This document discusses project-based learning (PBL), describing it as an instructional approach where students work in teams on real-world problems and create presentations to share what they've learned. The benefits of PBL for students include deeper subject knowledge, increased self-direction and motivation, and improved research and problem-solving skills. As a teacher's role shifts to that of a coach and facilitator in PBL, they must help students design projects aligned to standards and allow for varied assessments.

1. Project BasedProject Based
LearningLearning
Project BasedProject Based
LearningLearning
Mr. Ashish Kumar ChaurdiaMr. Ashish Kumar Chaurdia
(Jain)(Jain)
MCA, M.Phil. (CS), B.Ed.MCA, M.Phil. (CS), B.Ed.

2. There are following eight phases in
every Software (project) development
life cycle model:
• Information gathering / Preliminary Investigation.
• Feasibility study
• Analysis
• Designing (Input, Output, Form Designing etc).
• Coding.
• Testing & Debugging.
• Implementation
• Maintenance.

3. What is Project ?
I. An individual or collaborative
enterprise that is carefully planned
to achieve a particular aim
II A planned piece of work that has a
specific purpose (such as to find
information or to make something
new) and that usually requires a
lot of time

4. Evaluation Criteria For Projects
1 Relevance to the topic
2 User Friendly
3 Role of Group members
4 Role of Group Leaders
5 Punctuality
6 Creativity
7 Useful for the society
8 Technology Used
•

5. 8 Project documentation
A Algorithm
B Flowchart
C DFD
D Process Chart
E Input-Output Form Designing
9 Cost Benefit Analysis
10 Handling of Errors
11 Overall Presentation

6. PBL
• In project-based learning, students work in
teams to explore real-world problems and
create presentations to share what they
have learned. Compared with learning
solely from textbooks, this approach has
many benefits for students, including:
• Deeper knowledge of subject
matter;
• Increased self-direction and
motivation;
• Improved research and problem-
solving skills.

7. Your Role
•Your role becomes one of
coach and facilitator,
helping students shape the
project so that it meets
content standards and
allows for a variety of
assessments.

8. Are you a Leader or a
Manager?
• Leaders facilitate problem solving
in a group and help the group find
their own solutions. Managers
control the process and look for
prescribed outcomes.
• In reality, good teachers go back
and forward between the two roles.
But if you are uncertain to release
control over your students, you
may want to avoid projects or start
small until you feel comfortable and
skilled in project leadership.

9. Your Job as a Leader
• As a leader, your job is to help each student
produce a superior product by facilitating
learning. As students gather data and progress
in their problem solving, they will encounter
obstacles and opportunities.
• At the heart of successful PBL is your ability to
support and direct students. This requires
interpersonal and communication skills, as well
as the ability to define the agenda for the class
and push a project through to a successful
conclusion.
• It also includes being sensitive to the fact that
students finish work at different rates, with
different abilities, aptitudes, and learning styles.

10. Here are some guidelines and criteria for evaluating the
effectiveness of problem- and project-based learning in
your classroom.
• Allows for a variety of learning styles
• "Real" world oriented - learning has value
beyond the demonstrated competence of
the learner
• Encourages the use of higher order
thinking skills and learning concepts as
well as basic facts
• Utilizes hands-on approaches
• Provides for in-depth understanding
• Accessible for all learners
• Utilizes various modes of communication

11. • Assessment is congruent with instruction, i.e. performance-
based
• Students are responsible for their own learning
• Students have ownership of their learning within the curriculum
• Projects promote meaningful learning, connecting new learning
to students' past performances
• Learning utilizes real time data - investigating data and
drawing conclusions
• The learning process is valued as well as the learning project
• Learning cuts across curricular areas - multidisciplinary in
nature
• Teacher is a facilitator of learning
• Student self-assessment of learning is encouraged

12. What About the Special
Needs Student?
• A question often asked by teachers in low-
performing schools is: can Project Based
Learning work in my school? It can.
• For students with basic skills issues, it may be
necessary to include more direct instruction
during a project, design shorter projects, or tie
projects closely to fewer and more specific
standards. But PBL offers all students the
opportunity to investigate authentic topics of
interest to them, thus engaging them in the
learning process in ways that traditional
instruction does not.

13. Summary
• Project-based learning, where the
end product drives the planning,
production, and evaluation process.
• Inquiry and research (rather than
the end product) is the primary
focus of the learning process,
describes problem-based learning.