PROJECT-BASED PROJECT-BASED LEARNINGLEARNING

PRESENTATION BYPRESENTATION BY

DR. RIZWAN AKRAM RANADR. RIZWAN AKRAM RANA

PROFESSORPROFESSOR

DEPARTMENT OF SCIENCE EDUCATIONDEPARTMENT OF SCIENCE EDUCATION

INSTITUTE OF EDUCATION AND RESEARCHINSTITUTE OF EDUCATION AND RESEARCH

UNIVERSITY OF THE PUNJABUNIVERSITY OF THE PUNJAB

PROJECT- BASED LEARNINGPROJECT- BASED LEARNING

Projects are sophisticated assignments which are based on striking questions and meaningful problems, incorporating pupils in problem solving, decision making, searching processes, and giving opportunity to pupils to work collaboratively for a long period, concluding with realistic product presentations (Thomas, 2000).

PROJECT- BASED LEARNINGPROJECT- BASED LEARNING

Project-based learning enables students to make decisions which will have direct impact on their learning processes, develop their problem-solving skills and providesdeeper learning while they are tackling various idea and concepts (Rooney, 1996)

PROJECT- BASED LEARNINGPROJECT- BASED LEARNING

Project-based learning has a nature of exploring new areas, discovering new scientific issues and integrating knowledge from different subjects (Doppelt, 2003).

Project-based learning is a well known Project-based learning is a well known method for imparting thinking competencies method for imparting thinking competencies and creating flexible learning environment and creating flexible learning environment (Doppelt, 2003).

PROJECT- BASED LEARNINGPROJECT- BASED LEARNING

Project-based learning not only makes the connection with theoretical information and practice, but also enables students to reflect on their own learning (Yang, 2001).Keeping in view these aspects, we can say that Project-based learning has an important place in teacher training programs.

PRINCIPLES OF PBLPRINCIPLES OF PBL

Barron and the Cognition and Technology Group (1998) describe four very important principles of project-based learning:

a.Defining learning-appropriate goals that lead to deep understanding;b. Providing scaffolds such as beginning with problem-based learning activities beforecompleting projects;

PRINCIPLES OF PBLPRINCIPLES OF PBL

c. Including multiple opportunities for formative self-assessment; and

d. developing social structures that promote participation and a sense of agency.

PBLPBL

By using project-based learning in teacher training courses, it is possible to develop social skills and high level thinking skills of teacher candidates, and deep understanding of teaching a subject that has been determined by teacher candidates.

The Comparison of Traditional The Comparison of Traditional Instruction and Project-Based LearningInstruction and Project-Based Learning

Criteria Traditional Instruction

Project-Based Learning

Content • Knowledge of facts

• Comprehension of concepts and

principles

Scope andSequence

• Follows fixed curriculum

• Move from unit to unit

• Narrow content area focus

• Follows student interests

• Large units composed of complex problems or issues

• Broad, interdisciplinary focus

The Comparison of Traditional The Comparison of Traditional Instruction and Project-Based LearningInstruction and Project-Based Learning

Criteria Traditional Instruction

Project-Based Learning

Teacher’s Role

• Lecturer and director of

instruction• Expert

• Resource provider• Advisory/mentor

Assessment • Products• Test scores• Reproduction of

information

• Process and product• Tangible

accomplishments• Demonstration of

understanding

The Comparison of Traditional The Comparison of Traditional Instruction and Project-Based LearningInstruction and Project-Based Learning

Criteria Traditional Instruction

Project-Based Learning

Classroommaterials

• Texts, lectures, and presentations

• Teacher/book company developed worksheets and activities developed by students

• Original sources, printed materials, interviews, and documents

• Data and materials

The Comparison of Traditional The Comparison of Traditional Instruction and Project-Based LearningInstruction and Project-Based Learning

Criteria Traditional Instruction

Project-Based Learning

Use oftechnology

• Ancillary, peripheral

• Administered by teachers

• Central, integral• Directed by students

The Comparison of Traditional The Comparison of Traditional Instruction and Project-Based LearningInstruction and Project-Based Learning

Criteria Traditional Instruction

Project-Based Learning

Type ofstudentinvolvement

• Students working alone

• Students competing with one another

• Students receiving

• information

• Students working in groups

• Students collaborating

• Students constructing, contributing, and synthesizing information

The Comparison of Traditional The Comparison of Traditional Instruction and Project-Based LearningInstruction and Project-Based Learning

Criteria Traditional Instruction

Project-Based Learning

Student role • Carry out instructions

• Memorize and repeat facts

• Listen, behave, speak only, when spoken to

• Carry out self-directed experiences

• Discover, integrate, and present ideas

• Communicate, show affect, produce,

• take responsibility

The Comparison of Traditional The Comparison of Traditional Instruction and Project-Based LearningInstruction and Project-Based Learning

Criteria Traditional Instruction

Project-Based Learning

Goals • Knowledge of facts, terms, and

• Mastery of isolated skills

• Breadth of knowledge

• Graduates who have the performance on standardized

• achievement tests

• Understanding and application of content, complex ideas and processes

• Mastery of integrated skills

• Depth of knowledge• Graduates who have

knowledge, disposition and skills to engage in sustained, autonomous, and lifelong learning

ActivityActivity

• Develop an educational project that includes a specific outcome while teaching academic skills

• DEVELOP A PROJECT-BASED LESSON PLAN

ActivityActivity

Lesson-Planning Approach

•Students do not learn from what you do, but from what you have them do.

ActivityActivity

Go through this list to insure that all or most of the skills are addressed in your lesson,

•Integration of technology

•Story telling/anecdotal information

•Non-competitive group and team work

•Performance-based assessment and rubrics

ActivityActivity

Go through this list to insure that all or most of the skills are addressed in your lesson,

•Visual presentations and practice through technology and other means

•Project-based assignments that integrate family and community

•Activities appealing to multiple intelligences (Gardner)

ActivityActivity

Lesson Objectives

Name of Project:

•Design and Create flying objects,

•Make a School Newsletter,

•Design a Flower Garden for a Community Center

ActivityActivity

Project Objectives: When students complete this project, they will be able to:

Identify project components and needs.

Interview community members or people outside the school if necessary.

Locate place where project is needed.

Measure and Calculate all math and numbers needed for project.

Assemble required materials.

ActivityActivityProject Objectives: When students complete this project, they will be able to:

Design and Create the project itself.

Apply scientific method where required.

Write instructions, summaries, statements, findings, or creative writing.

Write instructions, summaries, statements, findings, or creative writing.

Write instructions, summaries, statements, findings, or creative writing.

ActivityActivity

Design a Project to explore

The Effect of Project-Based Learning on Pre-service Primary Mathematics Teachers’ Critical Thinking Dispositions

ActivityActivity

Critical Thinking•The components of critical thinking are categorized by Facione (1998) as:•Analysis: identify the intended and actual inferential relationships among statements, questions, concepts, descriptions, or other forms of representation intended to express belief, judgment, experiences, reasons, information, or opinions.

ActivityActivity

Critical Thinking•Interpretation: comprehend and express the meaning or significance of a wide variety of

experiences, situations, data, events, judgments,

conventions, beliefs, rules, procedures, or criteria.

ActivityActivity

Critical Thinking•Self regulation: self-consciously monitor one’s cognitive activities, the elements used in those activities, and the results deduced, particularly by applying skills in analysis, and evaluation to one’s own inferential judgments with a view toward questioning, confirming, validation, or correcting either one’s reasoning or one’s results.

ActivityActivity

Critical Thinking•Inference: identify and secure elements needed to draw reasonable conclusions; form conjectures and hypotheses; consider relevant information and to deduce the consequences flowing from data, statements, principles, evidence, judgments, beliefs, opinions, concepts, descriptions, questions, or other forms of representation.

ActivityActivity

Critical Thinking•Explanation: state the results of one’s reasoning; justify that reasoning in terms of the evidential, conceptual, methodological, and contextual considerations upon which one’s results were based; and present one’s reasoning in the form of cogent arguments.

ActivityActivity

Critical Thinking•Evaluation: assess the credibility of statements or other representations which are accounts or descriptions of a person’s perception, experience, situation, judgment, belief, or opinion; and assess the logical strength of the actual or intended inferential relationships among statements, descriptions, questions, or other forms of representation.

ActivityActivityCritical Thinking•The following components of critical thinking requires the skills which are based on of the development of critical thinking (Kökdemir, 2003):•reasoning even against difficult problems,•disposition of using objective proof,•disposition of an individual to different approaches,•disposition of the evaluation of different opinion,•disposition of systematic, planned, carefully and well organized searching.

ActivityActivityThe aims of the project

•to enable teacher candidates to recognize their proficiency in effectively teaching any mathematical topic,

•to develop the skills of teacher candidates in effectively teaching any mathematical topic,

ActivityActivityThe aims of the project

•to develop the social communication and the cooperative working skills of teacher candidates,

•to enable the development of critical thinking dispositions of teacher candidates.

ActivityActivityDesign a Project to

IMPLEMENT MULTIPLE INTELLIGENCIES SUPPORTED PROJECT- BASED LEARNING IN ESL CLASSROOM