Project Based Learning vs. Problem Based Learning vs. XBL. By John Larmer, BIE Editor in Chief At the Buck Institute for Education, we’ve been keeping a list of the many types of “_____ - based learning” we have run across over the years.
Case-based learningChallenge-based learning Community-based learning Design-based learning Game-based learning Inquiry-based learning Land-based learning Place-based learning Problem-based learning Service-based learning Studio-based learning Team-based learning Work-based learning and our new fave…Zombie-based learning (look it up!) Let’s try to sort this out. The term “project learning” derives from the work of John Dewey and dates back to William Kilpatrick, who first used the term in 1918. At BIE, we see Project Based Learning as a broad category, which as long as there is an extended “project” at the heart of it, could take several forms or be a combination of: Other X-BLs are so named because they use a specific context for learning, such as a particular place or type of activity.
The Difference Between Doing Projects Versus Learning Through Projects. The Difference Between Doing Projects Versus Learning Through Projects by Terry Heick We’ve clarified the difference between projects and project-based learning before.
Projects are about the product, while project-based learning is about the process. Projects are generally teacher-directed, universal, and tangent to the learning, while project-based learning is student-centered, personal, and the learning pathway itself. Put simply, it is an approach to learning rather than something to complete. Paul Curtis recently shared this excellent visual on twitter that takes a different approach to clarifying the difference, looking at it from the perspective of curriculum planning and instructional design.
Note that this is only one approach. Thoughts, comments, or related resources in the comments below. The Difference Between Doing Projects Versus Learning Through Projects. The Difference Between Projects And Project-Based Learning. Projects in the classroom are as old as the classroom itself.
“Projects” can represent a range of tasks that can be done at home or in the classroom, by parents or groups of students, quickly or over time. While project-based learning (PBL) also features projects, in PBL the focus is more on the process of learning and learner-peer-content interaction that the end-product itself. The learning process is also personalized in a progressive PBL environment by students asking important questions, and making changes to products and ideas based on individual and collective response to those questions. In PBL, the projects only serve as an infrastructure to allow users to play, experiment, use simulations, address authentic issues, and work with relevant peers and community members in pursuit of knowledge. By design, PBL is learner-centered. The chart below by Amy Mayer is helpful to clarify that important difference between projects and project-based learning.
Rubric. Practical PBL Series: Design an Instructional Unit in Seven Phases. As a new teacher, I once believed that teaching and learning were one and the same.
I taught, and the students learned. In creating a student-centered classroom, I began to embrace project-based learning. However, I did so in a very superficial way. I thought I had PBL nailed if my students did a presentation or poster at the end of an instructional unit. My room was full of student work. I enrolled in professional development courses, started a graduate degree, and collaborated with more experienced colleagues. In the spring of 2008, my colleagues and I were approached by a local university to participate in designing a project-based learning course. The Seven-Phase Model You can transform your classroom. To begin, ask yourself these questions: What instructional unit do I want to transform?
Phase 1: Introducing the Driving Question The instructional unit must have a strong driving question. Phase 2: Introducing the Culminating Challenge Phase 3: Developing Subject Matter Expertise. Six Strategies for Differentiated Instruction in Project-Based Learning. Project-Based Learning (PBL) naturally lends itself to differentiated instruction.
By design, it is student-centered, student-driven and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction. PBL experts will tell you this, but I often hear teachers ask for real examples, specifics to help them contextualize what it "looks like" in the classroom. In fact, the inspiration for this blog came specifically from requests on Twitter! We all need to try out specific ideas and strategies to get our brains working in a different context. 1) Differentiate Through Teams We all know that heterogeneous grouping works, but sometimes homogenous grouping can be an effective way to differentiate in a project. 2) Reflection and Goal Setting Reflection is an essential component of PBL. 3) Mini-Lessons This is probably one of my favorites. 4) Voice and Choice in Products.
Beyond Cut-and-Paste. Eliminate Topical Research Rituals The first step in fighting against simple cut-and-paste thinking is to gather all teachers together to discuss and adopt a school-wide policy outlawing the assignment of topical research projects. "Students in this school will conduct research on questions of import that require they make answers rather than find them. We will no longer assign topical research or accept papers that are little more than a rehash of other people's ideas and thinking. " Replacing Topical Research with Questions of Import Questions of import usually require that students wrestle with difficult challenges and build their own answers rather than relying upon the thinking of others. Example: Which of the following captains was the best at navigation? Captain James Cook Captain Matthew Flinders Captain George Vancouver Captain William Bligh The above question requires the collection and weighing of evidence to substantiate a well-considered judgment. 21st Century Skills 1. 2. 3. 4.
What Makes Project-Based Learning a Success? At one high school in Texas, where every class in every grade is project based, the answer is devotion to a consistent process, belief in relationships, and commitment to relevance and rigor.
Results? Hard to beat. Thanks to an effective PBL model and a school culture that values relationships and autonomy, Manor New Tech students, teachers, and its principal, Steven Zipkes (right), are achieving impressive results. Credit: Zachary Fink There is a small town, about 12 miles east of Austin, Texas, where a high school devoted to teaching every subject to every student through project-based learning (PBL) opened five years ago. See more Schools That Work Watch the video: PBL Success Start to Finish Duration: 08:01 min.
Manor New Tech was started with a $4 million grant from the Texas High School Project as part of an initiative to develop schools dedicated to science, technology, engineering, and math in Texas. No less important, though, is the school culture that supports it. Project-Based Learning and Common Core Standards « The Whole Child Blog « Whole Child Education. The first question about Common Core State Standards, What will they look like?
, has been answered. The answer is: Very different. The internationally benchmarked standards will emphasize creativity, collaboration, critical thinking, presentation and demonstration, problem solving, research and inquiry, and career readiness. The second, more challenging question is, How will we teach these new standards?
For several years, the winds of change have been howling in one direction, pointing educators toward greater focus on depth rather than coverage, thinking rather than memorizing or listing, and demonstrating and performing rather than "hand it in and grade it. " States and professional development organizations recognize that the kind of transformative professional preparation necessary to meet the challenge of teaching the new standards is not yet in place. First, I refer to high-quality PBL, as outlined in a recent post. The Six Moving Parts Moving from instruction to inquiry.
Free Project Based Learning resource available. I just found a new publication on project based learning, Work That Matters: The Teacher’s Guide to Project-based Learning, produced in partnership with San Diego’s High Tech High.
This is available as a free PDF download and has great tips, ideas, resources, and information for helping teachers and schools implement project based learning in their schools and classrooms. There is step-by-step advice on planning, organizing and managing projects, as well as how to assess them. You can also request a hard copy by emailing Alec Patton here. Related: Project Based Learning Resources for Educators.
Project Based Learning. BIE. Why Is Project-Based Learning Important? The old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare students to survive in today's world.
Solving highly complex problems requires that students have both fundamental skills (reading, writing, and math) and Digital Age skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high-tech tools). With this combination of skills students become directors and managers of their learning process, guided and mentored by a skilled teacher. A number of excellent works published in the last 10 years promotes this new set of 21st Century skills.
The U.S. Department of Labor Secretary's Commission on Achieving Necessary Skills (SCANS), the North Central Regional Education Lab's enGauge Web site, and WestEd's Learning, Technology, and Education Reform in the Knowledge Age are just a few. Project-based learning lends itself to authentic assessment. What Is Project-Based Learning? Want Better Project-Based Learning? Use Social and Emotional Learning. Today's guest blogger is Thom Markham, a psychologist, educator, and president of Global Redesigns, an international consulting organization focused on project-based learning, social-emotional learning, youth development, and 21st-century school design.
An unfortunate legacy of the cognitive model that dominates education is the belief that everything important in life takes place from the neck up. This belief is the primary reason that many teachers struggle with project-based learning (PBL). At its best, PBL taps into intangibles that make learning effortless and engaging: Drive, passion, purpose, and peak performance. But peak performance doesn't start with a standardized curriculum. Outside of education, the success of PBL is no mystery. These factors can be condensed into three bullet points: Caring relationships People perform better when they feel attended to. Organizational experts tell us to "search upstream in time and place" to identify the barriers to solving a problem.
Using Inquiry Circles in Elementary Classrooms. Description: Master teachers Harvey Daniels and Stephanie Harvey explain how to use inquiry circle strategies to improve reading comprehension and collaboration in elementary literacy classrooms. Their DVD on... ... Master teachers Harvey Daniels and Stephanie Harvey explain how to use inquiry circle strategies to improve reading comprehension and collaboration in elementary literacy classrooms. Their DVD on inquiry circles is available at Less Tags: Video URL: Embeddable Player:
Project-Based Learning. Project-Based Learning. From Groups to Teams: The Key to Powering up PBL. I don't believe that we have yet tapped the true power of project based learning. Right now, PBL is still kind of a cool way to address standards and, too often these days, is simply coverage by another name. But its ultimate benefit is to help students think, learn, and operate in the new century by challenging them at deeper levels. That requires reversing the equation between skills and content: PBL is method for teaching students to find, process, understand, and share information, not a way to extend the industrial landscape of regurgitation and recall. In turn, that means we must get much better at using PBL for its primary purpose: Helping students be more skillful.
To illustrate, I'll focus on our favorite 21st century skill, collaboration, a staple of most projects, as well as a source of problems in many projects. First, let's talk football. So, a good first step is to stop thinking in terms of groups and start thinking in terms of teams. How to Build a Calendar for Project-Based Learning. Teachers want to know what the day-to-day looks like.
I know I do. After generating great project ideas, I want to know exactly what my day-to-day looks like. There is a pitfall there. Sometimes we plan the calendar too quickly. When this is done, projects can be unsuccessful. "The project went longer than I thought. " "I forgot a lesson, or didn't think that the students would need it.
" These all stem from rushing too quickly to the calendar. Begin with the End in Mind Look at the products students are creating. In it, you can see the teacher thought about not only important essential questions and content, but also skills, like taking photographs. Open Your Filing Cabinet Please, please, please don't reinvent the wheel. Plug and Play This is the most gratifying step, because now, building the physical calendar is easy. It's a Reframe We've all been there.