North Dakota Teaching With Technology

S U M M A R Y
Project-based, inquiry-based, and problem-based learning, have some similarities. Each strategy supports student-centered classrooms. Students learn and enjoy more when they are actively involved, rather than passive listeners. All strategies focus on problems and solutions that mimic the real world. There is an emphasis on process. The students are more self-directed and usually more than one approach or answer is involved in the learning. The teacher acts as a facilitator or coach. Cooperative groups are utilized to seek multiple sources of information and to strengthen teamwork and group skills. As the students see connections between the learning and the real world, they are more motivated to understand and solve the problem at hand.

The following chart summarizes the basic principles and role of the teacher and students when implementing the project-based, inquiry-based, and problem-based learning.

BASIC PRINCIPALS
Traditional	Inquiry-based	Problem-based	Project-based
The teacher is focused on dispensing information about “what is known.” The teacher disseminates content and knowledge, which requires recall or simple comprehension. Students learn not to ask too many questions, instead to listen and repeat the expected answers. Mastery of the content is emphasized.	Students seek knowledge by questioning and investigating a phenomenon through hands-on experiences. They critically examine the best evidence and report their findings, often leading to new questions and a repeat of the process.	Students are placed in the active role of problem-solvers confronted with a “fuzzy” (ill-structured) problem, which mirrors the real world. As the students are provided with insufficient information, they determine the best solution possible.	An end product is generally the driving force and often dictates how the project is organized. The production of the product requires specific content and skills and the entire process is authentic, mirroring the real world.
TEACHER ROLE
Traditional	Inquiry-based	Problem-based	Project-based
Lessons include teacher-directed content. Teacher lesson plans are used to organize the various steps in the learning process utilizing the whole-class approach.	Teachers guide students by asking open-ended questions to help them direct their own investigations. Helping students develop good questioning skills is critical. The teacher discovers more about the students through the process of inquiry learning.	Teachers guide students as they work in groups to define the problem, helping students to learn how to locate resources and find solutions.	Part of the teacher’s role is to implement positive feedback strategies, stimulate group interaction skills, foster cooperation, and downplay competition during the learning process.
STUDENT ROLE
Traditional	Inquiry-based	Problem-based	Project-based
Students have little ownership in their learning. They often respond with the answers that were earlier given in lecture format.	Students participate in active learning experiences by investigating questions in a scientific manner. The results are recorded and shared with others.	Students gain the feeling of empowerment by having an impact on solving the ”fuzzy” problem. Students do not feel compelled to find the “correct” answer.	Students practice and develop their ability to function in complex thinking environments that reflect work environments they will encounter. Generally they produce a product or artifact and that drives the process.