Project-based learning - Glossary

GLOSSARY

Project-based Learning (PBL) is an inquiry-base process for teaching and learning. In PBL, students focus on a complex question or problem, then answer the question or solve the problem through a collaborative process of investigation over an extended period of time, and seek to incite a self-driven desire to learn. Projects are used to investigate authentic issues and topics found outside of school. During the inquiry process, students learn content, information, and facts necessary to draw conclusions about the question. Students also learn valuable skills and habits of mind during the process.

Project-based Learning (PBL) is a model for classroom activity that shifts away from the usual classroom practices of short, isolated, teacher-centred lessons. PBL learning activities are long-term, interdisciplinary, student-centred, and integrated with real-world issues and practices. It is a method that fosters abstract, intellectual tasks to explore complex issues. It promotes understanding, which is true knowledge. In PBL, students explore, make judgments, interpret, and synthesise information in meaningful ways. It is more representative of how adults are asked to learn and demonstrate knowledge.

Challenge-Based Learning is “an engaging multidisciplinary approach to teaching and learning that encourages students to leverage the technology they use in their daily lives to solve real-world problems through efforts in their homes, schools and communities.”

It is fundamentally a re-branded version of Problem-Based Learning in that both have finding solutions to problems over a period of time as their structure.

Place-Based Education “immerses students in local heritage, cultures, landscapes, opportunities and experiences; uses these as a foundation for the study of language arts, mathematics, social studies, science and other subjects across the curriculum, and emphasizes learning through participation in service projects for the local school and/or community.” Technically one could learn through a Place-Based Education and not do projects at all, but the idea of performing authentic work in intimate communities certainly lends itself neatly to Project-Based Learning.

Activity-Based Learning takes a kind of constructivist approach, the idea being students constructing their own meaning through hands-on activities, often with manipulatives and opportunities to experiment. Much of the information out there on Activity-Based Learning comes form India, but Pearson also has some textbook-based resources as well.

Essential question - a question that lies at the heart of a subject or a curriculum and one that promotes inquiry and the discovery of a subject.

Level of complexity in an essential question. A good essential question makes a project intriguing, complex, and problematic. Although standard classroom assignments and homework pose questions that students must answer, an essential question requires multiple activities and the synthesis of different types of information before it can be answered.

Level of coherence in an essential question. An essential question brings coherence to disparate project activities and serves as a “lighthouse” that promotes students’ interest. It directs students toward the project’s goals and objectives, and delivers the targeted learning outcomes.

Level of authenticity in an essential question. The essential question should address authentic concerns. For example, a teacher when creating the essential question should first ask themselves, world?” answered.“Is the content I am trying to teach used in the real Although it is usually easier to focus student’s attention on a single question, some topics will require multiple essential questions. Once you have the project theme or a “big idea” for a project, capture the theme in the form of a problem or a question that cannot be easily solved or The elements of “Trinity of PBL” comprising: (1) content, (2) skills, and (3) personal strengths have to be identified by educators when they frame the essential question.

Core knowledge. The information age mandates that educators focus on concepts and principles rather than on facts and data. However, students must be able to demonstrate that they know the central conventions of a discipline, can use its vocabulary, and deeply understand its principles.

Skills. Reading, writing, knowledge accumulation, and critical thinking have long been considered the essential skills for preparing students for college entry. But students are now expected to master the key “soft” skills of communication and collaboration to function proficiently in college, in a career, and as a citizen.

Dispositions. Navigating a changing world demands flexibility, empathy, resilience, and persistence. These are not skills but well-defined dispositions or attributes that lead to a better work ethic, more engagement, improved relationships, and a greater sense of well-being.

Creativity thinking - a way of looking at problems or situations from a fresh perspective that suggests unorthodox solutions (which may look unsettling at first). Creative thinking can be stimulated both by an unstructured process such as brainstorming, and by a structured process such as lateral thinking.

Coloboration - Simply defined, collaboration takes place when members of an inclusive learning community work together as equals to assist students to succeed in the classroom. This may be in the form of lesson planning with the special needs child in mind, or co-teaching a group or class.

Innovation —a new answer to a driving question, a new product, or an individually generated solution to a problem.

Presentation is the process of presenting a topic to an audience. It is typically a demonstration, introduction, lecture, or speech meant to inform, persuade, inspire, motivate, or to build good will or to present a new idea or product.

Alternative assessment assesses acquisition of knowledge and skills in ways other than the conventional methods such as traditional paper-and pencil tests. It actively involves students in a process that combines what is taught, how it is taught, and how it is evaluated.

Authentic Assessment assesses “real-life” and planning skills, creativity, knowledge integration, and collaboration abilities outside the school environment. This can be achieved by using a pre-determined set of criteria for instance rubrics, a scoring scale incorporating a set of essential criteria for the task and appropriate levels of performance for each criterion used.

Portfolio Assessment evaluates the compilation of work and processes attested in efforts and success of a particular project or area. Examinees are required to review and select items that best demonstrate their learning. Example of portfolios can be paper-based, computer-based or a combination of both. through checklists and keeping of logs. educational-testing)

Iternative Assessment in Malaysia Moving away from the construct of achievement-based examination in the current system, the Smart School Assessment System as documented in the “Malaysian Smart School: A Conceptual Blueprint” outlines the following characteristics which are in tandem with alternative assessment.

Rubrics are authentic assessment tools designed to simulate real-life activity where students are engaged in solving real-life problems. It is particularly useful in assessing complex and subjective criteria. Formative assessment best describes rubrics and it becomes an ongoing part of the whole teaching and learning process. Its assessment tools comprise the rating scale, a set of evaluation criteria and descriptors.

Coaching is a form of development in which a person called a coach supports a learner or client in achieving a specific personal or professional goal by providing training and guidance. The learner is sometimes called a coachee.

Coach focuses on performance. Your role is to define the task, provide training, measure success, and give feedback on performance. In a PBL project, this means that you will clearly detail the process, allow time for practice and mastery, supply well-defined rubrics and other assessments, and offer timely, in-depth responses. Coaching may be done with teams as well as individuals.

Counselor role requires that you differentiate between skill and will. People of any age can be resistant or difficult; young people can be even more temperamental. The main skill of the counselor is to listen and offer feedback if requested. Listening leads to coachable moments in which you may be able to train a student. But the counselor knows that performance cannot be forced.

Mentor. The mentor role combines the coach and counselor roles and adds an additional element: advice and direction. But remember that the mentor role cannot be successful unless the counselor role is intact. Without listening, you will not establish the channel of trust necessary for students to actively seek or take your advice. PBL is an intensive process that offers many opportunities for one-on-one interaction with students. In the course of these interactions, their personalities will surface. Taking on the role of the coach enables you to personalize your instruction and get students working on their own behalf. The ultimate goal is for them to do the work, not you.

Creativity. The ability to produce ideas or behaviors that are recognizably original is closely tied to innovation: the ideas must be adaptable and useful to oneself or others. The PBL solution? Use the breakthrough rubric for creativity.

Curiosity is an intrinsic desire for experience and knowledge, plus an active pursuit of challenging activities. The PBL solution? Create a challenging project focused on an engaging Driving Question.

Open-mindedness. A person who possesses this strength willingly searches for evidence against favored beliefs, plans, or goals and weighs such evidence when it is available. The PBL solution? A good Driving Question requires problem solving and critical thinking—the hallmarks of open-mindedness.

Persistence is the voluntary continuation of a goal-directed activity in spite of obstacles, difficulties, or discouragement. Nothing defines a good learner more than this strength. The PBL solution? Use a work ethic rubric and have students keep journals on their ability to work through difficult challenges.

Citizenship includes social responsibility, loyalty, and teamwork. Students who learn citizenship feel a sense of obligation that includes the self but extends beyond their own self-interest. The PBL solution? The collaborative environment of PBL offers numerous opportunities for students to reflect on their character, measure their growth as individuals, and exhibit their character in relationship to others.

Empathy and kindness. An empathetic person appreciates others, regardless of background, culture, gender, or similar reasons for bias. The larger strength is the ability to love and feel compassion. The PBL solution? Learning empathy and kindness begins with listening to others attentively, using respectful language, and supporting one another. When students work in focused teams in PBL, these attributes become evident and can be measured.

Hope. This strength encompasses optimism and future-mindedness. Hope enables confidence, goal-directed actions, and high expectations. The PBL solution? Design projects that matter and help students solve important challenges while they hone their skills. When reflecting on projects at the end, talk about the future. What problem do we tackle next?