com that includes different types of writing:
Informative Writing: Profile on a VIP in technology today.
Informative Writing: New technology being developed
Explanatory Writing: Compare/Contrast technology in the
1950’s to technology today
Argumentative Writing: Will technology advancement
positively or negatively affect the future?
Students will have to create the different writing pieces, decide on the
layout, peer edit/revise, and publish their final product.
11. Fahrenheit 451: Project-Based
Model
Instruction: Using scaffolding, I will instruct students on the different writing methods they need to
showcase and offer organizers to aid them. This is important to fill gap in knowledge and skill and
makes the tasks manageable and achievable (Bell, 2010).
Group: Students will discuss with their group the central theme of their magazine, either for or
against the advancement of technology and divide tasks between them.
Individual: Depending on their task, students will develop questions that will guide their individual
research, examples:
- Profile: How does Stephen Hawking feel about how technology is advancing and does
he believe there will be any negative affects?
- New Technology: Does this new technology benefit everyone or just a small group of
people?
- Compare/Contrast: Has technology changed since the 1950’s or are there just different
ways to use the old technology?
- Argumentative: What evidence would the opposition give to support their side of
the argument?
12. Fahrenheit 451: Project-Based
Model
Individual: After researching their questions, students will create their
draft of their writing piece.
Group: Students will discuss their findings and peer edit.
Group: Students will create the layout of their magazine, decide on the
cover, and then publish their final product using the web 2.0 tool:
joomag.com
Assessment: Students will be assessed based on their work
throughout the project, their process, and their final product. Students
will also self reflect on what they learned and how they actively
engaged in their learning (Bell, 2010).
13. Conclusion
Similarities do exist amongst Problem-based learning and Project-based learning (including their initials):
- Based on inquiry
- Student-centered
- Real-world connections
- Final product needs to be produced
However, the differences between the two are most important:
- Project-based learning begins with the end product in mind.
- Problem-based learning centers on a teacher created scenario and/or question.
- Project-based learning is focused on students learning responsibility, independence, and
discipline (Bell, 2010).
- Problem-based learning more about the group effort than the individual.
In the end, both are ways for students to engage in active learning that will benefit them in the future.
14. References
Bell, S. (2010). Project-based learning for the 21st century: Skills for the
future. The Clearing House, 83(2), 39-43.
De Graaff, E., & Kolmos, A. (2007). History of problem-based and project-
based learning. Management of change: Implementation of problem-based
and project-based learning in engineering, 1-8.
Landry, S. (2015). Introduction to the PBLs. Retrieved
from https://ace.instructure.com/courses/1334069/files/66031253/download
Ngeow, K., & Kong, Y. S. (2001). Learning To Learn: Preparing Teachers
and Students for Problem-Based Learning. ERIC Digest.
Trego, M. (2011). What is active learning? Retrieved
from https://youtu.be/UsDI6hDx5uI
