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 an authentic,
engaging, and complex question, problem, or
challenge.
Project Based Learning
4. ● Students work on a project that engages them in
solving a real-world problem or answering a
complex question
● They demonstrate their knowledge and skills by
creating a product or presentation for an audience
● As a result, students develop deep content
knowledge as well as critical thinking,
collaboration, creativity, and communication skills.
5. Essential Project Design Elements
A Challenging Problem or Question
● The project is framed by a meaningful
problem to be solved or a question to
answer, at the appropriate level of challenge
6. Sustained Inquiry
● Students engage in a rigorous, extended
process of posing questions, finding
resources, and applying information
7. Authenticity
● Students are doing work that is real to
them.
● It is authentic to their lives and the work
has a direct impact on or use in the real
world.
8. Student Voice & Choice
● Students make some decisions about
the project, including how they work
and what they create, and express their
own ideas in their own voice.
9. Reflection
● Students and teachers reflect on the
learning, the effectiveness of their inquiry
and project activities, the quality of student
work, and obstacles that arise, and
strategies for overcoming them.
10. Critique & Revision
● Students give, receive, and apply
feedback to improve their processes
and products.
11. Product
● Students make their project work public
by sharing it with and explaining or
presenting it to people beyond the
classroom.
13. Assessment of Students’ Skills
• Teachers are able to assess students’ capabilities
to observe, survey, and investigate, then allocate
the projects determining the activities and events
based on their interest.
• Teachers can directly assess the development of
these skills among their students when they
perform activities of the project work.
14.
15. Role of a teacher in PBL
Pre-Project During-Project
Post-Project
16. • What do you want your students
to learn in alignment with
curriculum standards?
• What project will accomplish
this goal?
• What 21st century skills will be
integrated into this project?
Questions to ask before starting a
class project….
17. Pre-Project Stage
Teacher play the role of a knower
• Help students select a topic
• Help students generate ideas through
brainstorming/mind-mapping
• Guide students to formulate their project
objectives
18. During-Project Stage
Teachers play the role of a facilitator or a co-learner
• Help students gather ideas, define objectives, draw up
the schedule, and provide input for language skills
• Intervene if students’ direction is not practical
• Offer suggestions to solve problems
• Respond to requests from students
19. 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.
20.
21. Post-Project Stage
Teacher play the role of a commentator and appraiser
Debriefing
- Centre on what students learned during the project
- Share the reflection
- Provide a balanced picture of strengths and
weaknesses
- Offer suggestions for improvement
22. PBL Grade 6
Example….
• Students collect data about the use of plastic bags at their home
/community and find the strategies to ban plastic bags
PBL Grade 7
Example….
• Designing strategies for developing projects for government
school students
PBL Grade 8
• Green Chemistry(Sample report attached in the email)
Example….
23. This is what makes PBL constructivist
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 self-
regulated in their learning
• 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.
24. 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
25. The formula for Project-based learning
C = Challenge
P = Plan
C = Collection-data or resources
P = Process and Produce
P = Present
