This document discusses project-based learning (PBL). It defines PBL as a comprehensive, deep learning approach where students investigate authentic problems. PBL involves students working to solve problems, often in groups, and results in an end product. It is student-centered with teachers taking an advisory role. PBL is organized around open-ended challenges, requires skills like critical thinking and collaboration, allows some student choice, and results in a public presentation. It emphasizes long-term, interdisciplinary work and differs from traditional learning by having students manage their own work and time. PBL relies on student groups determining their own projects. Benefits include improved motivation, satisfaction, and development of integrated understanding when applying principles to real-life problems

1. PROJECT-BASED LEARNING (PBL)
BY
Wirda Yani
Sem VI Unit 1 PBI
MK : Method of Learning Teaching

2. PROJECT-BASED LEARNING (PBL)
PBL is a comprehensive, deep learning approach to
classroom teaching and learning that engages
students in the investigation of authentic problems,
put forward an important definition of PBL:
1.It involves the solution of a problem, though not
necessary set by the student himself/herself;
2.It involves initiative by the student or group of
students, and necessitates a variety of educational
activities;
3.It usually results in an end product (e.g.,
report,computer programme, a model);
4.It often goes on for a considerable period of time;
5.Teaching staffs assume advisory roles instead of
authoritarian.

3. Elements of PBL
Comprehensive Project-based Learning:
1.is organized around an open-ended driving question
or challenge.
2.creates a need to know essential content and skills.
3.requires inquiry to learn and/or create something
new.
4.requires critical thinking, problem solving,
collaboration, and various forms of communication,
often known as "21st Century Skills."
5.allows some degree of student voice and choice.
6.incorporates feedback and revision.
7.results in a publicly presented product or
performance

4. Structure of PBL
Project-based learning emphasizes
learning activities that are long-term,
interdisciplinary and student-centered.
Unlike traditional, teacher-led classroom
activities, students often must organize their
own work and manage their own time in a
project-based class. Project-based
instruction differs from traditional inquiry by
its emphasis on students' collaborative or
individual artifact construction to represent
what is being learned

5. Roles
PBL relies on learning groups. Student
groups determine their projects, in so doing,
they engage student voice by encouraging
students to take full responsibility for their
learning. This is what makes PBL
constructivist. Students work together to
accomplish specific goals.

6. Benefit and challenges of PBL
There are various benefits associated with PBL
approach. With real-life applications of principles
learnt from the course, PBL improves students’
motivation and gives students a sense of satisfaction.
Krajcik et al. (1999) note four benefits of PBL:
students develop integrated understanding of
materials; students learn to collaborate with each
other in solving problems; it promotes independent
learning as students assume greater responsibility in
their learning; and as PBL involves various types of
tasks, it satisfies different learning needs of students.

7. Outcomes
Ultimately it is cognitive activity that determines the
success of a lesson. If the project does not remain on
task and content driven the student will not be
successful in learning the material. The lesson will be
ineffective. A source of difficulty for teachers includes,
"Keeping these complex projects on track while
attending to students' individual learning needs
requires artful teaching, as well as industrial-strength
project management." Like any approach, Project
Based Learning is only beneficial when applied
successfully.

8. Conclusions
PBL is a teaching approach that has significant potential
to transform teaching from a dull and mundane process of
passive learning to one where students actively engage
with the material, resulting in deeper learning and
significant other outcomes. The use of PBL is re-emerging
as a teaching approach as universities strive to incorporate
experiential learning into a broader range of university
programs. Evidently, the experience of the introduction of
PBL to an introductory propertycourse at UniSA has
resulting in many positive outcomes for students and staff;
however, there remain to be challenges that we have to
address to make it a successful teaching approach.

9. Thanks You for attention