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Projects help students personalize their learning and are ideal for gaining key knowledge and understanding of content and answering the question: Where am I ever going to use this?" Among the greatest benefits of project-based learning (PBL) are gains in students' critical-thinking skills and development of their interpersonal and intrapersonal skills. PBL is also an ideal way to help learners gain speaking and presentation skills indentified in the Common Core Standards. PBL in mathematics, particularly when completed in teams, helps learners "model with mathematics" as they "apply the mathematics they know to solve problems arising in everyday life, society, and the workplace," "use tools strategically," and "construct viable arguments and critique the reasoning of others," as noted in the Common Core Standards (2010) for Mathematical Practice.
However, as Bryan Goodwin (2010) found in reviewing the literature, a major shortcoming in many student projects is that educators tend to assign projects just for the sake of doing them. "Educators can avoid this phenomenon and realize the potential of projects to promote students' critical-thinking by framing projects around a driving question " (p. 81). The Buck Institute for Education (BIE) has an archived-webinar on Driving Questions for those who need to learn more about their purpose and see examples of their use in various K-12 grades and subjects.
This challenging open-ended driving question or problem is just one of the essential elements of meaningful projects, according to John Larmer and John R. Mergendoller (2010) of BIE, who in 2014 updated their PBL model to what they called a "gold standard" (See their 2015 blog post on why. which is also the source for the image on PBL). Every good project needs significant content, meaning tied to standards so that students gain key knowledge and understanding. Students also need to perceive the work as meaningful to them. A clear connection to an entry event adding this meaning might be via almost anything: "a video, a lively discussion, a guest speaker, a field trip, or a piece of mock correspondence that sets up a scenario" (2010, p. 35). Students need a voice and choice in fulfilling project requirements, keeping in mind that limited choices be considered and that "teachers should design projects with the extent of student choice that fits their own style and students (p. 36). Projects should give students opportunities to build 21st century skills (or success skills) and to use technology that will be useful to them in life and the workplace. Projects should enable learners to conduct real inquiry. This has to do with authenticity or how real-world a project is. With "real inquiry comes innovation--a new answer to a driving question, a new product, or an individually generated solution to a problem" (2010, p. 37). Learners should receive feedback to use in revision, as learning that real-world work often involves revision. Outside experts or mentors can also provide input (Larmer & Mergendoller, 2010). Teachers should not be the only ones to provide this feedback. Peer-editing sessions with the aid of appropriate rubrics or checklists can be useful for students to present their rough drafts to each other (Pahomov, 2014).
Students should publicly present their work, as they will be more motivated to produce a quality product when knowing a real audience will view it (Larmer & Mergendoller, 2015, 2010). As Larissa Pahomov (2014) pointed out, "Why should students put so much effort into a product that is only going to be viewed by one person?" -- the teacher (p. 92). Although there might be live presentations to share projects, "they should also be designed to stand on their own, after the formal presentation has ended" (p. 87). A venue for presenting completed projects might be "as simple a setting up a gallery in the hallway or a landing page for links to projects" (p. 92). A blog or wiki is ideal for posting online presentations, which elevates projects beyond the school walls. "What makes this process meaningful, however, is when students have been creating their project with a particular audience in mind and then they target that audience once the content has been posted" (p. 98). Projects might be entered into contests and competitions, or presented to real-world professionals for feedback.
If projects involve teamwork, educators will need to emphasize commitment to the team as an essential component for success of group work. Larmer (2014) noted that this may not automatically emerge, but a "sense of responsibility to their peers can be one of the most powerful motivating factors for students working on a project in teams" (p. 45). To help support teamwork, teachers might consider "constructing list of norms or a rubric with students; having students write contracts for how they will work together; providing them with tools, such as task planners and online collaboration platforms; and teaching them how to resolve conflicts and make decisions. During a project, have team members frequently check in with one another—and the teacher—to be sure things are going smoothly" (p. 45).
Finally, projects should include the element of reflection. Per Larmer and Mergendoller (2015), "students should reflect on what they’re learning, how they’re learning, and what they have accomplished in a project" (Two new elements section). Self-Reflection on Project Work from BIE is one such template.
With the above being said, Volker Ulm (2011) offered teachers some sound advice regarding math project-based learning:
Enriching classroom teaching with projects is certainly the most challenging, but at the same time the most beneficial form of independent learning. It is challenging because it requires high-level skills on the part of the students, e.g. skills in applying methods, self-management, and social competence. So project-based learning should never degenerate into a teacher-centered training course where ultimately the teacher still does all the planning, structuring and organizing, prepares and procures all the materials, or even produces and presents the results. (p. 44)
What do we mean by building 21st century skills ?
Numerous documents have referred to the need for this or that activity to build 21st century skills needed for career and college readiness. However, what does that mean stated in terms that everyone can easily remember?
The National Research Council (2012, p. 2) suggested three broad domains as a way in which to organize competencies--such skills and abilities: cognitive, intrapersonal, and interpersonal. They are intertwined based on human development and learning, however.
While one might elaborate on specific skills or competencies within each, those domains are easy to remember. Briefly:
What might not surprise readers, however, is that "Precise definitions of the many terms used for “21st century skills” are not possible at this time, in part because there is little research to support such definitions" (p. 2).Key Questions
Thus, projects should result from students' attempts to answer essential questions. They can take many forms: products, presentations, performances. They might fit any of three structures: interpersonal, information sharing, or problem-solving. When selecting an existing project, or creating one of your own, consider the following. In terms of math projects:
Is the project devoted only to mathematics (or a single subject area), or is there a link to other curricular areas?
Is the project tied to standards for the curricular areas addressed, such as those from the National Council of Teachers of Mathematics, the Common Core Standards, or the National Education Technology Standards?
Does the project come with classroom instructional materials (e.g. teacher resources, student activities, rubrics and assessment tools)?
Can all students in your class participate? Projects should not be reserved for your talented and gifted students, as all students should be able to benefit.
What is the total time for project completion?
Is the project collaborative in nature? A collaborative project, particularly involving students outside your own school setting, will take more time and monitoring to help students learn how to be a part of a team and communicate appropriately with others.
How will students benefit both academically and personally from their involvement in the project? Consider that when students interact with other students and experts across the country or internationally, they get a broader feel for diversity. Their participation in an actual real world activity might encourage them to do their best work, and see the relevance of mathematics in their daily lives. If students have input into project selection, and like the topic, they will tend to become more involved and excited about their learning.
Is there a cost involved to participate?
Don't forget the home-school connection!
If you decide to engage in a project of significance to your learners, parents would appreciate knowing about it. Consider sending parents a letter to explain PBL, the nature of the project, how learners will be assessed, and what they can do to help. BIE has a Template for a Letter to Parents .
Help learners reach project milestones by recording oral feedback along the way using tools such as Screencast-O-Matic .The Methodology--Which PBL model do you need?
Adding to the above, educators need to decide on what they mean by project-based learning (PBL) and which model is needed. In his book World Class Learners: Educating Creative and Entrepreneurial Students , Yong Zhao noted three forms of PBL, according to J. Robinson (2013): an academic model, a mixed model, and an entrepreneurial model.
Learn More on Project-based Learning
These resources are for those who need to know more before engaging in projects and inquiry-based learning.
Buck Institute for Education has an overview of project based learning (PBL), plus numerous resources for conducting PBL, which are "organized into three broad categories: things to read, to watch, or to interact with." A PBL handbook and other PBL books are available to purchase. For example, John Larmer, John Mergendoller, and Suzie Boss of the BIE authored Setting the Standard for Project Based Learning (2015) in which they provide the step-by-step method to create, implement, and assess PBL in classrooms, systemwide, and in informal settings. Sample projects in various grade levels and subject areas are included. ASCD published this book.
Designing Learning is a section within the Galileo Educational Network Association, which includes a series on the nature of inquiry-based learning. Learn about what inquiry is all about, choosing a topic, essential questions, inquiry and assessment, and then go to the section for Classroom Examples of projects for elementary, middle, and secondary students and a rubric for assessing inquiry projects.
Intel Education has a three-hour hands-on free workshop on project-based learning, which has a guided self-study module as an accompaniment. Learn about this method as you examine It's a Wild Ride, an extended interdisciplinary project that studies roller coaster design in science, mathematics, and language arts classrooms. It's a Wild Ride provides a case study experience. Intel then offers a series of K-12 projects categorized in mathematics, science, language arts, social studies, and interdisciplinary.
Krauss, J. & Boss, S. (2013). Thinking Through Project-Based Learning: Guiding Deeper Inquiry provides an overview of PBL including findings on brain development and connections to Common Core Standards; numerous how-tos and sample projects for K-12; strategies for integrating PBL into main subject areas, across disciplines (science, social studies, language arts, math), and with technology and social media; ideas to involve the community and showcasing student work.
PBL-Online has all the resources you need to design and manage high quality projects for middle and high school students. You can learn how to design your own project, what project based learning is all about, search for projects developed by others or contribute your own, review research on PBL, and access other web resources on the topic. PBL-Online was created under the leadership of the Buck Institute of Education, with major contributions from the George Lucas Foundation and others.
HOT. Project-Based Learning: A Resource for Instructors and Program Coordinators from the National Academy Foundation and Pearson Foundation provides comprehensive coverage on this topic. You'll find a definition of PBL, questions to consider for when to use PBL, conditions and research supporting PBL, PBL examples and links to resources and training. Commentary on PBL includes: "The best projects skillfully weave together opportunities for students to engage in classroom activities (Level 1) that address content standards (Level 2) while encouraging them to develop habits of mind (Level 3) and the ability to take responsibility of their own learning (Level 4)" (p. 12). The 6 A's of PBL are addressed: Authenticity, Academic Rigor, Adult Connections, Active Exploration, Applied Learning, and Assessment Practices. Finally, within Project Delivery you'll learn about the scaffolding that teachers must consider when implementing sophisticated projects in their classrooms.
Project-Based Learning Professional Development Guide at Edutopia.org from the George Lucas Educational Foundation can be used as a two- to three- hour learning module, or expanded to day-long workshops. Find out what project based learning is, why it is important, how it works, and get some supporting resources. Also see Edutopia's Project-Based Learning section.
Project Based Learning explained by Common Craft is a short video with an easy explanation of PBL, courtesy of BIE.org.
Project Approach to Teaching and Learning in school addresses the foundation theory for using projects, strategic planning, and project development structure. This is an award winning site by Sylvia Chard of the University of Alberta, Canada. You might also be interested in the interview of Dr. Chard addressing project-based learning, which is available from Edutopia of the George Lucas Educational Foundation.
In Using the Internet to Promote Inquiry-Based Learning. authors D. Jakes, M. Pennington, and H. Knodle describe a structured approach to inquiry-based learning that uses the World Wide Web. They address an intuitive 8-step process that begins with an essential question and ends with a knowledge product produced by students, typically completed in a cooperative setting. They discuss the skills that students and teachers require to make inquiry-based learning and the Internet a successful endeavor; and the components of a Project Page, which include the scenario, task, resources, product students will build, and assessment.
What is Project-Based Learning? is a video tutorial from New Tech Network, which provides an in-depth overview of this method. Related videos are also available.
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