Task2. Summarize the information of PBL

Project-based learning

Project-based learning is an instructional model for classroom activity that shifts emphasis away from practices of isolated, short term, teacher-centered lessons in favor of learning activities that are more long-term, interdisciplinary, and centered on the student. These projects are complex, centered around challenging questions or problems which involve students in investigative activities, problem-solving, design, and decision making. This model of instruction allows the opportunity for students to work autonomously over significant amounts of time and often culminates in realistic presentations or products.

This definition covers a broad spectrum ranging from projects of one week that are based on a single subject in a single classroom to year-long, interdisciplinary projects that involve widespread community participation.

Project-based instruction differs from inquiry-based activity -- activity most of us have experienced during our own schooling -- by its emphasis on cooperative learning. Inquiry is traditionally thought of as an individually done, somewhat isolated activity. Additionally, project-based instruction differs from traditional inquiry by its emphasis on students' own artifact construction to represent what is being learned.

Design Features of Project-Based Instruction

A major hurdle in implementing project-based curricula is that it requires simultaneous changes in curriculum, instruction and assessment practices--changes that are often foreign to the students as well as the teachers (Barron et al., 1998). However, research has identified four design principles that appear to be especially important:

(1) Defining learning appropriate goals that lead to deep understanding

(2) Providing support such as beginning with engaging problems that lead to learning before completing projects, using teaching embedded in the doing of the project in a "just in time" manner, and technology support

(3) Including multiple opportunities for formative self-assessment. These include opportunities for students to make active investigations that enable them to learn concepts, apply information, and represent their knowledge in a variety of ways

(4) Developing social structures that promote participation and revision. This includes collaboration among students, teachers, and others in the community so that knowledge can be shared and distributed between the members of the "learning community"

Conditions and requirements for the implementation of the project

*students ' interest in the problem;

* preparation of students for independent creative activity;

* practical orientation and significance of the project;

* creative formulation;

* the feasibility of the project;

* ability to use the acquired knowledge, skills and abilities;

* correspondence of the educational task to the individual possibilities of children;

* availability of necessary material and technical conditions;

* compliance with environmental economic requirements;

* ensuring safe working conditions.

Project results

objects, systems and technologies aimed at providing personal and social needs in various fields of human activity.