In my high school physics class, it was one thing to learn and understand formulas of velocity and Newton’s Third Law of Motion, but it was another
to actually apply these scientific concepts into a real life project:
Launching
a Water Bottle Rocket Using Pressurized Air.
This was one of the most exciting project’s I have ever
engaged in, and I can still remember it to this day. What I have now realized,
is that this type of learning has a name, it's called Project-based Learning
(PBL).
Drake et al. (2014) states that students in a PBL classroom do not learn content in a traditional teaching style, but
rather learn while doing the project. Students should not be seen as passive
learners or sponges that just absorb the knowledge teachers are explaining to
them, but instead they should be given the opportunity to engage in self-discovery.
Even from my own experiences, this task not only had a positive impact on me,
but my attitude towards the learning changed. Physics became one of my favourite subjects, and I really looked forward to going
to my class everyday to work on my project with my group!
 |
| https://www.thinglink.com/scene/308749202752536578 |
When I was building my rocket, I learned how to
think critically and creatively when putting it together. I also had to keep in mind several concepts related to height, weight, speed and aerodynamics, as this helped me develop inquiry and problem-solving skills, which represent the 21st
century skills that make up PBL. PBL allows for student-centered learning,
as Drake et al. (2014) suggests it takes on a constructivist approach by encouraging students to take on an active role in
their learning. As future teachers, we should give our students numerous
opportunities to explore ideas in social contexts, as you learn from eachother,
and see things in a different light. This will allow for new experiences and
learning to be broadened and enriched. Here is a fantastic website that explores project-based learning through hands-on design challenges reflecting real events happening around the world. Not only is this exciting for students, but it is relevant in their lives!!
In a similar sense, Catapano and Gray (2015) also believe PBL
finds its roots in constructivism, reflecting the framework of child-directed,
inquiry-based learning. PBL uses in-depth projects to promote children’s
intellectual development by engaging their minds in observation and
investigation. Catapano and Gray (2015) found that students
learn better when they are in control of their own learning outcomes, as one
teacher noticed students were more motivated when taking learning into their
own hands as they used many different skills such as reading, writing,
mathematics and interpersonal interactions without even realizing it!!
 |
| https://www.flickr.com/photos/jesshobbs/7066834113/in/photolist-bLtnzt- |
One student goes, “I like how we do things differently, not like regular school. We do fun projects and play games while learning at the same time.” (Catapano & Gray, 2015, p. 93)
It allows for creative and critical thinking skills, as many
of these PBL projects proceed over a period of time, resulting in a product,
presentation or even a performance. Tamim and Grant (2013) found that PBL brought several advantages to the learning process such as fostering intrinsic motivation, developing critical thinking abilities, presentation and communication skills, and their ability to work effectively on a team. When students were involved in a PBL project, their performance not only improved, but they worked harder and gave better quality of work. Even teachers found that their students learned more, became more informed, and got a better understanding of the topic at hand. As a result, students were able to move from novices to experts in the domain of their project (Tamim & Grant, 2013).
Not only is PBL engaging and motivating, but it also allows students to work collaboratively and put their own spin on their solution to the problem. It’s the shift in delivery of instruction, as students not only get the knowledge, but they learn the application. In other words, the subject matter becomes relevant to their lives, as they are able to apply it to a real world situation. I see this as truly inspiring!
I believe that PBL is an outlet for every student to experience success and build even more on their strengths. Through PBL activities, I am strongly convinced that students are exposed to many more skills, as they are reading, writing, finding and analyzing information, composing and editing, constantly! Not only do they learn the subject content, but I imagine they are gaining some life skills along the way.
Project-Based Learning has really opened my eyes to new ways of
teaching that can really benefit future teacher candidates like myself. Just a few thoughts, do you believe new teachers will be able to carry out this
style of teaching, and do you think it is possible to implement PBL to students
of all grade levels?
Ultimately, I believe if there has ever been a time to improve schools,
the time is now.
References
Catapano, S., & Gray, J. (2015). Saturday school:
Implementing project-based learning in an urban school. Perspectives On Urban Education, 12(1), 88-99.
Drake, S. M.,
Reid, J.L. & Kolohon, W. (2014).
Interweaving curriculum and classroom assessment: Engaging the 21st century
learner. Toronto, ON: Oxford University Press.
Explorer Elementary Student Projects (2009, December 18). Buck Institute for Education [Video file]. Retrieved from https://www.youtube.com/watch?v=v9JokfKBHxA
Tamim, S. s., & Grant, M. m.
(2013). Definitions and uses: Case study of teachers implementing project-based
learning. Interdisciplinary Journal of Problem-Based Learning, 7(2),
71-101. doi:10.7771/1541-5015.1323
