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Project-Based Instruction

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EasyENG Language Institute
EasyENG Language Institute

Project-based learning (PBL) is a unique approach to learning that provides pupils with the opportunity to experience working collaboratively. It also helps students use critical thinking skills to solve real-world problems. This presentation aims at demonstrating how projects can help EFL students improve their language skills by developing a series of outside-the-classroom assignments designed to reach a desire collaborative environment where students can interweave speaking, reading, listening and writing in a fun but constructive manner. By working together students can also recycle, review and retain new information given in class.

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Teaching Through Projects Professor: Sergio Meza Padilla, M.Ed. August 0f 2012 ¡Formamos profesionales bilingües con Responsabilidad Social!
“Tell me and I forget. Teach me and I remember. Involve me and I learn”. Benjamin Franklin
Agenda Workshop 1 (August 6th/2012) Teaching through Projects 1.What is project-based instruction (PBI)? 2.Why is PBI important? 3.Benefits of PBI 4.Elements of an authentic project 5.Implementing PBI 6.Assessment of project work 7.Conclusion
Project-based learning Keeping children engaged and motivated in school is challenging, even for the most experienced teachers. Although it is difficult to prescribe a “one-size-fits-all” approach, research shows that there are practices that will generally encourage students to be more engaged. These practices include moving away from rote learning and memorization to providing more challenging, complex work; having an interdisciplinary focus, rather than a departmentalized one; and encouraging cooperative learning.
Project-based learning Using projects is certainly not a new concept; teachers often incorporate projects into their lesson plans. Project-based instruction is different: It is a holistic instructional strategy rather than an add-on. This approach is becoming more meaningful because teachers increasingly teach groups of children who have different learning styles, cultural and ethnic backgrounds, and ability levels. PBI builds on children’s individual strengths, and allows them to explore their interests.
1. What is project-based instruction (PBI)? Project-based instruction is an authentic instructional model or strategy in which students plan, implement, and evaluate projects that have real-world applications beyond the classroom. Learning activities that are interdisciplinary, long term, and student- centered are emphasized in PBI. Project- based instructional strategies have their roots in the constructivist approach evolved from the work of psychologists and educators such as Lev Vygotsky, Jerome Bruner, Jean Piaget and John Dewey.
1. What is project-based instruction (PBI)? Constructivism views learning as the result of mental construction; that is, children learn by constructing new ideas or concepts based on their current and previous knowledge. Ss find projects fun, motivating, and challenging because they play an active role in the entire planning process.
Project-Based Instruction
2. Why is PBI important? PBI helps Ss develop skills for living in a knowledge-based and highly technological society. IMPORTANT FACT: the old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare Ss to survive in today’s world. Solving highly complex problems requires Ss to have both fundamental skills and digital age skills. With this combination of skills, Ss become directors and managers of their learning.
3. Benefits of PBI PBI provides one way to introduce a wider range of learning opportunities into the classroom. It can engage Ss from diverse cultural backgrounds because they can choose topics that are related to their own experiences, and use cultural or individual learning styles as well. IMPORTANT FACT: incorporating projects into the curriculum is neither new nor revolutionary. Benefits of project-based instruction include: •Preparing children for the workplace. Ss are exposed to a wide range of skills and competencies such as collaboration, project planning, decision making, and time management.
3. Benefits of PBI • Increasing motivation. teachers often note improvement in class participation, and greater willingness to do class and home work. • Connecting learning at school with reality. Ss retain more knowledge and skills when they are engaged in stimulating projects. With projects, Ss use higher order thinking skills rather than memorizing facts in an isolated context without a connection to how and where they are used in the real world. • Providing collaborative opportunities to construct knowledge. Collaborative learning allows Ss to share their ideas, own opinions, and negotiate solutions, skills that will be necessary in the workplace.
3. Benefits of PBI • Increasing social and communication skills. • Increasing problem-solving skills. • Providing opportunities to contribute to their school or community. • Increasing self-esteem. Ss take pride in accomplishing something that has value outside the classroom. • Allowing Ss to use their individual learning strengths and diverse approaches to learning.
4. Elements of an authentic project There are a wide range of project types—service learning projects, work-based projects, and so forth, but authentic projects all have in common these defining features. •Student-centered, student-directed. •A beginning, middle, and end. •Content meaningful to Ss. •Real-world problems. •Firsthand investigation. •Specific goals related to curriculum and school, district, or state standards.
4. Elements of an authentic project • A tangible product that can be shared with an audience. • Connections among academic, life, and work skills. • Opportunity for feedback and assessments from expert sources. • Opportunity for reflective thinking and student self-assessment. • Authentic assessments.
5. Implementing PBI Essentials for structuring projects effectively: Projects come from different sources and develop in different ways. There is no one correct way to implement a project, but there are some questions and things to consider when designing effective projects. Outlining Project Goals It is very important to clear goals so that the project is planned and completed effectively. Teacher and Ss should develop an outline that explains the project’s essential elements and expectations for each project.
5. Implementing PBI 5.1. Situation or problem: a sentence or two describing the issue or problem that the project is trying to address. 5.2. Project description and purpose: a concise explanation of the project’s ultimate purpose and how it addresses the situation or problem. 5.3. Performance specifications: a criteria or standards the project must meet. 5.4. List of project participants with roles assigned: include project teammates, school staff members, and the like. 5.5. Assessment: how the student’s performance will be evaluated. In PBI, the learning process and the final product are both evaluated.
5. Implementing PBI Identify Learning Goals and/or Objectives Before the project is started, teachers should identify the specific skills or concepts that the student will learn, form clear academic goals, and map out how the goals tie into school, state, and/or national standards. Here are five questions to consider when determining learning goals: •What important cognitive skills do I want my students to develop? •What social and affective skills do I want my students to develop? •What metacognitive skills do I want my students to develop? •What types of problems do I want my students to be able to solve? •What concepts and principles do I want my students to be able to apply?
5. Implementing PBI Be specific in determining outcomes so the Ss understand exactly what is to be learned. Other things that teachers need to consider are as follows: Do the Ss have easy access to the resources they need? This is especially important if a student is using specific technology or subject- matter expertise from the community. Do the Ss know how to use the resources? Ss who have minimal experience with computers, for example, may need extra assistance in using them. Are Ss clear on the roles and responsibilities of each person in his group?
6. Assessment of project work Assessing student performance on project work is quite different from assessing traditional classwork. Purpose of the Assessment Before determining what assessment strategies would work best, the teacher needs to determine what the purpose of the assessment is. Achievement: focus on outcomes of student learning to monitor progress and determine grades. Diagnosis and Improvement: focus on process and look at student strengths and weaknesses to identify appropriate programs and students’ learning strategies.
6. Assessment of project work Selecting Assessment Tasks: select tasks that require students to demonstrate specific skills and knowledge. Student Self-Assessment: because PBI is student driven, assessment should be student driven as well. Ss can keep journals and logs to continually assess their progress. A final reflective essay or log can allow Ss and teachers to understand thinking processes, reasoning behind decisions, ability to arrive at conclusions and communicate what they have learned.
7. Conclusion Planning and implementing effective projects can be challenging at first, but if teachers are given time to plan, and are supported by their administrators, they can make education come alive for their Ss and encourage them to take initiative for their own learning.
Thank you

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Project-Based Instruction

  • 1. Teaching Through Projects Professor: Sergio Meza Padilla, M.Ed. August 0f 2012 ¡Formamos profesionales bilingües con Responsabilidad Social!
  • 2. “Tell me and I forget. Teach me and I remember. Involve me and I learn”. Benjamin Franklin
  • 3. Agenda Workshop 1 (August 6th/2012) Teaching through Projects 1.What is project-based instruction (PBI)? 2.Why is PBI important? 3.Benefits of PBI 4.Elements of an authentic project 5.Implementing PBI 6.Assessment of project work 7.Conclusion
  • 4. Project-based learning Keeping children engaged and motivated in school is challenging, even for the most experienced teachers. Although it is difficult to prescribe a “one-size-fits-all” approach, research shows that there are practices that will generally encourage students to be more engaged. These practices include moving away from rote learning and memorization to providing more challenging, complex work; having an interdisciplinary focus, rather than a departmentalized one; and encouraging cooperative learning.
  • 5. Project-based learning Using projects is certainly not a new concept; teachers often incorporate projects into their lesson plans. Project-based instruction is different: It is a holistic instructional strategy rather than an add-on. This approach is becoming more meaningful because teachers increasingly teach groups of children who have different learning styles, cultural and ethnic backgrounds, and ability levels. PBI builds on children’s individual strengths, and allows them to explore their interests.
  • 6. 1. What is project-based instruction (PBI)? Project-based instruction is an authentic instructional model or strategy in which students plan, implement, and evaluate projects that have real-world applications beyond the classroom. Learning activities that are interdisciplinary, long term, and student- centered are emphasized in PBI. Project- based instructional strategies have their roots in the constructivist approach evolved from the work of psychologists and educators such as Lev Vygotsky, Jerome Bruner, Jean Piaget and John Dewey.
  • 7. 1. What is project-based instruction (PBI)? Constructivism views learning as the result of mental construction; that is, children learn by constructing new ideas or concepts based on their current and previous knowledge. Ss find projects fun, motivating, and challenging because they play an active role in the entire planning process.
  • 9. 2. Why is PBI important? PBI helps Ss develop skills for living in a knowledge-based and highly technological society. IMPORTANT FACT: the old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare Ss to survive in today’s world. Solving highly complex problems requires Ss to have both fundamental skills and digital age skills. With this combination of skills, Ss become directors and managers of their learning.
  • 10. 3. Benefits of PBI PBI provides one way to introduce a wider range of learning opportunities into the classroom. It can engage Ss from diverse cultural backgrounds because they can choose topics that are related to their own experiences, and use cultural or individual learning styles as well. IMPORTANT FACT: incorporating projects into the curriculum is neither new nor revolutionary. Benefits of project-based instruction include: •Preparing children for the workplace. Ss are exposed to a wide range of skills and competencies such as collaboration, project planning, decision making, and time management.
  • 11. 3. Benefits of PBI • Increasing motivation. teachers often note improvement in class participation, and greater willingness to do class and home work. • Connecting learning at school with reality. Ss retain more knowledge and skills when they are engaged in stimulating projects. With projects, Ss use higher order thinking skills rather than memorizing facts in an isolated context without a connection to how and where they are used in the real world. • Providing collaborative opportunities to construct knowledge. Collaborative learning allows Ss to share their ideas, own opinions, and negotiate solutions, skills that will be necessary in the workplace.
  • 12. 3. Benefits of PBI • Increasing social and communication skills. • Increasing problem-solving skills. • Providing opportunities to contribute to their school or community. • Increasing self-esteem. Ss take pride in accomplishing something that has value outside the classroom. • Allowing Ss to use their individual learning strengths and diverse approaches to learning.
  • 13. 4. Elements of an authentic project There are a wide range of project types—service learning projects, work-based projects, and so forth, but authentic projects all have in common these defining features. •Student-centered, student-directed. •A beginning, middle, and end. •Content meaningful to Ss. •Real-world problems. •Firsthand investigation. •Specific goals related to curriculum and school, district, or state standards.
  • 14. 4. Elements of an authentic project • A tangible product that can be shared with an audience. • Connections among academic, life, and work skills. • Opportunity for feedback and assessments from expert sources. • Opportunity for reflective thinking and student self-assessment. • Authentic assessments.
  • 15. 5. Implementing PBI Essentials for structuring projects effectively: Projects come from different sources and develop in different ways. There is no one correct way to implement a project, but there are some questions and things to consider when designing effective projects. Outlining Project Goals It is very important to clear goals so that the project is planned and completed effectively. Teacher and Ss should develop an outline that explains the project’s essential elements and expectations for each project.
  • 16. 5. Implementing PBI 5.1. Situation or problem: a sentence or two describing the issue or problem that the project is trying to address. 5.2. Project description and purpose: a concise explanation of the project’s ultimate purpose and how it addresses the situation or problem. 5.3. Performance specifications: a criteria or standards the project must meet. 5.4. List of project participants with roles assigned: include project teammates, school staff members, and the like. 5.5. Assessment: how the student’s performance will be evaluated. In PBI, the learning process and the final product are both evaluated.
  • 17. 5. Implementing PBI Identify Learning Goals and/or Objectives Before the project is started, teachers should identify the specific skills or concepts that the student will learn, form clear academic goals, and map out how the goals tie into school, state, and/or national standards. Here are five questions to consider when determining learning goals: •What important cognitive skills do I want my students to develop? •What social and affective skills do I want my students to develop? •What metacognitive skills do I want my students to develop? •What types of problems do I want my students to be able to solve? •What concepts and principles do I want my students to be able to apply?
  • 18. 5. Implementing PBI Be specific in determining outcomes so the Ss understand exactly what is to be learned. Other things that teachers need to consider are as follows: Do the Ss have easy access to the resources they need? This is especially important if a student is using specific technology or subject- matter expertise from the community. Do the Ss know how to use the resources? Ss who have minimal experience with computers, for example, may need extra assistance in using them. Are Ss clear on the roles and responsibilities of each person in his group?
  • 19. 6. Assessment of project work Assessing student performance on project work is quite different from assessing traditional classwork. Purpose of the Assessment Before determining what assessment strategies would work best, the teacher needs to determine what the purpose of the assessment is. Achievement: focus on outcomes of student learning to monitor progress and determine grades. Diagnosis and Improvement: focus on process and look at student strengths and weaknesses to identify appropriate programs and students’ learning strategies.
  • 20. 6. Assessment of project work Selecting Assessment Tasks: select tasks that require students to demonstrate specific skills and knowledge. Student Self-Assessment: because PBI is student driven, assessment should be student driven as well. Ss can keep journals and logs to continually assess their progress. A final reflective essay or log can allow Ss and teachers to understand thinking processes, reasoning behind decisions, ability to arrive at conclusions and communicate what they have learned.
  • 21. 7. Conclusion Planning and implementing effective projects can be challenging at first, but if teachers are given time to plan, and are supported by their administrators, they can make education come alive for their Ss and encourage them to take initiative for their own learning.