PBL: A Unique Educational Experience

The art of TEACHing is the art of ASSISTing DISCOVERY” – Mark Van Doren

I want you to imagine yourself sitting at your desk in your grade-nine Math class. The teacher is standing at the front of the room writing numbers on the chalkboard while you and your classmates passively copy the information onto your page. Tonight you will go home and memorize this material for your upcoming quiz. Does this scenario sound familiar? For most people, the answer is yes. This is because this scenario reflects the traditional model of education. Through my experience in the Education Program, I have been taught there is a "call for change." So what does this change look like? Project Based Learning otherwise known as PBL might be one solution. PBL is “learning that begins with the students’ own interests and questions. Learning activities are long term, interdisciplinary and student-centered and are integrated with real-world issues and practices. Students are involved in making decisions about how they will find answers and solve problems” (Alberta Ministry of Education, 2004).

Principles of PBL (Source)

As opposed to telling students what they have to learn, in PBL teachers encourage students to select specific topics that interest or inspire them. Students take on the role of project designers who investigate real-world problems while integrating multiple subjects across the curriculum. In my last post I discussed the topic of teachers knowing their students interests and making curriculum relevant and meaningful. PBL offers a context where teachers can make connections with students and establish a deeper level of learning. As an aspiring teacher, I am intrigued by PBL and I encourage current educators and future educators like myself to implement this approach in their classroom. 

The Glossary of Education Reform provides typical examples of open-ended or driving questions that may be posed to students in PBL. For example students might be asked, “How can our school serve healthier lunches?” The students then may choose to research health concerns related to specific food items that are being served in the cafeteria and create flyers or awareness videos to gain the attention from staff and students. Now, you see how this approach is much different than the traditional model we are accustomed to. The following video demonstrates PBL in a Physics classroom where students are creating, building and testing wing structures. In teams, they are responsible for their own design and then present their project to a panel of experts. 

PBL in the Classroom (Source)

PBL for 21st Century Learning (Source)

An article on PBL from Edutopia (2007), explains how PBL helps students develop twenty-first century skills necessary for living in a knowledge based and technologically dependent society. Such skills include: personal and social responsibility, planning, critical thinking, reasoning, decision-making, cross culture understanding and many others. As opposed to spoon-feeding students information, a teacher who implements PBL in the classroom is preparing students for challenges and set-backs they will encounter in the real world. 

I can recall an educational experience where I participated in project that resembled a PBL approach. It was in science class, and we were challenged to build an “egg protector” using a variety of specific materials to withstand tests of being dropped from multiple heights. We participated in research for angles, trajectory, velocity and so on and then had to present our findings to the rest of the class (to determine if our egg protectors could withstand the tests). While completing the project, I remember being increasingly motivated and engaged in the assignment and I remember feeling proud of myself once the project was finally completed. Research supports the value of PBL in the classroom. Studies prove that when implemented well, PBL can “increase retention of content and improve students’ attitudes towards learning” (Vega, 2012).

 Characteristics of AA (Source)

Through researching the topic of PBL, I also found a strong connection to authentic assessment. Authentic assessment occurs when the assessment task presents a real-world challenge and students construct their own response rather than choosing from provided options (Drake, Reid & Kolohon, 2011). As a future educator, I will strive to move away from standardized rubrics and meeting specific curriculum expectations in a certain number of days. As mentioned in my previous posts, I am a strong advocate for adapting and meeting the varying needs of all learners. Implementing PBL in the classroom allows for authentic assessment.

So what sounds more interesting… memorizing the names and structure of chemical compounds, or becoming a member of a research team for a “green” company to evaluate potential power sources and methods for creating a chemical salt? I challenge teachers to use PBL in their classroom.

Until next time,
Rachelle

References

Alberta Ministry of Education. (2004). Focus on inquiry: A teacher's guide to implementing inquiry-based learning. Edmonton, AB: Alberta Learning: Learning and Teaching Resources. Retrieved from: http://education.alberta.ca/media/313361/focusoninquiry.pdf

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom              Assessment: Engaging the 21^st Century Learner. Don Mills, ON:Oxford University Press.

Vega, V. (2012). Project-Based Learning Research Review. Retrieved from: http://www.edutopia.org/pbl-research-learning-outcomes

Mueller, J. (2014). What is Authentic Assessment? Retrieved from: http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

(n.a.). (2007). Why is Project-Based Learning Important? Retrieved from: http://www.edutopia.org/project-based-learning-guide-importance