 |
North
Dakota |
Inquiry-based
Learning | Problem-based
Learning | Project-based
Learning | Comparing
Strategies
Resources Home
P R O J E C T - B A S E D
L E A R N I N G
Project-based learning is a teaching and learning strategy that engages students in multifaceted activities that often include the development of a product or a performance. It consists of classroom activities that shift away from the classroom practices of short, isolated, teacher-centered lessons; instead emphasizing learning activities that are long-term, student-centered, and integrated with real world issues and practices. Project-based learning is also defined as “an in-depth investigation of a real world topic worthy of children’s attention and effort.” Projects usually require many days and several steps. Cooperative learning is generally used, and projects are often interdisciplinary.
The description of a project can be like a good story with a beginning, middle and an end—with specific timelines. Teachers and students can tell the story with reference to these three phases in the life of the project.
During the project, students are involved with higher-level tasks; for example, they may organize activities, conduct research, solve problems, and synthesize information.
How does project-based learning
encourage student learning?
Project-based learning provides students
the opportunity to practice and develop their ability to function in
complex thinking environments. It also helps make learning relevant and
useful to students by establishing connections to life outside the
classroom, addressing real-world concerns, and developing real-world
skills. Many of the skills learned through project-based learning are
those desired by today’s employer, including the ability to work well
with others, make thoughtful decisions, take initiative, and solve complex
problems.
What does project-based
learning look like in the classroom?
Project-based learning involves
multifaceted learning activities. For example, when a student drafts a
plan and builds a structure, they use the Internet to investigate its
potential environmental impact, use a word processing application to
document the building process, and develop spreadsheets for the associated
accounting. This involves the use of skills and concepts drawn from
courses in language arts, mathematics, building trades, drafting and/or
design, and biology. Although project-based learning is not a new concept,
it is an approach that supports the many tasks facing teachers today, such
as meeting state standards, incorporating authentic assessment, infusing
higher-order thinking skills, guiding students in life choices, and
providing experiences that tap individual student interests and abilities.
Student performances and products created during project-based learning
activities provide opportunities for teachers to include authentic
assessment in their instruction.
| EXAMPLE: Elementary students in project-based learning gather information resources to learn about a specific cold weather animal. As they identify facts about the animals, the students create a riddle of a specific animal in a word-processing document and create an illustration using a paint program (without giving away the animal’s identity, of course). In another activity, students use concept mapping software to compare common characteristics of two cold-weather animals (partner activity). The students create a comparison web to identify common attributes of all cold-weather animals, and develop a database to identify all characteristics of the animals. Each morning the students log on to an Internet site that has a web camera showing a newborn silver fox in Canada. They journal about their observations each day and e-mail the Canadian expert with their questions. |
Inquiry-based
Learning | Problem-based
Learning | Project-based
Learning | Comparing
Strategies
Resources Home
Bibliography
http://www.ndtwt.org/Blackboard/bib
 |
|
|
|
|
 |
 |
 |
 |
|
 |
 |
|||