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Project-Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project-Based Learning unleashes a contagious, creative energy among students and teachers.

Key elements of project-based learning

challenging problem or question.

sustained inquiry.

authenticity.

application of learning.

integration.

student voice and choice.

A public product for an authentic audience.

feedback loops of critique, reflection and refining of the product -including formative and summative assessment.

Project-Based Learning is a method of instruction that addresses core content through rigorous, relevant, hands-on learning.

Projects are typically framed with open-ended questions that drive students to investigate, do research, or construct their own solutions.
Nowadays, students use technology tools to communicate, collaborate, conduct research, analyze, create, and publish their own work for authentic audiences.

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Both shares much in common but they are two distinct models of learning. 

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Both shares much in common but they are two distinct models of learning. 

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Both focuses on motivating students by centering learning on the accomplishment of a meaningful goal. In Problem-Based Learning the goal is solving a problem. In Project-Based Learning  the goal is completion of a project. There is some overlap between the two models both in concept and in practice. Both instructional models help to motivate students, help them develop 21st century skills (critical thinking and problem-solving skills) and challenge them to learn in real-world.

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Applications and Benefits of applying PBL

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Applications and Benefits of applying PBL

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Although PBL applies across disciplines, it consistently emphasizes active and student-directed learning.

Applications of PBL in K-12 Education:
In various subjects matter, in courses like: Art, Language Arts, Mathematics, Music, Health/Physical Education, Social Studies, Science, World Language and more.

Benefits of applying PBL on K-12 Education:
- Promotes 21st century skills
-Fosters student understanding of the complexity of real-world problems
-Promotes long-term retention
-Motivates students to learn
-Activates prior knowledge

PBL consists of four major steps:
1- Presenting the problem.
2- Developing a plan for solving the problem.
3- Implementing the plan.
4- Evaluating the implementation of the plan.

Project-Based Learning offer students choice and voice and personalizing the learning experience. By design, projects are open-ended engaging students in a higher-order thinking skills.

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Using Project-Based Learning in the Spanish Language classroom. 

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Using Project-Based Learning in the Spanish Language classroom. 

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In World Language courses, lessons planned with Project-Based Learning model can be used as a part of a typical classroom that utilizes a larger repertoire of instructional approaches alongside; such as direct instruction, lecture, Socratic Seminar, cooperative learning, vocabulary acquisition model, inductive model, concept attaintment model, and more.

Here are some brief examples of using Project-Based Learning in the World Language classroom, especifically in Spanish courses.

-Having as a learning target: Demonstrating mastery of the vocabulary and grammatical concepts. Asking students to develop a travel guide to San Andrés, Colombia, a teacher may use Project-Based Learning for students to work on a series of activities or projects that further develop student's Spanish language skills and proficiency. (Kilbane & Milman, 2014. p.284)

Another examples:
- How can we use our target language to help visitors learn about our school? Students work together to create a virtual, bilingual tour of their school. Students practice their school vocabulary and the present tense in basic forms by including information about activities that happen in that space and people who work there. Teams plan scripts and develop storyboards before producing the virtual tours. The virtual tours will be featured on the school website for speakers of the language to see what the school stands for.

- What can international media tell us about what is really happening around the world? Students use the target language to explore a significant theme in current events (possible themes include migration and refugees, environmental sustainability, economic justice, public health, or human rights). They engage with authentic news sources in the target language. Each team produces a podcast segment or news report that describes and analyzes the issue/situation in an engaging format for teen native speakers of the target language.

- Having as a learning target: Demonstrating and understanding various aspects of the target culture. Asking students to explore the following questions in regards of Hispanic/Latino culture:

1. Why do you think there is such great ethnic diversity in Latin America?

2. How a culture's clothing is an expression of its history and climate?

3. How celebrations brings meaning to society?

4. How a climate and architecture influence lifestyle?

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Doehla, 2011. Using Project-Based Learning to Teach World Languages. https://www.edutopia.org/blog/world-language-project-based-learning-education-curriculum-don-doehla

Hmelo-Silver, C.E. (2004). Problem-Based Learning: What and how do students learn?. Educational Psychology Review 16(3): 235–266.

Loyens, S. M. M., Remy, M. J. P. R., & Schmidt, H. G. (2006). Students' Conceptions of Constructivist Learning: A Comparison between a Traditional and a Problem-Based Learning Curriculum. Advances in Health Sciences Education, 11(4), 365-379. http://dx.doi.org/10.1007/s10459-006-9015-5

Pérez et al. (2010) Cooperative Learning vs. Project-Based Learning. Universidad Politécnica de Madrid. https://oa.upm.es/33086/1/INVE_MEM_2010_179025.pdf

Tubach, 2021. How Project-Based Learning Can Teach Empathy. https://www.edutopia.org/article/how-project-based-learning-can-teach-empathy

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Problem-based learning (PBL) has its roots in constructivist learning theories and was developed as a useful instructional alternative to conventional teaching. PBL environments are designed to help students construct an extensive and flexible knowledge base, become effective collaborators, develop self-directed learning skills, develop effective problem solving skills, and become intrinsically motivated to learn (Hmelo-Silver, 2004).

The Problem-Based Learning has its roots in medical education. It began in the 50's at Case Western Reserve University used in medical schools, challenging medical professionals to apply their learning in real medical cases. (Kilbaen & Milman, 2014, p.281).

This PBL was adopted as a pedagogical approach at Canada's McMaster University in the scientific field. Later on spread to academic programs in law, business and education. PBL has been used in higher educations to support student learning.

Recently the other model with the same acronyms PBL Project-Based Learning gained popularity in the K-12 educational settings.

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Here are the founders of PBL Problem-based Learning and then for PBL Project-Based Learning.

-Confucius and Aristotle were early proponents of learning by doing.
-Socrates modeled how to learn through questioning, inquiry, and critical thinking.
- John Dewey, in the 20th-century, gives endorsement for learning that's grounded in experience and driven by student interest.
-Maria Montessori showed us that through example is that education happens by experiences upon the environment rather than listening to words. Learning is student-centered and learning environments may foster capable, adaptive citizens and problem solvers.
-Jean Piaget, provided us with the constructivist approach to education in which students build on what they know by asking questions, investigating, interacting with others, and reflecting on these experiences.

Problem-based learning emerged more than half a century ago as a practical teaching strategy in medicine, engineering, economics, and other disciplines.

In K-12 education, Project-Based Learning has evolved as a method of instruction that addresses core content through rigorous, relevant, hands-on learning. Projects tend to be more open-ended than problem-based learning, giving students more choice when it comes to demonstrating what they know.

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The Family Model for PBL is under the Social Learning Family. I am focusing on Project-Based Learning which is under the Social Model.

Social Learning Model is under the work in groups, active engagement and high motivation, promoting exploration and inquiry by collaborating with peers. Teacher is a faciliator and students are working in "synergy". PBL promotes more than cooperative learning with inquiry and exploration; with classroom management with clear norms and expectations of each group/team member in order to accoplish a goal together in synergy. Develops social skills and cognitive skills, among others.

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Questions:

- Does PBL requires a lot of changes in the school?

- What's most critical to the success of the project?

- What can be embedded into the project to help students see their own thinking, identify barriers and opportunities, and responing self-directed way?

- What learning taxonomies or cognitive actions might guide students to think best?

Reflection:

Project-Based Learning serves as a platform to students for developing deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills.

My focus is including Culture in my Spanish Language everyday lessons to become more culturally competent which include: valuing diversity, having the capacity for cultural self-assessment, being conscious of the dynamics inherent when cultures interact, having institutionalized culture knowledge, having developed adaptations to service delivery reflecting an understanding of cultural diversity while developing Spanish Language Skills.

I believe it is important to focusing on preparing citizens that are knowledgeable of other cultures, accepting other cultures, and gaining social and communication skills in another language than their native/home language. Language and Culture must go together to develop communicators with empathy and with global competency. Teaching Language and Culture in the Spanish Classrom is a window to promote empathy and cultural understanding, communication in national and international affairs, engaged citizens and solvers of real-life problems.

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Ambrose et al. (2010) How Learning Works. 7 Research Based Principles for Smart Teaching. Jossey-Bass.

Ashbee, R. (2021). Curriculum (1st ed.). Routledge. https://doi-org.georgefox.idm.oclc.org/10.4324/9781003039594

Blankstein, A. M., Noguera, P., Kelly, L., & Tutu, D. (2016). Excellence Through Equity: Five principles of courageous leadership to guide achievement for every student. ASCD.

Boos, S. (2011) Project-Based Learning: A Short History. Edutopia. https://www.edutopia.org/project-based-learning-history

Cantor, P., & Osher, D. (Eds.). (2021). The Science of Learning and Development: Enhancing the Lives of All Young People (1st ed.). Routledge. https://doi.org/10.4324/9781003038016

Chiu, C.-Y., Lonner, W. J., Matsumoto, D., & Ward, C. (2013). Cross-Cultural Competence: Theory, Research, and Application. Journal of Cross-Cultural Psychology, 44(6), 843–848. https://doi.org/10.1177/0022022113493716

Darling-Hammond et al. (2020) Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.

Dewey, J. (1902) The Child and the Curriculum. The University Chicago Press. The Project Gutenberg eBook, The Child and the Curriculum, by John Dewey. https://www.gutenberg.org/files/29259/29259-h/29259-h.htm

Doehla, 2011. Using Project-Based Learning to Teach World Languages. https://www.edutopia.org/blog/world-language-project-based-learning-education-curriculum-don-doehla

Heick, T (2022). A Project-Based Learning Spectrum: 25 Questions To Guide Your PBL Planning. Teach Thought University. https://www.teachthought.com/education/teaching-pbl/

Hmelo-Silver, C.E. (2004). Problem-Based Learning: What and how do students learn?. Educational Psychology Review 16(3): 235–266.

Kilmain, C. and Milman N., (2014) Teaching Models. Designing instruction for 21st Century Learners. Pearson.

Kurt, 2020. Lev Vygotsky – Sociocultural Theory of Cognitive Development. https://educationaltechnology.net/lev-vygotsky-sociocultural-theory-of-cognitive-development/

Laverick, Erin Knoche. Project-Based Learning, TESOL Press, 2018. ProQuest Ebook Central, https://ebookcentral-proquest-com.georgefox.idm.oclc.org/lib/georgefox/detail.action?docID=6447707.

Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. John Wiley & Sons, Incorporated. https://ebookcentral-proquest-com.georgefox.idm.oclc.org/lib/georgefox/reader.action?docID=1124313

Loyens, S. M. M., Remy, M. J. P. R., & Schmidt, H. G. (2006). Students' Conceptions of Constructivist Learning: A Comparison between a Traditional and a Problem-Based Learning Curriculum. Advances in Health Sciences Education, 11(4), 365-379. http://dx.doi.org/10.1007/s10459-006-9015-5

Montessori, M. (1917). The Advanced Montessori Method. Spontaneous Activity in Education. Frederick A. Stokes Company Publishers. The Project Gutenberg eBook, Dr. Montessori’s Own Handbook. https://www.gutenberg.org/files/24727/24727-h/24727-h.htm#Page_244

OECD, 2016. Global competency for an inclusive world. https://www.oecd.org/education/Global-competency-for-an-inclusive-world.pdf

OECD (2018). The Future of Education and Skills, Education 2030. The Future We Want.

https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf

O’Neil, Dennis. “Language and Culture: An Introduction to Human Communication.” Last updated July 2013. http://anthro.palomar.edu/language/Default.htm.

PBL Works, 2019. What is PBL? https://www.pblworks.org/what-is-pbl

Pérez et al. (2010) Cooperative Learning vs. Project-Based Learning. Universidad Politécnica de Madrid. https://oa.upm.es/33086/1/INVE_MEM_2010_179025.pdf

The National Academy Press (2018). How People Learn II. Learners, Contexts, and Cultures.

Tubach, 2021. How Project-Based Learning Can Teach Empathy. https://www.edutopia.org/article/how-project-based-learning-can-teach-empathy

U.S Department of Education. Objetive 3: Engage in Active  Diplomacy to Advance U.S International Priorities. https://sites.ed.gov/international/objective-3-engage-in-active-education-diplomacy-to-advance-u-s-international-priorities/

Utah Valley University. Project-Based Learning vs. Problem-Based Learning. Office of Teaching and Learning.  https://www.uvu.edu/otl/resources/group_work/pbl.html

Villavicencio, J. (2004). Teaching Culture in the Foreign Language Classroom. Perspectives In Learning, 5 (1). https://csuepress.columbusstate.edu/cgi/viewcontent.cgi?article=1114&context=pil

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Especially when it's infused with technology, project-based learning may look and feel like a 21st-century idea, but it's built on a venerable foundation.

Strong Foundation

Confucius and Aristotle were early proponents of learning by doing. Socrates modeled how to learn through questioning, inquiry, and critical thinking -- all strategies that remain very relevant in today's PBL classrooms. Fast-forward to John Dewey, 20th-century American educational theorist and philosopher, and we hear a ringing endorsement for learning that's grounded in experience and driven by student interest. Dewey challenged the traditional view of the student as a passive recipient of knowledge (and the teacher as the transmitter of a static body of facts). He argued instead for active experiences that prepare students for ongoing learning about a dynamic world. As Dewey pointed out, "Education is not preparation for life; education is life itself."

Maria Montessori launched an international movement during the 20th century with her approach to early-childhood learning. She showed through example that education happens "not by listening to words but by experiences upon the environment." The Italian physician and child-development expert pioneered learning environments that foster capable, adaptive citizens and problem solvers.

Jean Piaget, the Swiss developmental psychologist, helped us understand how we make meaning from our experiences at different ages. His insights laid the foundation for the constructivist approach to education in which students build on what they know by asking questions, investigating, interacting with others, and reflecting on these experiences.

Learning from Real Life

Against this theoretical background, problem-based learning emerged more than half a century ago as a practical teaching strategy in medicine, engineering, economics, and other disciplines. With this approach, students are challenged to solve problems or do simulations that mimic real life. (See Schools That Work: Project-Based Learning in Maine.) Although problems are defined in advance by the instructor, they tend to be complex, even messy, and cannot be solved by one "right" or easy-to-find answer. This is how medical students, for instance, learn to diagnose and treat actual patients -- something they can't learn in a lecture hall. Unlike textbook-driven instruction, problem-based learning puts the student in charge of asking questions and discovering answers.

In K-12 education, project-based learning has evolved as a method of instruction that addresses core content through rigorous, relevant, hands-on learning. Projects tend to be more open-ended than problem-based learning, giving students more choice when it comes to demonstrating what they know. (Get tips from the blog, "20 Ideas for Engaging Projects.") Unlike projects that are tacked on at the end of "real" learning, the projects in PBL are the centerpiece of the lesson. Projects are typically framed with open-ended questions that drive students to investigate, do research, or construct their own solutions. For example: How can we reduce our school's carbon footprint? How safe is our water? What can we do to protect a special place or species? How do we measure the impact of disasters? Students use technology tools much as professionals do -- to communicate, collaborate, conduct research, analyze, create, and publish their own work for authentic audiences. Instead of writing book reports, for instance, students in a literature project might produce audio reviews of books, post them on a blog, and invite responses from a partner class in another city or country.

Fit for a New Century

A number of trends have contributed to the adoption of project-based learning as a 21st-century strategy for education. Cognitive scientists have advanced our understanding of how we learn, how we develop expertise, and how we begin to think at a higher level. Fields ranging from neuroscience to social psychology have contributed to our understanding of what conditions create the best environment for learning. Culture, context, and the social nature of learning all have a role in shaping the learner's experience. These insights help to explain the appeal of PBL for engaging diverse learners.

Although PBL applies across disciplines, it consistently emphasizes active, student-directed learning. Why is this approach more likely than rote memorization to lead to deeper understanding? Relevance plays a big role. Projects give students a real-world context for learning, creating a strong "need to know." Motivation is another factor. Projects offer students choice and voice, personalizing the learning experience. By design, projects are open-ended. This means students need to consider and evaluate multiple solutions and, perhaps, defend their choices. All these activities engage higher-order thinking skills.

Another trend that is fueling interest in PBL is our evolving definition of literacy. Learning to read is no longer enough. Today's students must to be able to navigate and evaluate a vast store of information. This requires fluency in technology along with the development of critical-thinking skills. PBL offers students opportunities not only to make sense of this information but also to expand on it with their own contributions.

Finally, today's students will face complex challenges when they complete their formal education. Knowing how to solve problems, work collaboratively, and think innovatively are becoming essential skills -- not only for finding future careers but also for tackling difficult issues in local communities and around the world.

To respond to these complex demands, a growing number of teachers, schools, and even states have adopted project-based learning. In some cases, PBL is proving an essential ingredient in school redesign. New Tech Network, Expeditionary Learning, the EAST Initiative, and Envision Schools are just a few examples of programs that are integrating PBL into school-wide models to prepare students for the future.

New Challenges for Teachers

Project-based learning is not without its challenges. It's demanding of students -- and of teachers. Especially for teachers who have never experienced PBL before, projects require planning and management skills that may be unfamiliar. What's more, PBL puts teachers in the role of facilitator rather than classroom expert. Teachers may benefit from professional development to help them expand their classroom "tool kit" of teaching strategies. Just as it's essential that students buy in to PBL, teachers also need to feel empowered. Support from administrators, parents, and other community members can help teachers and students to overcome challenges and make the most of PBL opportunities.

As PBL gains advocates and gathers momentum, the education community will continue to exchange ideas and collaborate on projects, making this powerful method of preparing students for the future even better.

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Especially when it's infused with technology, project-based learning may look and feel like a 21st-century idea, but it's built on a venerable foundation. Confucius and Aristotle were early proponents of learning by doing.

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Video: Project-Based Learning in Spanish Class (Punavision - May 2013)

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Video: Project-Based Learning in Spanish Class (Punavision - May 2013)

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https://www.youtube.com/watch?v=ZEwPb8zufg4

"Spanish teacher Jose Gigante has changed the way he teaches his Spanish One class by drawing from his experiences teaching Spanish Five.  Punavision visited his classroom to learn more about this new approach".

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Project-Based Learning in Spanish Class (Punavision - May 2013)

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Video: Project-Based Learning vs. Problem-Based Learning. 

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Video: Project-Based Learning vs. Problem-Based Learning. 

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https://www.uvu.edu/otl/resources/group_work/pbl.html

Project-Based Learning is often confused with Problem-Based Learning.

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Project-Based Learning and Problem-Based Learning (x-BL) | Office of Teaching and Learning

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Project-Based Learning and Problem-Based Learning (x-BL)

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Project-Based Learning E-Book to learn more!

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Project-Based Learning E-Book to learn more!

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Laverick, E. K. (2018). Project-based learning. TESOL Press.

"This book introduces project-based learning (PBL) and explains how it can be effectively implemented into classes with English language learners (ELLs). The primary goal of the book is to offer teachers an overview of PBL so they may begin to design, implement, oversee, and formatively and summatively assess PBL in their classrooms".
Laverick, Erin Knoche. Project-Based Learning, TESOL Press, 2018. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/georgefox/detail.action?docID=6447707.
Created from georgefox on 2022-04-21 02:17:09.