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Project-Based Learning: Problems
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Project-based learning is an instructional approach that contextualizes learning by presenting learners with problems to solve or products to develop. For example, learners may research adult education resources in their community and create a handbook to share with other language learners in their program, or they might interview local employers and then create a bar graph mapping the employers' responses to questions about qualities they look for in employees. This digest provides a rationale for using project-based learning with adult English language learners, describes the process, and gives examples of how the staff of an adult English as a second language (ESL) program have used project-based learning with their adult learners at varying levels of English proficiency.
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Problem-Based Learning involves both formative and summative assessment. Rubrics... known as scoring guides, provide an effective evaluative tool for assessing student performance. Tailor-made rubrics can be used throughout the Project-Based Learning unit, as well as the final evaluation of the project. (Challenge 2000 Multimedia PBL Rubric.)
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Inquiry-Based Learning involves students researching a topic, preparing a response and defending that response. Good topics have multiple, valid points of view and many possible outcomes. The student task is to choose a reasonable solution to the problem, to present that solution and to explain (defend through fact and logic) why it is a good solution.
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Project based learning is a pedagogic approach that intends to bring about deep learning by allowing learners to encounter problem solving opportunities in the context of a complex, open-ended project. For example, students may be asked to build a model rocket to learn about physics or monitor the water quality in a river to learn about their local environment.
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The NCTM Principles and Standards support inquiry, or discovery based learning, which is an important component of project-based learning. In addition, projects address the NCTM Principles and Standards process standards better than many other teaching strategies. Students gain valuable skills in problem solving, reasoning, and communicating mathematics, while learning how to conduct research, manage resources, and collaborate with others, important skills for the workplace of today.
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According to Tamir (1990), a typical inquiry-based learning unit is comprised of the following stages: defining the problem, proposing hypotheses, doing the project/experiment, analyzing the data, interpreting the results, drawing conclusions. In line with that inquiry-based learning approach Krajcik et al. (1999), the PBL approach engages learners in exploring important and meaningful questions through a process of investigation and collaboration. Students ask questions, make predictions, design investigations, collect and analyze data, use technology, make products, and share ideas. Rosenfeld and Rosenfeld (1999) found that students with low academic records who studied in the conventional framework did better in courses based on PBL, whereas those with higher grades in regular studies achieved less when PBL methods were applied (or abandoned the project completely). Based on their findings, the researchers suggest that styles of teaching and learning environments be adapted to the student’s learning mode. Low academic grades do not necessarily demonstrate lack of ability, but rather the unsuitability of the pedagogic system.
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