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What is Project Based Learning (PBL)?

Project Based Learning is a t eaching m ethod in which students ga in knowledge a nd s kills by w orking foran extended period of time to investigate and respond to an engaging and complex q uestion, problem, or

challenge. In Gold Standard PBL , Essential Project Design E lements include:

• Key Knowledge, Understanding, and Success Skills - The project is f ocused on studentlearning g oals, including s tandards-ba sed c ontent and s kills s uch as c ritical thinking/problem solving,collaboration, and s elf-management.

• Challenging Problem or Question - The project is f ramed by a meaningful problem to solve or aquestion to answer, at the appropriate level of challenge.

• Sustained Inquiry - Students e ngage in a rigorous, extended process o f asking q uestions, ndingresources, and applying information.

• Authenticity - T he project features real-world context, tasks and tools, quality standards, or impact– or speaks to students’ personal concerns, interests, and issues in their l ives.

• Student Voice & Choice - Students m ake some decisions a bout the project, including how theywork an d what they create.

• Reection - Students a nd teachers r eect on learning, the effectiveness o f their inquiry a ndproject activities, the q uality o f student work, obstacles a nd h ow to o vercome t hem.

• Critique & Revision - Students g ive, receive, and u se feedback t o improve t heir process a ndproducts.

• Public P roduct - Students m ake their project work p ublic b y e xplaining, displaying and/orpresenting it to p eople b eyond the c lassroom.

BENEFITS OF PROJECT BASED LEARNING

• Most of the study describes a classroom where the teacher is using the project-

based learning model effecti ely! "n such a setting#• $ %here is a problem with no predetermined answer• $ %here is an atmosphere that tolerates error and change• $ &tudents ma'e decisions with a framewor'• $ &tudents design the process for reaching a solution• $ &tudents ha e a chance to reflect on the acti ities• $ ssessment ta'es place continuously• $ final product results and is e aluated for uality• *ecogni+ing situations that ma'e for good projects• $ &tructuring problems as learning opportunities• $ ,ollaborating with colleagues to de elop interdisciplinary projects• $ Managing the learning process• $ "ntegrating technologies where appropriate• $ e eloping authentic assessments• "ndeed. teachers may ha e to be willing to ta'e ris's to o ercome initial challenges!

supporti e administration can help by implementing more fle/ible schedules. such as

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bloc' schedules or team planning time. and pro iding teachers with professional

de elopment opportunities!

WHAT IS PROBLEM BASED LEARNING?%raditionally. students learn by listening to lectures and reading. and are assessed on their ability to recalland communicate what they ha e learned! With problem-based learnin ! students are assessed on theirability to go through a problem sol ing process!

WH" PBL?

*esearch shows that PBL gi es the learner rea#er lon -#erm bene$i#s than traditional learning. and manysuccessful and progressi e uni ersities around the world use it in their courses! 0raduates of PBL coursesad ance faster and further in their careers!

• 1ther benefits of PBL#

• e elops critical and creati e thin'ing2

• ,reates effecti e problem-sol ers2

• "ncreases moti ation2

• 3ncourages lateral thin'ing2

• "mpro es communication and networ'ing s'ills2

• "s based on real-life situations!

WHAT IS IN%OL%ED?

3 ery PBL project is carefully designed by e/perts to e/pose you to the information and s'ills that we wantyou to learn! When assigned a project. you are gi en#

• statement of the problem (eg! diseased animal2 failing business2 anore/ia case study)2

• 4uestions to consider when sol ing the problem2

• framewor' for the time and effort you should spend on the project2

• &upport from the school!

%he problems that you will sol e in your course will relate to what you are learning! %hey are problems thatyou might encounter when wor'ing that field. adap#ed #o &o'r le(el o$ s#'d&)

W*a# Is Problem-Based Learnin +PBL,?

Problem-based learning (PBL) is an approach that challenges students to learnthrough engagement in a real problem! "t is a format that simultaneously de elopsboth problem sol ing strategies and disciplinary 'nowledge bases and s'ills byplacing students in the acti e role of problem-sol ers confronted with an ill-structuredsituation that simulates the 'ind of problems they are li'ely to face as futuremanagers in comple/ organi+ations!

Problem-based learning is student-centered! PBL ma'es a fundamental shift--from afocus on teaching to a focus on learning! %he process is aimed at using the power of

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authentic problem sol ing to engage students and enhance their learning andmoti ation! %here are se eral uni ue aspects that define the PBL approach#

• Learning ta'es place within the conte/ts of authentic tas's. issues. andproblems--that are aligned with real-world concerns!

• "n a PBL course. students and the instructor become co-learners. co-planners.co-producers. and co-e aluators as they design. implement. and continuallyrefine their curricula!

• %he PBL approach is grounded in solid academic research on learning and onthe best practices that promote it! %his approach stimulates students to ta'eresponsibility for their own learning. since there are few lectures. no structuredse uence of assigned readings. and so on!

• PBL is uni ue in that it fosters collaboration among students. stresses thede elopment of problem sol ing s'ills within the conte/t of professional

practice. promotes effecti e reasoning and self-directed learning. and isaimed at increasing moti ation for life-long learning!

• W*& PBL?

• %raditional education practices. starting from 'indergarten through college.tend to produce students who are often disenchanted and bored with theireducation! %hey are faced with a ast amount of information to memori+e.

much of which seems irrele ant to the world as it e/ists outside of school!&tudents often forget much of what they learned. and that which theyremember cannot often be applied to the problems and tas's they later face inthe business world! %raditional classrooms also do not prepare students towor' with others in collaborati e team situations! %he result# students tend to

iew MB education as simply a 5right of passage.5 a necessary 5union card.5and an imposed set of hurdles with little rele ance to the real world! 3ducationis reduced to ac uiring a diploma (merely another commodity to be purchasedin the mar'etplace). and the final grade becomes the o erriding concern(rather than learning)!

• *esearch in educational psychology has found that traditional educationalapproaches (e!g!. lectures) do not lead to a high rate of 'nowledge retention!

espite intense efforts on the part of both students and teachers. mostmaterial learned through lectures is soon forgotten. and natural problemsol ing abilities may actually be impaired! "n fact. studies ha e shown that in67 days students forget 678 of e erything they ha e been told (&milo it+.966:)! Moti ation in such traditional classroom en ironments is also usuallylow!

• Perhaps one of the greatest ad antages of PBL is that students genuinelyenjoy the process of learning! PBL is a challenging program which ma'es thestudy of organi+ation design and change intriguing for students because they

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are moti ated to learn by a need to understand and sol e real managerialproblems! %he rele ance of information learned is readily apparent2 studentsbecome aware of a need for 'nowledge as they wor' to resol e the problems!

Benefits of Problem-Based Learning

For Students

• It’s a student-centered approach.

• Typically students find it more enjoyable and satisfying.

• It encourages greater understanding.

• Students with PB e!perience rate their abilities higher.

• PB de"elops lifelong learning s#ills.

For Instructors

• $lass attendance increases.

• The method affords more intrinsic reward.

• It encourages students to spend more time studying.

• It promotes interdisciplinarity.For Institutions

• It ma#es student learning a priority.

• It may aid student retention.

• It may be ta#en as e"idence that an institution "alues teaching.

Risks of Problem-Based Learning

For Students

• Prior learning e!periences do not prepare students well for PB .

• PB re%uires more time and ta#es away study time from other subjects.

• It creates some an!iety because learning is messier.

• Sometimes group dynamics issues compromise PB effecti"eness.

• ess content #nowledge may be learned.

For Instructors

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• $reating suitable problem scenarios is difficult.

• It re%uires more prep time.

• Students ha"e %ueries about the process.

• &roup dynamics issues may re%uire faculty inter"ention.

• It raises new %uestions about what to assess and how.

For Institutions

• It re%uires a change in educational philosophy for faculty who mostly lecture.

• Faculty will need staff de"elopment and support.

• It generally ta#es more instructors.

• It wor#s best with fle!ible classroom space.

• It engenders resistance from faculty who %uestion its efficacy.

'eference( Pawson) *.) Fournier) *.) +aight) ,.) ,uni ) .) Trafford) /.) and 0ajoc #i) S. 1223.

Problem-based learning in geography( Towards a critical assessment of its purposes) benefits and

ris#s. /ournal of &eography in +igher *ducation 42 567( 624863.

*!cerpted from The Teaching Professor ) February 1229.