Project based learning involves engaging students in authentic projects to solve problems and answer questions mirroring real world work, while project based activities only involve applying already learned skills without difficulty. Project based learning develops skills like critical thinking, collaboration, and communication as students take responsibility for their self-directed learning, with teachers acting as facilitators rather than instructors. Examples of math-based project based learning include statistical analysis projects and workplace simulation projects.

1. Project Based Learning

2. Project Based Learning
vs.
Project Based Activities
• Is there a difference between the two?
YES NO

3. Answer
Yes, there is actually a difference between project
based learning and project based activities.

4. Project Based Learning
Project Based Learning is an instructional approach built upon
authentic learning activities that engage student interest and
motivation. These activities are designed to answer a question
or solve a problem and generally reflect the types of learning
and work people do in the everyday world outside the
classroom.
http://pbl-online.org/About/whatisPBL.htm

5. Project Based Activity
If the central activities of the project represent no difficulty to
the student or can be carried out with the application of
already-learned information or skills, the project is an exercise
or activity not PBL
http://www.ri.net/middletown/mef/linksresources/documents/researchreviewPBL_070226.pdf

6. Project Based Learning~Explained
http://www.youtube.com/watch?v=LMCZvGesRz8

7. Design Principle for PBL
khoaanh.net

8. PBL Methods
The methods used in PBL and the specific skills developed,
including
• the ability to think critically,
• analyze and solve complex, real-world problems,
• to find, evaluate, and use appropriate learning resources;
• to work cooperatively,
• to demonstrate effective communication skills, and
• to use content knowledge and intellectual skills to become
continual learners.
• Students must have the responsibility for their own learning
•

9. This is what makes PBL
constructavist
The characteristics of PBL identify clearly
• the role of the tutor as a facilitator of learning
• the responsibilities of the learners to be self-directed and
selfregulated in their learning, and
• the essential elements in the design of ill-structured
instructional problems as the driving force for inquiry.
The challenge for many instructors when they adopt a PBL
approach is to make the transition from teacher as knowledge
provider to tutor as manager and facilitator of learning and
encouraging students to take full responsibility for their
learning.

10. Reasons to Use Project -Based Learning
Research shows that students often cannot transfer their
mathematical knowledge to situations outside the
classroom. Projects engage students in applications of
mathematics, which may help them to transfer their
mathematical skills to other disciplines and to real-world
problems. Using significant problems often increases
student motivation, in turn promoting learning.
http://www.glencoe.com/sec/teachingtoday/subject/project_based.phtml

11. Examples of Project-Based Learning in Math
• There is a wide variety of the type of project that teachers
use in math class projects. Some teachers present a
scenario for the project and have students take the role of a
person in the workplace. Here are some examples of
projects.
• In a middle school or consumer mathematics class, students
take the role of a state official preparing a statistical report
on the state, choosing a topic such as education. The end
product can be a presentation with graphs and written
descriptions of significant findings. Consider collaborating
with a language arts or social studies teacher for this
project.

12. Getting Started
• Start small. Begin with a project lasting only a few class
periods.
• Define the project and the objectives carefully and clearly.
Have the objectives align with both process and content
standards for your school or state.
• Give students a timeline so that they know exactly what is
expected and when the project is due. Insist on progress
reports, assigning points for the reports.
• Look for projects that are already written. Check newer
textbooks, ancillary materials, or the Internet.
• Design your assessment plan in advance. Share the rubric
you will use with the students before they begin the project.
If possible, show students samples of what you expect,
including project documentation and the end product itself.
• Consider teaming-up with teachers in other subject areas.

13. Intervention and Facilitation
• If students need a particular skill for the project, such as
graphing data, teach mini-lessons along the way.
• Have appropriate resources for the students: Web sites,
books, people available to answer questions, computer
software, including various programs for helping students
present their project.
• Give students class time to complete some of the steps
necessary, such as brainstorming, writing an outline,
drafting a report, and having others edit and revise the
report. Be sure to provide specific feedback regarding their
ideas and plans to execute the project prior to their
beginning.
http://www.glencoe.com/sec/teachingtoday/subject/project_based.phtml

14. Resources
http://pbl-online.org/About/whatisPBL.htm
http://www.ri.net/middletown/mef/linksresources/documents/researchreviewPBL_070226.pdf
http://www.youtube.com/watch?v=LMCZvGesRz8
khoaanh.net
http://www.glencoe.com/sec/teachingtoday/subject/project_based.phtml