1. Project-based learning involves students shaping projects to fit their interests, conducting research from multiple sources, and presenting their results. 2. It requires critical thinking, collaboration, and communication across disciplines over an extended period of time. 3. Effective project-based learning starts with a real-world problem or question, allows active student investigation using various representation methods, and involves collaboration within a learning community.

1. UNIVERSIDAD PEDAGÓGICA EXPERIMENTAL LIBERTADOR
INSTITUTO PEDAGÓGICO DE CARACAS
DEPARTAMENTO DE IDIOMAS MODERNOS
PROGRAMA DE INGLÉS
CÁTEDRA DE LINGUISTICA
DIDÁCTICA DEL INGLÉS
Professor:
Nahir Aparicio
Participant:
Pérez, Veruska
Caracas, November 2011

3. Some important characteristics of project-based learning, according
to the International Society for Technology in Education (ISTE):
Students collect and
Students can shape the Students conduct
analyze information,
project to fit their own research using multiple
make discoveries, and
interests and abilities. sources of information.
report their results.
Students must draw on The project extends
The project cuts across
a broad range of over a significant period
a number of disciplines.
knowledge and skills. of time.
The project involves the
design and development
The context for the The instruction and
of a product,
subject matter is larger facilitation is guided by
presentation, or
than the immediate a broad range of
performance that can
lesson. teaching goals.
be used or viewed by
others.

4. PBL involves:
Critical thinking Collaboration Communication

5. Features that facilitate use of project-based instruction in K-12 classrooms:
1. A "driving question" that is anchored in a real-world problem and ideally
uses multiple content areas.
2. Opportunities for students to make active investigations that enable them
to learn concepts, apply information, and represent their knowledge in a
variety of ways.
3. Collaboration among students, teachers, and others in the community so
that knowledge can be shared and distributed between the members of the
"learning community“.
4. The use of cognitive tools in learning environments that support students in
the representation of their ideas: cognitive tools such as computer-based
laboratories, hypermedia, graphing applications, and telecommunications
(Blumenfeld et al., 1991).

6. Why and how use PBL?

7. Instructional Sequence in PBL
Next is After
the sustained
creation study stud
of ents break
The cooperativ into
It
problem This leads e teams Jigsaw
culminate
generatio directly (in which groups,
s with a
n consists into the individual which
consequen
of proble project- expertise provide a
tial task in
m posing, based will be forum for
which
problem portion of acquired the
students'
definition, the as groups distributio
thinking is
and instruction begin to n of
made both
problem al solve the individual
visible and
categoriza sequence problems expertise
public
tion posed and to that of
categorize other
d in the students
preceding in the
section. class.