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’ Challenging projects for student such as?
field trips;
trips;
laboratory investigations;
investigations;
interdisciplinary activities that enrich and extend
the curriculum.

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’ Ñn PBL, the inquiry process starts with a guiding

question and lends itself to collaborative
projects that integrate various subjects within
the curriculum.
’ Questions are asked that direct students to
encounter the major elements and principles of
a discipline.

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’ Ñn PBL, the teacher or the students pose a guiding
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’ 6 hat is cystic fibrosis, and how is it caused?6
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’ 6 hat will a high school look like in 2050

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’ ÿecognizing that students have different learning styles,
concrete, hands-
hands-on experiences come together during
PBL.
’ Field trips, experiments, model building, posters, and
creation of multimedia presentations are all viable
activities within PBL, and present multiple ways for
students to demonstrate their knowledge ²
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’ By creating bridges between subjects, students
view knowledge holistically, rather than looking
at isolated facts.

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’ PBL promotes understanding, which is true
knowledge. Students explore, make judgments,
interpret, and synthesize information in
meaningful ways. This approach is more
representative of how adults are asked to learn
and demonstrate knowledge.

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’ These skills include
personal and social responsibility
planning, critical thinking, reasoning, and creativity
strong communication skills, both for interpersonal and
presentation needs
cross--cultural understanding
cross
visualizing and decision making
knowing how and when to use technology and
choosing the most appropriate tool for the task ||
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’ By bringing real-
real-life context and technology to
the curriculum through a PBL approach,
students are encouraged to become independent
workers, critical thinkers, and lifelong learners

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’ £uthentic assessment and evaluation allow us to
systematically document a students progress and
development.
’ PBL lets the teacher have multiple assessment
opportunities such as×
demonstrate his or her capabilities while working
independently.
ability to apply desired skills such as doing research.
PBL also develops the students ability to work with his
or her peers, building teamwork and group skills.
£ teacher learns more about the child as a person.

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’ Students become engaged builders of a new
knowledge base and become active, lifelong
learners.
’ PBL teaches students to take control of their
learning, the first step as lifelong learners.

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’ PBL addresses these differences, because
students must use all modalities in the process of
researching and solving a problem, then
communicating the solutions.
’ hen students are interested in what they are
doing and are able to use their areas of strength,
they achieve at a higher level.

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’ £ growing body of research supports the use of
PBL. Universities where PBL is practiced find a
decline in absenteeism, an increase in
cooperative learning skills, and improvement in
student achievement.
’ hen technology is used to promote critical
thinking and communication, these benefits are
enhanced.

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’ Project-based learning, as with all lessons, requires much preparation and
Project-
planning. Ñt begins with an idea and an essential question.
question.
’ hen designing the project and the essential question that will launch the
activities, it is important to remember that many content standards will be
addressed.
’ ith these standards in mind, devise a plan that will integrate as many
subjects as possible into the project.
’ Have in mind what materials and resources will be accessible to the students.
’ Next, students will need to be given assistance in managing their time -- a
definite life skill.
’ Finally, have multiple means for assessing your students' completion of the
project×
Did the students master the content?
ere they able to apply their new knowledge and skills?
Many educators involve their students in developing these rubrics.

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’ |. Start with the Essential Question×
The question that will launch a PBL lesson must be one that will engage your students. Ñt is
greater than the task at hand. Ñt is open ended. Ñt will pose a problem or a situation they can
tackle, knowing that there is no V
answer or solution.
’ 2. Design a Plan for the Project×
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’ ë. Create a Schedule×
hat time allotment will be given to the project?
ill this project be conducted during the entire school day or during dedicated blocks
of time?
How many days will be devoted to the project?

’ ë.| Enable success by practicing the following tactics×

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’ To maintain control without preventing students from

taking responsibility for their work, take these steps×
Facilitate the process and the love of learning.
Teach the students how to work collaboratively.
Designate fluid roles for group members.
Have students choose their primary roles, but assume
responsibility and interactivity for all group roles.
ÿemind them that every part of the process belongs to each
individual and needs each student's total involvement.
Provide resources and guidance.
£ssess the process by creating team and project rubrics

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’ £ssessment meets many needs. Ñt;

provides diagnostic feedback.
helps educators set standards.
allows one to evaluate progress and relate that progress
to others.
gives students feedback on how well they understand
the information and on what they need to improve.
helps the teacher design instruction to teach more
effectively.
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’ To enable effective self-

self-evaluation, follow these steps×
Take time to reflect, individually and as a group.
Share feelings and experiences.
Discuss what worked well.
Discuss what needs change.
Share ideas that will lead to new questions and new projects.

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’ |. Materials and resources for organizing

projects×
£ PowerPoint® Presentation
£ctivities that engage participants in thinking and
talking about PBL
Suggested readings,
readings, including links to pertinent eb
sites
Sample session schedules

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£sk participants, 6 hat questions do you have about
good PBL projects that might be answered by looking
carefully at a video of students working on a project?6
Suggest that participants view the videos shown with
particular questions in mind.

’ ÿE£D £ÿTÑCLES £ND £TCH VÑDEOS

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