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In this video, the teacher discusses the challenge in adopting the BPL:1. She finds it hard for some educators to accept not controlling  students learnings & behaviors like what they were taught in the past & this is against the concept of empowering students in the 21st century education 2. She discusses the challenges of making parents accept & understand the concept of PBL. As traditional parents, they still believe that the only project or assignment that will help their children grow mentally will be the traditional assignments & homework they have seen in their whole life

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In this interview with Ginger Lewman, the lead teachers and director of Turning Point Learning Center in Emporia Kansas, we hear about some of the challenges and opportunities of teaching with a PBL approach.

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Unique approach for PBL was invented by Canadian school, they have integrated learning English, History & Technology in one PBL! Students have a lot of time to learn things in depth, apply it & get constructive feedback that encourages more critical thinking thoughts & ideas

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3 teachers talk about how they restructured their day to incorporate project based learning

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Fishman-Johnson, E. (2009). Project-Based learning with multimedia: A Roadmap for Educators. In I. Gibson et al. (Eds.),Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 2523-2527). Chesapeake, VA: AACE.

This paper designed a road map for instructors if they decided to integrate project-based learning into their curricula. The paper draw step by step process to help instructors to success in executing multimedia project, it uses the film production process that starts with:

1.Pre-production stage to enable brainstorming ideas and planning for the later stages, at this stage the audience & used technology should be well thought out

2. Production stage for gathering the required media, at this stage

instructors need to test their abilities first in creating small piece of media before asking students to do so, in order to detect what they need to know before students asks them.

3.  Post-production stage to refine the collected & created media,

4. Clean up stage - Make backups and clean files off computer

The authors of this paper state that even though that multimedia project is a challenging task for instructors technical skills  & time consuming for both instructors & students, but it enhance their professional skills each time they apply the process in executing the projects. They also stated that the best way to success in multimedia PBL will be achieved with the good planning & designing for the project at its early stage

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Project - Based Learning at High Tech Hi

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Project - Based Learning at High Tech Hi

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This video shows real case study of PBL  implementation at High Tech Hi school through carpentering & automobile. The school combines

science, engineering & technology with art , design & conceptional work students can do in their PBL. The school aims to create social change agenda that bond students with their community through their PBL. The innovative design & atmosphere of the school building aims to give students a sense of being respected adult & as a result students act like responsible adults.

The school is founded on respect & that's what makes it unique, it helps students to integrate their outsides interests inside their PBL. High tech Hi school focuses on finding how their students learn best to enable

such circumstances. Loved it!

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Association for Learning Environments (A4LE)

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Project-Based Learning at High-Tech High

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Doherty, I. (2011). Project based educational technology professional development. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 1807-1812). Chesapeake, VA: AACE.

This is a quantitative research papers aims to understand how particular learning design affects the professional development of instructors in real world. This research is done in workshops in University of Auckland , it aims to evaluate learners experience of the workshop & evaluate whether learners achieved the assigned learning outcomes. PBL instructional process was used during the workshop to enhance deeper understanding of the web 2 tools & encourage collaborative learning. The results of the research was shocking to researchers when they found that they fail in achieving the workshop outcomes & with negative responses from learners. After investigation researchers found that they should have used authentic learning activities to engage & connect learners with their skills, knowledge & real world need. Moreover, the researchers found that learners are not putting what they have learned into practice in their teaching, the University reported that the complex design of the workshop didn't help participants or prepare them to implement what they have learned in their teaching methods

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Project based learning is an instructional method that aims to engage students in the learning process rather than observer, the process aims to help students get

the required knowledge & skills by working in projects to find solution for certain problem. The process encourages students critical thinking, self-confidence & responsibility over their learning progress

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Project-Based Learning in an Elementary Science Classroom

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Project-Based Learning in an Elementary Science Classroom

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At Rockledge Elementary school in Bowie, Maryland students use PBL to add their observations, scientific notes & research in the global journey north database. Students in this project  join thousands of kids across North America to track migration patterns of butterflies &

other species as part of this online project. PBL helped  Rockledge students in improving their reading, writing & research skills

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Project-Based Learning in an Elementary Science Classroom

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Measuring
the influence of active learning

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Measuring
the influence of active learning

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Garcia, J., Manzano, P., Perez, J. E., Rodriguez, F., & Alcover, C. M. 2010). Measuring the influence of active learning (CL and PBL) in students’ generic competences. In International Conference: Visions, challenges and strategies for problem based learning. Aalborg, Denmark.

This qualitative paper discuss the influence of active learning on improvement of students in two competences, “team work” and “planning and time management”. The researchers found that CL & PBL methodologies failed to achieve any improvement on students competency! The research team admit that these results contradict with all past studies & so they investigated the reasons that led to such data. They state that :

1. The university semester was too short to take these data for granted

2. The applications of these methodologies needed more time to impact the required competency & they stated that the required competencies needed more than these two methodologies, the study suggest that students needed specific pre- preparation on "study techniques" & "teamwork" before using them for active learning methodologies

3. The small number of participant in this study influenced the results

Conclusions: the Universidad Politécnica de Madrid decided to redo this research in the upcoming years, but using the lessons learned from this study to create more effective environments for PBL application

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PBL learning
communities in developmental education

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PBL learning
communities in developmental education

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Butler, A., & Christofili, M. (2014). Project-Based learning communities in developmental education: A Case study of lessons learned. Community College Journal of Research and Practice, 38(7), 638-650. doi: 10.1080/10668926.2012.710125

This research is  a case study of four terms of (PBL) in a pilot program meant to increase the academic success & retention of students in developmental education (DE) in Portland Community College. The study documents the journey from a pilot PBL model to the improved model used today. The study demonstrates the places PBL have failed & success  depending on achieving the assigned learning outcomes as a major parameter to measure. At each term, students had one PBL question they need to find it's answer in PBL environment, after each term the researcher were updating their strategy for the next term depending on the feedback & collected quantitative results. After term 4 the researchers concluded the best practices for integration PBL:

1. Projects goal should be SMART enough to enable students achievements not frustrations

2. Leave room for students creativity & don't assign or embed the conclusion for the project. Choosing project that is related to students interest & current studies will support students productivity

3. It's crucial to organize the work among team members & their responsibilities to make sure that each one is learning & adding something to the project

4. Students must be guided, but  not led. With clear deadlines they need to meet so they can manage their work & duties

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International perspectives on problem-based learning: Contexts,
cultures, challenges,

and
adaptations. 

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International perspectives on problem-based learning: Contexts,
cultures, challenges,

and
adaptations. 

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Hmelo-Silver, C. (2012). International perspectives on problem-based learning: Contexts, cultures, challenges, and adaptations. Interdisciplinary Journal of Problem-based

learning, 6(1). Available

at: http://dx.doi.org/10.7771/1541-5015.1310

This research was conducted in different countries & in different colleges, the aim is to integrate PBL & find the international perspective about the PBL concept & collect observations. The researcher found that integrating PBL had great impact on students' performance, it increased their learning efficiency & engaged them more. The major obstacles researchers faced while implementing PBL was:

1. International learners faced difficulty with the PBL structure & so they weren't able to meet the the demands of PBL without  scaffolding strategies.

2.  PBL was a challenging concept for students whose first language is not the same language as the instruction or with limited English proficiency & this drove some frustration to some learners. 3. Researcher found deficiency & constructing a schematic representation in the use of concept maps & so they used Bono's Six Thinking Hats model as a way to encourage brainstorming ideas.

Conclusion: 1.The researchers found it's crucial to adapt local contexts, whether that is cultural or disciplinary contexts to success in the PBL model.2. It's necessary to aid learners with scaffolding resources with the help of distributed technology (structuring the problem, providing worksheets, creating concept maps)

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In this video Tony describes his own method in developing his PBL. His process goes into three stages that uses educational technologies tool to effectively execute the

projects requirements:

1. Planning: he suggest using intro video or podcast or anchor activity to drive students attention & interests to initiate related questions. Mind & concept mapping apps are also great tools to brainstorm ideas & help in organizing them at the same time

2. Research: he suggests that students uses multiple taps to speed up the researching process, uses notes app like Evernote or Notes for example. Students can also uses podcast app or spread sheet or images taken by students camera to to cover the required information that answers the PBL questions

3. & presentation: he suggests getting images to create appealing slide presentation when students wants to present the filtered information, they can also create

comic or flip book & story book using suitable software's or apps

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Learn how iPod touch and iPad can be used for mobile learning and project based learning. For a transcript and links to apps and websites, go to learninginhand.com/pbl

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Tony describes his own method in developing his PBL to his student. Tony's starts by:

1.Creating driving questions to drive students attention to their assigned projects. students will need to find answers to an open ended questions starts with ( what if, why, how & which) for their projects. In some of PBL all groups have the same questions & sometimes students develop their own questions. It depend on what ,

how & who he teaches. In order to answer the assigned questions, students need to follow certain parameter to ensure standards are addressed

2. After that he develops a rubric with his students were they share

their ideas about the rubric & how much each category should be scored, by this students feel ownership of the project they will work in. Tony make sure that each students have a copy of the rubric so that they can score their artifacts before it will be delivered to him. Tony says that integrating technologies like iPad & iPod make it easy for students to plan, research and present their projects

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Buck Institute for Education Project Based Learning

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Learn how iPod touch and iPad can be used for mobile learning and project based learning. For a transcript and links to apps and websites, go to learninginhand.com/pbl

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In this video you will see a case study that showed the impact of integrating mobile technology on enhancement of the 21st century skills in physics class through PBL. The study showed the importance of having access to

information through technology in the PBL to execute projects. Students were supplied with iPad which helped them to show their creativity & supported their

communication in their assigned PBL especially for the international students who find it hard to communicate in English. Students used the iPad to organize their thoughts, draw concept map & connect topics.

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Project Based Learning & iPad Integration

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In this http://POWERONTEXAS.COM video you can see at ACU the belief is that motivated and capable teacher candidates can and should be involved in research. In this segment, see results that would have not been possible without digital technology.

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Researches of thousands of educators across the globe showed that:

1. PBL improved students deeper thinking and gave them an enjoyable learning opportunity they will never forget, because it enables

students to be active participant in their learning experience.

2. The PBL enabled learners to take the learned lessons from the PBL to new context to solve problems, work collaboratively & communicate ideas, and these are the main characteristics for what should be the 21st century learners. 3. The PBL process enable educators to engage with learners better when compared to the traditional method, they are facilitators not the class masters. 4.PBL ease technology integration,

because learners are forced to find resources & tools that will enable them to find a solution for any problem or need while executing their projects

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Why PBL?

Because Project Based Learning engages students in learning that is deep and long-lasting, and inspires for them a love of learning and personal connection to their academic experience.

See success stories

Why PBL?

Because Project Based Learning engages students in learning that is deep and long-lasting, and inspires for them a love of learning and personal connection to their academic experience.

See success stories

Impact on students

PBL blends content mastery, meaningful work, and personal connection to create powerful learning experiences, in terms of both academic achievement and students' personal growth.

PBL can be transformative for students, especially those furthest from educational opportunity. Now more than ever, we need young people who are ready, willing, and able to tackle the challenges of their lives and the world they will inherit - and nothing prepares them better than Project Based Learning.

Here are just some of the ways that PBL transforms student's educational experiences:

Research Studies

Research confirms that PBL can help students be successful in today's rapidly changing and complex world, by developing a broader set of knowledge and skills as well as improving academic achievement.

Impact of PBL on Student Achievement

Researchers in Michigan show effectiveness of Project Based Learning in high-poverty communities.
See the study (Edutopia)

PBL Helps Students Become Better Decision Makers

Rigorous study demonstrates PBL's power to develop students' reasoning and decision-making about unfamiliar issues.
Read the brief

PBL and 21st Century Competencies

PBL yields benefits of students, ranging from deeper learning of academic content to stronger motivation to learn.
Download the study (pdf)

Stories of PBL Success

PBL infused with native Hawaiian language and culture provides students with what they need to be successful now and in the future.

Teacher Story - 8th Grade Science

Teacher Lacrecia Terrance achieves outstanding results with an authentic, relevant project.

This Superintendent in Virginia brings PBL to 80,000 students across 90 schools - with a vision of graduates who are knowledgeable, critical thinkers, communicators, collaborators, creators, and ultimately contributors to the world.

PBL infused with native Hawaiian language and culture provides students with what they need to be successful now and in the future.

Teacher Story - 8th Grade Science

Teacher Lacrecia Terrance achieves outstanding results with an authentic, relevant project.

This Superintendent in Virginia brings PBL to 80,000 students across 90 schools - with a vision of graduates who are knowledgeable, critical thinkers, communicators, collaborators, creators, and ultimately contributors to the world.

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Because Project Based Learning engages students in learning that is deep and long-lasting, and inspires for them a love of learning and personal connection to their academic experience. See success stories Because Project Based Learning engages students in learning that is deep and long-lasting, and inspires for them a love of learning and personal connection to their academic experience.

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In this video students are discussing their active role over their learning & how they enjoy this learning experience, because it helps them to understand thing in a whole new perspective that reflect their need and preference. Students feel that they have the power & unique touch in their projects. They talked about the responsibilities they need to fulfil in the PBL, for example in PBL students need to do a lot of research, they need to organize the tasks among group members in a manner that will engage everyone. Finally, PBL  helps students to communicate better  & respect each other opinion

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Learn more about Project Based Learning (PBL) at : http://bie.org/. High school students reflect on their experience of project based learning and describe how they not only learned a great deal of content, but also practiced the 21st century skills needed for personal and workplace success.

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High School Teachers Meet the Challenges of PBL Implementation

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High School Teachers Meet the Challenges of PBL Implementation

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This video shows Sammamish high school experiment in redesigning 30 course that will affect 75 faculty members who need to examine classroom practice all over again, which is not an easy task at all. The major challenge in this process is

1. Helping teachers to redefine their curriculum once again in PBL context and this need great mental shift from what teachers used to prepare in their whole life. Even with the hard work teachers need to do, they feel that it's an experiment worth trying, because they have seen students engaged in a way they never seen before especially in Math & English

2. PBL concept is still in growth stage , so there are no clear road map for success in each subject area, for example the leadership team in the school asks teachers to use trial & errors in integrating PBL in their subjects & see what works best

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High School Teachers Meet the Challenges of PBL Implementation

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Teachers at Sammamish High School in Washington share their difficulties and triumphs as their school moves from traditional delivery of instruction to schoolwide problem-based learning. To keep up with Edutopia's coverage of the Sammamish story, visit our Sammamish High School page: http://www.edutopia.org/sammamish

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You need to watch what have students done in learning gate community school ! They have done

great projects, because the school decided to adopt the PBL in completing the required projects. Students are allowed to pick projects on what they are really interested in & finish with no deadline assigned by anyone except themselves. After they decide what topic they wish to complete students can get guidance on how to organize their resources,  goal & time in a collaborative forum. What

is really interesting is that students can propose how many credits they want for each project!

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Students and Faculty at Learning Gate Community School speak about Project Based Learning.

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School District Uses Project Based Learning Over Testing

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School District Uses Project Based Learning Over Testing

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Creativity, communication & teamwork are the major principles Danville high school is using in applying PBL. The school aims to teach students in a fun way so that

they enjoy the learning process in depth & remember the gained knowledge. Danville school is one of the 1% of the US schools who uses

the PBL to transform the traditional learning method, it engages students, teachers & parents in the new learning approach. Danville

superintendent declare that PBL is not for all teachers, around 40% of the district teachers left the school after adopting the PBL, even though the school still insist that they will proceed in this approach after seeing the results they always wished to achieve, their students math & reading test results were ups substantially

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School District Uses Project Based Learning Over Testing

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A public school district in Danville, Ky., has turned its emphasis away from traditional testing in order to encourage creativity and let students learn by doing. NewsHour special correspondent for education John Merrow reports on "deep learning," and how it requires commitment from educators, students and parents.

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The power of student-driven learning: Shelley Wright at TEDxWestVancouverED

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The power of student-driven learning: Shelley Wright at TEDxWestVancouverED

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Shelly is a traditional teacher . In this video she tells her inspiring story when she transformed  her teaching method from dominant teacher who was the class master to

a teacher that empower students to achieve what they are passionate about in PBL. At the end of the PBL, Shelly's students succeeded in achieving their personal assigned goal which was raising 20 K$ in 45 days with her support & encouragement . The whole transforming teaching method for Shelly's started after taking an EdTech course design in her master degree that exposed her to the pedagogy & other learning theories.

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The power of student-driven learning: Shelley Wright at TEDxWestVancouverED

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This presentation came up with new concept that implies integrating Jigsaw learning model with PBL to encourage cooperative learning and increase the level of communicating among students. In my point of view it will help organize the work among team members to assure that each one is taking his/her responsibility in the project & deepen the knowledge, because each member will communicate with the  experts in other groups. I think it's very effective way

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Additional resources for Project-Based Learning Research: Annotated Bibliography

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Additional resources for Project-Based Learning Research: Annotated Bibliography

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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What you should know about project based learning & problem based learning

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What you should know about project based learning & problem based learning

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This is great 36 PPT that explore PBL in depth, it explored: 1. PBL definition. 2. How to use the backward design process at the planning stage. 3. PBL assessment design process. 4. Develop project idea & scope. 5. Selection of standards. 6.Design the outcomes. 7. Required environment to apply PBL.

What I needed to know is that what is the difference between project based learning & problem based learning? The answer is that both share almost everything, but they d iffer in the assigned goal:

1. In projects students choose the goal of their project, but in problems students are faced with a problem they need to find a solution for

2. In project, students present their final conclusions & end product, but in problems students may not end up with a product to present when they end up with certain conclusion