Project-Based vs Problem-Based Learning

Project-Based vs Problem-Based LearningEmily BuffaAmerican College of Education6 March 2016

IntroductionHigher percentage of comprehension if students utilize active learning (Trego, 2011): - 70% likely to remember what they say or write. - 90% like to remember what they do. Both PBLs include the following:- Revolve around students solving problems (DeGraaf & Kolmos, 2007).- Engage in authentic, real-world tasks.- Learning is student-centered: Teachers are facilitators.- Students work together, utilize information from multiple sources, and demonstrate their knowledge at the end (Landry, 2016).

One Lesson, Two ModelsBefore reading Fahrenheit 451, students need to understand the role technology plays in the story and how the advancement of technology can have both negative and positive effects.This lesson is presented two different ways- using the problem-based model and the project-based model. Learning Objectives: Students will be able to - demonstrate their understanding of the problem using different writing techniques.- utilize evidence citations correctly in their writing with information from various sources.- decide on the central theme of their final product, whether the advancement of technology will positively or negatively affect the future.

Problem-Based Learning ModelAccording to Landry (2016)- - Students solve real world and complex problems created by the teacher .- Problems do not have a right answer.- Students are active learners and use inquiry to arrive at a conclusion, based on their research.

Fahrenheit 451: Problem-Based ModelScenario: You have been asked by Wired Magazine to write an editorial piece and present it on the following questions: Has the advancement of technology from the 1950s to today positively or negatively affected life, and how will it affect the future?

Fahrenheit 451: Problem-Based Model: Steps/ProcessIndividual: Students will research information about what technology was like in the 1950s, what its like now, and what it will possibly be in the future. - TED Talks- Magazine articles- ex: Wired Magazine & Popular Science- Newspaper articles- ex: New York TimesGroup: Discuss their findings with group and come to a consensus as to whether they believe technology advancement will negatively or positively affect today and the future. Group: Students will decide on the roles they will assume and divide the work and responsibilities. If students do not know how to function within groups, the work will suffer (Ngeow & Kong, 2001).

Fahrenheit 451: Problem-Based ModelIndividual: Research based on their group responsibility, examples:- Macarthyism and blacklisting- Invention of the television-9/11 and the Patriot Act & NSA surveillance- 3D printing- Drones - Very important people (VIP) in technology- Elon Musk, Steve Jobs, Bill GatesGroup: Students will present the information they found, peer teach, evaluate the findings, and outline the presentation and editorial.

Fahrenheit 451: Problem-Based ModelGroup: Depending on their role and responsibilities, group members will work together on writing the editorial piece and creating the presentation. Presentation: Groups will present their final products and will evaluate each other based on the rubric. Students will also reflect on their own learning.According to Ngeow & Kong (2001), students should not only reflect on content but also on the learning process.

Project-Based Learning ModelAccording to Landry (2016)- - Begins with the end product in mind.- Teaches curriculum concepts through development of the project. - Success on the effort is determined on the specific content knowledge and skills acquired.

Fahrenheit 451: Project-Based ModelProject/End Product: Students will create an online magazine using Joomag.com that includes different types of writing:Informative Writing: Profile on a VIP in technology today.Informative Writing: New technology being developedExplanatory Writing: Compare/Contrast technology in the 1950s to technology todayArgumentative Writing: Will technology advancement positively or negatively affect the future? Students will have to create the different writing pieces, decide on the layout, peer edit/revise, and publish their final product.

Fahrenheit 451: Project-Based ModelInstruction: Using scaffolding, I will instruct students on the different writing methods they need to showcase and offer organizers to aid them. This is important to fill gap in knowledge and skill and makes the tasks manageable and achievable (Bell, 2010). Group: Students will discuss with their group the central theme of their magazine, either for or against the advancement of technology and divide tasks between them. Individual: Depending on their task, students will develop questions that will guide their individual research, examples: - Profile: How does Stephen Hawking feel about how technology is advancing and does he believe there will be any negative affects?- New Technology: Does this new technology benefit everyone or just a small group of people?- Compare/Contrast: Has technology changed since the 1950s or are there just different ways to use the old technology?- Argumentative: What evidence would the opposition give to support their side of the argument?

Fahrenheit 451: Project-Based ModelIndividual: After researching their questions, students will create their draft of their writing piece.Group: Students will discuss their findings and peer edit.Group: Students will create the layout of their magazine, decide on the cover, and then publish their final product using the web 2.0 tool: joomag.comAssessment: Students will be assessed based on their work throughout the project, their process, and their final product. Students will also self reflect on what they learned and how they actively engaged in their learning (Bell, 2010).

ConclusionSimilarities do exist amongst Problem-based learning and Project-based learning (including their initials):- Based on inquiry- Student-centered- Real-world connections- Final product needs to be producedHowever, the differences between the two are most important:- Project-based learning begins with the end product in mind.- Problem-based learning centers on a teacher created scenario and/or question.- Project-based learning is focused on students learning responsibility, independence, and discipline (Bell, 2010).- Problem-based learning more about the group effort than the individual.In the end, both are ways for students to engage in active learning that will benefit them in the future.

ReferencesBell, S. (2010). Project-based learning for the 21st century: Skills for the future.The Clearing House, 83(2), 39-43.De Graaff, E., & Kolmos, A. (2007). History of problem-based and project-based learning.Management of change: Implementation of problem-based and project-based learning in engineering, 1-8.Landry, S. (2015). Introduction to the PBLs. Retrieved fromhttps://ace.instructure.com/courses/1334069/files/66031253/downloadNgeow, K., & Kong, Y. S. (2001). Learning To Learn: Preparing Teachers and Students for Problem-Based Learning. ERIC Digest.Trego, M. (2011).What is active learning?Retrieved fromhttps://youtu.be/UsDI6hDx5uI