Project-based learning is a student-centered instructional approach that uses authentic real-world projects to engage students and teach 21st century skills. It involves students working in groups on a project to answer a driving question. The teacher acts as a facilitator, while students develop skills like collaboration, critical thinking, and communication. When implemented effectively with clear goals and teacher support, project-based learning can boost student achievement and prepare them for life after school.
Problem-based Learning engages students in the process of critical thinking in an attempt to analyze and evaluate problems that have no definite response as they were provided a problem with preliminary information only. On the other hand, in Project-based Learning, students are assigned or provided with a complex problem with prospective solutions and exploring opportunities where they are tasked to build a plan and construct a product that addresses the problem after studying the given problem.
Using technology with authentic learning in the projectjennirae67
Project-based learning (PBL) engages students in real-world problems using technology and inquiry. The teacher acts as a facilitator, framing questions and assessing student learning. Students collaborate to ask questions, build knowledge, and determine solutions to presented issues. While students work in groups, PBL promotes independence through reduced instruction. Critics argue PBL has failed in wealthier districts and harmed math skills, though proponents assert it motivates learning and develops social skills.
Assessment in a Constructivist, Technology-Support LearningArnie Fe Antiola
The document is a presentation about assessment in a constructivist classroom supported by technology. It defines key terms like assessment, constructivism, technology, and learning. It discusses that in a constructivist classroom, assessment measures collective abilities and skills through observation and rubrics. The benefits of constructivism include learning transcending memorization, students being active learners, and assessment occurring along the learning process. Constructivist teaching also allows students to explore topics of interest and work together to enhance learning.
This document discusses implementing project-based learning in the classroom. It begins with an abstract that outlines the benefits of PBL, including greater student understanding, higher-level thinking, and increased motivation. It then explores how PBL differs from traditional learning by being more student-driven and facilitating real-world application. The roles of both teachers and students are reversed in PBL. The document also notes issues with traditional teaching methods like lack of outside relevance and collaboration. It argues PBL can help address these issues and improve standardized test scores and graduation rates.
Final-Developing Surface and Deep Level Knowledge and Skill through Project B...mmcdowell13
The following presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Technology tools used for PBL in social studiesMariePeafiel
Social Studies is comprise of complex ideas, concepts and problems. Using PBL as an approach in teaching Social Studies maximizes its complexity into simple ideas. Moreover, encouraging students to collaborate and formulate solutions on societal issues. With the emergence of technology, these helps classes become more entertaining as well as engaging.
Project-based learning (PBL) is a student-centered teaching method where students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. The key principles of PBL include student choice, inquiry, authenticity, and reflection. Research has shown that PBL leads to greater student understanding and motivation compared to traditional teaching methods. It also improves standardized test scores, as students learn skills like problem-solving that apply to real-world contexts. PBL benefits gifted students in particular by allowing more flexibility for independent exploration at higher levels of depth and complexity.
This document provides an overview of project-based learning (PBL) and its use in intervention classrooms. It begins with common questions about PBL and then discusses how PBL is different from traditional teaching in that it uses extended, student-driven inquiries structured around complex questions. Research supports that PBL increases student motivation, engagement, and retention of knowledge compared to traditional instruction. The document provides examples of how teachers facilitate PBL by framing questions, managing activities, and ensuring high quality outcomes through tasks and goals set by students. It concludes by emphasizing the importance of PBL for engaging students with real-world problems in a way that mirrors life outside of school.
The document describes the project method, an educational approach where students learn by conducting an investigative project or long-term task. It traces the origins and development of the project method from 1900 to today. Key aspects covered include characteristics like student choice, real-world application, and a facilitative teacher role. The document also outlines types of projects, principles, procedures, roles and merits/demerits of the project method.
This document analyzes a study that examined how a teacher implemented project-based learning in her first grade classroom while still addressing required grade-level standards. The teacher negotiated project topics and activities with students to integrate standards into their interests. Researchers observed as the teacher encouraged students to independently problem solve during projects. The study found that negotiating plans with students gave them a sense of ownership over their work and motivated higher-level thinking. However, the findings may not generalize to other classrooms without the same teacher. Further research is needed on supporting teachers to successfully adopt this collaborative project approach.
This is a slightly-edited version of an online presentation prepared for a class on Motivating 21st Century Learning, in which I give a basic overview of what Problem-based Learning is, and how it can be used--particularly in a library classroom environment.
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)Dwitya Aribawa
This document provides an overview of problem-based learning (PBL). It discusses that PBL is an active learning approach where students work in small groups to solve real-world problems. It contrasts PBL with the traditional lecture approach. The roles of tutors, students, chairs, and secretaries in the PBL process are described. Steps in the PBL process like understanding the problem, learning new information, and applying the solution are outlined. Evaluation of the PBL process is also discussed.
The document provides an overview of group projects and the project method in education. It discusses that the project method involves students working individually or in small groups to analyze and develop solutions to real-world problems within a set timeframe. It also outlines the key stages of a group project, including analyzing the project question, developing solutions, managing the project progress, and presenting the results. The document emphasizes the importance of developing students' teamwork, leadership, problem-solving and management skills through group projects.
This document provides an overview of problem-based learning (PBL), including its history, key characteristics, steps in the PBL process, advantages and disadvantages. Some key points:
- PBL was pioneered in medical education at McMaster University in the 1960s as an alternative to traditional lecture-based learning. It has since spread to other fields.
- In PBL, students work in small groups to solve open-ended problems, with teachers acting as facilitators. It is student-centered and focuses on identifying learning needs to address problems.
- The steps of PBL involve defining the problem, identifying learning needs, conducting self-directed study, and applying new knowledge to the problem.
Problem-based learning (PBL) is an instructional strategy where students learn through the experience of problem solving. It uses real world scenarios and relies on small collaborative groups guided by a facilitator. Students take responsibility for their own learning by identifying learning needs and researching the topics. The instructor guides the process without directly teaching, and scenarios are used to help students build skills like clinical reasoning. PBL has been shown to help students develop integrated knowledge and better acquire and retain information for fields like medicine that see rapid changes.
Are Traditional Teaching Methods Right for Today's StudentsWiley
Learn about the different domains of competency that influence student success in the classroom and provides them with the necessary skills for the 21st century workplace.
The document discusses achieving learning outcomes through incorporating technology into instruction. It begins by noting that despite massive technology expenditures, information technology has not been fully integrated into teaching and learning as predicted. There are some successful individual implementations, but they have been slow to propagate more broadly. The document then provides guidance on describing students and identifying instructional challenges before reviewing models of learning objectives, best teaching approaches, and change theory as it relates to adopting new technologies.
Constructivist learning environments (CLEs) emphasize technology-based, meaningful interactions where learners interpret and construct their own understanding based on experiences. Educators must design CLEs that actively engage learners in meaningful projects promoting exploration, experimentation, collaboration and reflection. CLEs support project-based learning and present learners with complex, ill-structured real-world problems that have no single solution, requiring investigation and reasoning to develop their own ideas. Resources in CLEs include information banks, the internet, and tools that support collaboration to help learners solve problems.
The school improvement plan for John H. Castle Elementary School outlines key components such as descriptions of the school, curriculum, assessments, vision and mission statements, goals, parent participation, technology use, safety, cultural competency, student achievement objectives, benchmarks, professional development, and a three-year timeline. The principal and assistant principal authored the plan with input from the PL221 committee. The plan is working well as student test scores have remained above state averages. If she were principal, the reviewer would encourage more faculty involvement in the PL221 committee to strengthen understanding and implementation of the school improvement plan.
The key components of Neil Armstrong Elementary School's improvement plan include demographic information, service learning, schedules, extra-curricular offerings, a vision statement, values statement, and data summary. The principal and school improvement committee authored the plan. The plan serves as a working document that staff regularly refer to in order to refocus on accomplishing the school's mission.
This document summarizes and evaluates a school improvement plan for Vero Beach High School. It outlines the key components of the plan, including the vision/mission, student achievement data, staff demographics, and action plans to address needs in reading, science, math, writing and parent involvement. It notes that the principal and SAC chair were the main authors. A science teacher provides feedback, noting there was little follow through on the science goals. The document discusses what the principal could do differently, such as ensuring teachers are aware of and working towards SIP goals. It also describes how evaluating the SIP helped initiate a vision school project.
This document outlines a vision for an excellent rural public school serving grades 1-4 with about 400 students. It describes the ideal certified staff, support staff, student demographics, standardized testing results, and core values of the school. These include committing to life-long learning, community partnership, character development, and academic excellence. The school aims to achieve this through a project-based learning curriculum incorporating technology, diversity, and service learning. Teachers will engage in ongoing professional development to support this approach. The school also aims to promote democratic values and indicate success through student and community engagement.
Sofema Aviation Services (SAS) is an aviation training and consulting company based in Sofia, Bulgaria that offers over 250 regulatory training courses. SAS provides services such as developing EASA compliant manuals and procedures, auditing, and safety management training. It also has an online training portal called EASAOnline that offers video-based aviation courses globally.
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Features of Project-based learning; 1. Student-centered 2. Interdisciplinary ...Future Education Magazine
PBL stands for project-based learning, which is a student-centered pedagogy that incorporates an active classroom approach. The idea behind this method of teaching is that students would gain a more in-depth knowledge via the active investigation of real-world issues and obstacles.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like problem-solving, and increases student independence and self-esteem. Potential shortcomings include projects becoming unfocused, difficulty measuring success, and some students not contributing equally.
This document discusses project-based learning (PBL), a teaching method where students work for an extended period of time to investigate and respond to a complex question or problem. It defines PBL, outlines its key elements and structure, and discusses the roles of students and teachers. Some advantages are that it engages students in real-world issues, develops skills like collaboration, and increases independence; potential shortcomings include projects becoming unfocused and difficulties in measurement.
This document discusses problem-based learning and project-based learning. It explains that problem-based learning is a student-centered approach where students learn by solving complex problems. It also describes the seven step process for problem-based learning. Project-based learning involves students investigating real-world problems and challenges. The key components of project-based learning are outlined, including learner-centered environment, collaboration, authentic tasks, and innovative assessment. Benefits of both approaches include increased motivation, development of critical thinking skills, and preparation for lifelong learning.
The article deals the different type of project-based learning and its pedagogical principles. The importance of project-based learning method and its effectiveness was written here. Saidova M.R and Ergasheva D.K 2020. Differentiated instruction, project-based learning, constructivist pedagogy principles . International Journal on Integrated Education. 2, 6 (Mar. 2020), 209-212. DOI:https://doi.org/10.31149/ijie.v2i6.157. Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/157/153 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/157
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students in implementing project-based learning are also outlined. While research on its effectiveness is mixed, proponents argue it can increase student engagement when implemented properly.
This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students are examined, with teachers acting as facilitators and students responsible for self-directed learning. Research on project-based learning is mixed, finding it can be engaging but also stressful for teachers.
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
Project-based learning (PBL) is a teaching method where students explore real-world problems and challenges while working in collaborative groups. It develops cross-curricular skills and integrates technology. PBL inspires deeper engagement and knowledge retention compared to traditional textbook learning. Students develop confidence, self-direction, and skills like organization, research, communication, and seeing community impact. Effective PBL includes defining the problem, project purpose and criteria, participant roles, and evaluations of both the learning process and products. The teacher acts as a facilitator rather than director, allowing student ideas and action to drive learning and their development of skills like critical thinking, problem-solving, teamwork and communication.
This document discusses project-based learning (PBL) and provides an example of a school PBL project. It begins by defining PBL according to various experts as an instructional approach where students actively investigate real-world problems and questions over an extended period of time. It notes key characteristics of PBL including being driven by an open-ended question, incorporating student voice and choice, and culminating in a realistic product or presentation. The document outlines benefits of PBL as well as potential challenges. It then describes typical roles of students and teachers in PBL. Finally, it provides an example school PBL project on creating a multimedia book, including activities, resources, deliverables, and assessment.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
The effect of project based learning model with kwl worksheet on student crea...Alexander Decker
This document summarizes a study that analyzed the effect of project-based learning (PjBL) with KWL worksheets on student creative thinking in physics problem solving. The study involved randomly assigning undergraduate physics students to either an experiment group that used PjBL and KWL worksheets or a control group that used traditional cooperative learning. Assessment results showed that students in the PjBL group had higher creative thinking scores than the control group, indicating PjBL is an effective way to develop student creative thinking and engagement in physics learning. The document also provides background on PjBL principles and benefits, defining it as a student-centered approach that uses authentic projects to help students construct knowledge and demonstrate understanding through hands-on
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Project-based learning (PBL) engages students in solving real-world problems and developing self-directed learning skills. It is based on constructivism and involves students purposing, planning, executing, and judging projects. The main goal is to engage learners, as Kilpatrick stated. PBL recreates real-world complexity and promotes collaborative learning. It is well-suited for adult learners, who come with experience and goals for education, and benefits from being self-directed, goal-oriented, and relevant to learners' lives. Some challenges for PBL include inexperience with group work, unfamiliarity with inquiry skills, and lack of feedback, but teachers can help address these.
Applying principles of pbl in the classroom Ngoc Nguyen
This document discusses project based learning (PBL), where students work on projects over an extended period of time to solve real-world problems or answer complex questions. Students demonstrate their knowledge through developing presentations for authentic audiences. As a result, students develop deep content knowledge as well as critical thinking, creativity, and communication skills. The document outlines the framework for PBL, including intellectual challenge, authenticity, public products, collaboration, project management, and reflection. It provides an example of a PBL project where students challenged stereotypes by publishing multimedia projects online. Challenges of PBL include the time required for planning and providing feedback.
The document compares conventional and non-conventional teaching methods. Conventional methods include lecture-based instruction, memorization, and individual work. Non-conventional methods incorporate more active learning approaches like problem-based learning, peer instruction, group projects, and flipped classrooms. While conventional methods are efficient, non-conventional methods promote critical thinking, collaboration, and develop skills like communication. The document advocates that modern classrooms should integrate non-conventional, student-centered methods to engage today's learners.
Project-based learning (PBL) challenges students to solve real-world problems and become self-directed learners through cooperative group work. It is based on constructivism and engages learners by having them select, plan, implement and evaluate purposeful activities. PBL recreates real-world complexity and promotes collaborative learning and skills like teamwork. It is well-suited for adult learners who bring experience and have competing interests, and supports self-directed, goal-oriented and relevant learning. However, students may lack experience with group work, inquiry skills, and receiving feedback, which teachers can help address.
This document presents a pedagogical framework for cross-cultural online collaborative projects in English as a Foreign Language (EFL) classrooms. The framework was developed based on qualitative data from three cross-cultural collaborative projects. The framework guides students through two stages - a "knowing" stage where they construct knowledge to solve a problem, and a "doing" stage where they apply their knowledge to create project products like digital stories. The document analyzes examples of cross-cultural projects between Taiwan and other countries that followed this framework, with students first learning about a topic and then collaborating online to produce a final project.
Similar to Project based learning group literature review (20)
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
(T.L.E.) Agriculture: Essentials of GardeningMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏.𝟎)-𝐅𝐢𝐧𝐚𝐥𝐬
Lesson Outcome:
-Students will understand the basics of gardening, including the importance of soil, water, and sunlight for plant growth. They will learn to identify and use essential gardening tools, plant seeds, and seedlings properly, and manage common garden pests using eco-friendly methods.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
1. Windy Gowen <br />Project Based Learning Literature Review <br />Reference-www.pbl-online.org<br />Project Based learning is an instructional approach that uses authentic learning activities to engage student learning and motivation. The approach teaches 21st century skills. The skills include communication skills, presentation skills, time management, group participation, critical thinking skills, and leadership skills. <br />There are several important elements of project based learning. PBL gives students a voice. Students are able to express opinions and reflect on their ideas. Project based learning provides authentic activities that are connected to the real world. The activities are designed to solve a problem centered around the everyday world.<br />Administration and teachers provide support and encouragement. The staff acts as a facilitator to the project. The projects are graded based on effort and outcome. Students do receive individual grades for their projects. <br />In summary, project based learning is a process that teaches students to really learn while engaged in their content. It is an approach that teaches thinking skills while incorporating standards with a focus on 21st century skills.<br />Talisha Keith<br />PBL Literature Review<br />Project-Based Learning <br />Project-Based Learning (PBL) is a student-centered model that involves enquiry and research in a group learning environment. Through Project-Based Learning students are introduced to real-world skills where they are given the opportunity to perform a deep study giving them a developmental outlook on projects. This style of learning is facilitated by two essential components: a driving question or issue that serves to classify and carry out activities and the conclusion of products or morn than one representations as a series of artifacts, personal communication, or a substantial task that meaningfully addresses the driven question (Brown & Campione, 1994).<br />Project-Based Learning in the Elementary School<br />Project-Based Learning is being used through out all levels of elementary schools where all objectives are engaged. Students are given a question linked the curricular grade level content. Questions and topics related closely to the everyday experiences of students in order for them to raise valid questions. Basic mathematical and literacy skills are implemented within topics and are able to be integrated amongst several subject areas. (Chard, 1998). Students of all ages are given the opportunity to be in charge of their own learning. Primary students might be asked to engage in a community worker project where they must make lists of individuals that work in their community, discuss, write, and draw about experience they have with these individuals, and brainstorm what they want answered. From this point students may contact these individuals, visit their place of employment, and follow up by responding in writing and drawing what they learned. Students in the upper elementary area might consider a similar project; however, the use of technology (i.e. PowerPoint presentations, web pages, video presentation) would be required. <br />Results of Project Based Learning<br />The use of Project Based Learning allows students to implement real-life problem solving skills into their everyday lives. Students who are given this opportunity are more likely to become deeply engaged in the learning process finding it easier to retain information compared to that of more traditional approaches. In order for project-based technology to be used effectively, teachers must have a deeply rooted understanding of the embedded concepts of a project. The facilitator must be able to model to students the appropriate way to think and solve problems (Blumenfeld et al., 1991). With out a clear purpose and strong leadership, project-based learning can turn into an activity with no clear purpose. Technology in the classroom along with the implementation of Project Based Learning aide in the research and evaluation of all students and promote the ability and desire to become a life-long learner (Thomas, 2000).<br />Summary<br />In closing, project-based learning is a student-centered pedagogy in which students learn about working groups in a realistic manner. Students are given the opportunity to formulate questions, study and work towards their findings, and reflect on the results. The role of the instructor is to provide an appropriate instructional process by asking driving questions, providing feedback and resources, leading the classroom in discussion, and designing a fitting assignment. Students are given the opportunity to take responsibility amongst their group members and organize the learning process. Project-Based Learning is a key instillation of everyday skills into the minds of our youth.<br />Citations<br />Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3, 4), 369–398.<br />Brown, A.L., & Campione, J.C. (1994). Guided discovery in a community of learners.<br />Chard, Sylvia C. The Project Approach: Making Curriculum Come Alive. Scholastic. 1998. <br />Thomas, John W. (2000). A Review on Research on Project-Based Learning.<br />Heather Holden<br />PBL Literature Review <br />Project Based Learning<br />Project based learning develops curriculum where authentic learning engages students in discovery activities that build a student’s knowledge base. This is done by creating a challenge question that leads the students into a problem solving activity in order to answer the question. This is a successful program because it not only increases student achievement, but it also prepares students from day one for the world outside the classroom. (http://pbl-online.org/About/whatisPBL.htm)<br />There are seven essential elements to creating project based learning in the classroom. The driving question or challenge focuses the students on a topic that lends itself to debate, discussion, and inquiry which help to give depth to their learning experiences. This is seen in the second element, inquiry and innovation. The students learn something new by building on prior knowledge. This also helps with the need to know element, guiding kids through research skills and narrowing down important information from a source. All of these first elements combine to build within a student critical 21st century skills that would apply easily in a work environment. These are skills such as collaboration, critical thinking, and problem solving. Another 21st century skill is communication, which develops in the element of student voice and choice. This is built in to the project because the group gets to make some choices in how they will go about answering the design question and presenting their information. The voice is developed as students learn new information and make the knowledge their own, applying it to new situations and environments, and becoming comfortable with where it fits in to their current way of thinking. As the project winds down this model guides students to self-reflect and peer feedback within the group before final revisions are made. Once that is accomplished the final piece, the project presentation, truly brings home the 21st century skills that will help these students in the working world. (http://pbl-online.org/About/whatisPBL.htm)<br />While Project Based Learning has seven different elements, they are all equally important. Without a strong guiding question and training for students on how to do inquiry based learning, the curriculum would fail. If a strong PBL program is instilled with proper teacher training, it can blow the student achievement scores out of the water. In countries such as Finland, where standardized testing is minimal to none, the focus is on curriculum development. The priority is personalized learning and creativity in curriculum and student learning. Both of these are accentuated by project based learning. This type of learning prevails in Finland – not just for students, but in teacher training facilities as well. (“Lessons from Finland” American Educator, Vol 35 No. 2 Summer 2011 pages 34-38)<br />