A teaching approach used for problem-solving skills, and collaborative learning skills which leads towards self-directed learning

1. Project Based Learning
By
Dr. Sajjad Hussain
Center for Education & Staff Training
University of Swat
sajjadhussain@uswat.edu.pk
US-Pakistan University Partnerships Grants
Program 2020-23

2. What are your expected
learning outcomes?

3. Positioning
Teaching
Methodology
Basically, there are three major
approaches in teaching,
Pedagogy, andragogy, and
heutagogy where a teacher is
supposed to follow an
approached suitable for a
selected situation, audiences, and
contents to be taught /share
/orient.

5. Teaching
at
University
Level
What do you believe?
Pedagogy
Andragogy
Heutagogy

6. Project Based Learning

7. Definition
Project-based learning (also known as PBL) is a teaching strategy
that focuses on real-world problems and challenges using
problem-solving, decision-making and investigative skills
(Thomas).

8. Characteristics of project-based
learning
The presence of a driving question
The presence of a task, a process, a product and a reflection.
Students learning through investigation of defined goals supporting
knowledge building.
Student-centered projects with teacher facilitation, and guidance.
Authenticity through projects that have significance to the student.

9. PBL is important because, it...
Deeper engagement
and interaction with
learning content
Encouragement of
higher order thinking
and problem-solving
skills
Development of peer
and professional
networks
Engagement with
potential employers
and career mentors
Fostering of 21st
century skills like
collaboration and
communication
Enhanced autonomy
and agency in
learning
A sense of mastery
and self-efficacy
Gaining valuable
career insights.

10. How to design
project Based
learning in
classroom?

11. Key Elements of PBL
Start with the
essential question
Design a plan for
the project
Create a schedule
Monitor the
students and the
progress of project
Assess the
outcomes
Evaluate the
experiences

12. Start with
a question
Use a real-world topic and
devise a question that
poses a real-life situation or
problem that students can
tackle.
e.g. Why were our
educational policies not
properly implemented?

13. Design a
plan for the
project
Recognize
recognize what materials and
resources are available to
support students.
Select
select activities that support the
question and utilize the
curriculum;
Engage
Engage students in decision
making so that they have a sense
of ownership from the outset;

14. Create a
Schedule
Design a timeline for
project components.
This will have some
flexibility but is
important to keep
students on track.

15. Monitor the
students
and the
progress of
the project
Facilitate the process of the
project,
Encourage collaboration and
Keep the project on track and
Maintaining students’ sense of
ownership and authenticity.
Use rubrics to help guide the
project.

16. Assess the
outcome
Assessment can provide
diagnostic feedback for
educators and students and
evaluate the progress of the
project.
Wherever possible, allow
students the opportunity to
conduct self-assessment.

17. Evaluate the
experience
Educators and students will benefit from
reflecting upon the experience both during
and after the project through:
Journaling ,
Group reflection
Discussion
Presentations

18. Conclusion
PBL embraces the principles of good
learning and teaching. It is student-
directed (which encourages self-
sufficiency and is a preparation for life-
long learning) and promotes active and
deep learning.

19. Reference
• Boss, S., & Krauss, J. (2022). Reinventing project-based
learning: Your field guide to real-world projects in the digital
age. International Society for Technology in Education.
• Edutopia. (2007). Why Is Project-Based Learning Important?
Edutopia. Letöltés dátuma: 2022. 11. 08., forrás:
https://www.edutopia.org/project-based-learning-guide-
importance
• Halupa, C. M. (2015). Pedagogy, andragogy, and heutagogy.
In Transformative curriculum design in health sciences
education (pp. 143-158). IGI Global.
• Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-
based learning: A review of the literature. Improving
schools, 19(3), 267-277.
• Monts, B. (2000). Andragogy or pedagogy: A discussion of
instructional methodology for adult learners. Unpublished
paper, Illinois State University.
• Thomas, J. W. (1998). Project based learning
overview. Novato, CA: Buck Institute for Education, 3.