Project-Based Learning: The 'why' and 'how'

Throughout my last 3 years in the Concurrent Education program here at Brock University, project-based learning always came up as an important topic in our courses due to its relevancy in today’s world, the changing nature of education and the ways in which students learn. 

Project-based learning is based on constructivism which “explains that individuals construct knowledge through interactions with their environment, and each individual’s knowledge construction is different; so, through conducting investigations, conversations or activities, an individual is learning by constructing new knowledge by building on their current knowledge” (Zafirov, 2013, p. 299).

source: http://examtime.com/guide/project-based-learning-introduction

As I sat through these courses and learned more about all the different instructional methods and teaching strategies to improve student learning, I reflected on my own educational journey. I thought about my years in elementary and high school to see if I, too, had experienced project-based learning in one way or another. Unfortunately, no such memory came to mind. The closest experiences I’ve had to project-based learning were being able to choose my own novel for a book report or doing simple science experiments after already learning about them.

The instruction I received in my elementary and high school years (with the exception of group activities) was focused on traditionalism where the teachers lectured us and students were viewed as sponges absorbing all the knowledge being poured into them. We were basically taught that memorization was our key to success and I picked up on this pretty early in life. I became good at memorizing knowledge and facts, even if I didn’t fully understand the topic or concepts being taught. Through elementary, high school, and even university, I knew that if I came up with a study plan and studied hard, that I could rely on my memory to get good grades. Even now, I prefer to write multiple-choice tests as opposed to writing papers requiring critical thinking. This is not because I believe critical thinking is not valuable to learning (because it is), but because I doubt my ability to do so and to ask thoughtful, provocative questions since I wasn't encouraged to do these things from the beginning. I just feel more comfortable and safe writing tests. But as we all know, the comfort-zone is not where or how real learning and growth occurs. 

source:

https://www.youtube.com/watch?v=hnzCGNnU_WM 

As a future teacher, I hope to create a more meaningful learning experience for my students by implementing the strategy of ‘learning by doing.’ Students are better able to learn and grow as individuals when they are given the opportunity to ask questions, think critically, collaborate and communicate with their classmates, problem solve, take ownership of their learning, and actively engage in topics they are interested in. I find that motivation also plays an important role in one’s ability to learn. Countless times I remember thinking to myself “when am I ever going to use this knowledge outside of school?” especially when it came to math. My goal as a future teacher is not only to explain to my students why this new knowledge would be useful to them, but also have them participate in activities where they can apply the knowledge, practice creativity and working together, and be given the opportunity to demonstrate their understanding in various ways. I believe that all of these factors are crucial in student success and will provide them with the necessary skills to function as social, working beings in the real world. 

Here is a very interesting video I came across that implements PBL in a creative way. It is clear to see that this teacher really cares about his students’ learning and is aware of the different ways in which students acquire knowledge and is open to assessing them accordingly.

source:

https://www.youtube.com/watch?v=4a7NbUIr_iQ

One of the articles I looked at studied teachers’ thoughts on and experiences with project-based learning. For the most part, PBL was an effective strategy and had a positive impact on student learning, even when it came to students with exceptionalities. However, the researchers found that many teachers “lack a clear understanding of PBL methodology” and others suggested receiving training on PBL methods (Hovey & Ferguson, 2014).

As someone who has never experienced PBL as a student, it definitely has me thinking about how I can use it as a teacher to promote student learning and growth. There are so many benefits to project-based learning; but, like the article mentions, many of us aren’t taught how to implement it effectively in a classroom environment. What are your thoughts on receiving training on PBL methodology and techniques? What challenges may arise in using PBL? How could you implement it, and how often, especially in the elementary curriculum?

References: 

Edutopia. (2014). Five Keys to Rigorous Project-Based Learning. Retrieved from: https://www.youtube.com/watch?v=hnzCGNnU_WM

GOOD.IS. (2012). Teaching for Tomorrow: Flipped Learning. Retrieved from: https://www.youtube.com/watch?v=4a7NbUIr_iQ

Hovey, K. A., & Ferguson, S. L. (2014). Chapter 6: Teacher perspectives and experiences: Using project-based learning with exceptional and diverse students. Curriculum & Teaching Dialogue, 16(1/2), 77-90.

Zafirov, C. (2013). New challenges for the project based learning in the digital age. Trakia Journal Of Sciences, 11(3), 298-302.