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Project-based
& Problem-based
Learning
Suha R. Tamim, EdD
Michael M. Grant, PhD
What are they?
Instructional models
Provide guidelines and methods
To facilitate the learning process
To design instruction
What is their outcome?
Project-based learning
Artifact
Problem-based learning
Solution
Project-based
Learning How To
Set the stage - Anchor the activity
Trafficking in persons is a serious crime and a grave violation of
human rights. Every year, thousands of men, women and
children fall into the hands of traffickers, in their own countries
and abroad. Almost every country in the world is affected by
trafficking, whether as a country of origin, transit or destination for
victims.
Source: United Nations Office on Drugs and Crime at http://bit.ly/oRcZHL
Human Trafficking
Task or guiding question
Create a “artifact” to create awareness on the seriousness of
the human trafficking problem in the world in your community.
Process or investigation
• Search the library
• Search the Web
• Ask experts
• Analyze, evaluate, synthesize
Research, prediction, explanation, synthesis, evaluation
Discussion with peers and/or experts
Brainstorming, negotiating, collaborating, resolving conflicts, etc.
Creation of artifact
Source: http://www.edutopia.org/project-based-learning-introduction-video
Presentation of Artifact
Source: http://www.youtube.com/watch?v=vqY5wrSiWe0 Source: http://www.edutopia.org/project-based-learning-
introduction-video
Project-based learning example
Source: http://www.edutopia.org/project-based-learning-introduction-video
Problem-based
Learning How To
Students are presented with a problem
Source: http://www.cotf.edu/ete/modules/elnino/crsituation.html
Groups of 5-8 students reason
through a problem
Source: http://www.youtube.com/watch?v=J63e_YSntuo
Generate hypotheses
• El Niño is (not) the cause of weather anomalies
• The anomalies do cause strange weather patterns
• The anomalies will have a negative effect on fishing
yields.
• Educating fishermen about it can help alleviate the
negative impacts in fishing
Identify what they know and what
they need to know
Source: http://www.youtube.com/watch?v=J63e_YSntuo
Search for the information needed (self-
directed study)
Source: http://www.youtube.com/watch?v=J63e_YSntuo
Share what they have learned with
the group
Source: http://www.youtube.com/watch?v=J63e_YSntuo
Assess their progress until they
resolve the problem
Source: http://www.youtube.com/watch?v=J63e_YSntuo
Summarize their learning
Source: http://www.youtube.com/watch?v=J63e_YSntuo
Students present their solution and
their learning
Source: http://www.youtube.com/watch?v=J63e_YSntuo
Problem-based learning example
Source: http://www.youtube.com/watch?v=J63e_YSntuo
Problem-based learning example
Source: http://www.youtube.com/watch?v=ULIBoDGqYvI
Characteristics of the
project or problem
Authenticity
• Resembles real-life problems or tasks
• Ill-structured versus well-structured
• Engages the student in the same thinking process
as experts and professionals
• Personally relevant and meaningful to the learner
• Multiple perspectives
• Multiple outcomes
• Social
Collaboration
• Group work
• Peer reviews
• Collaboration with experts
• Negotiations
• Conflict resolution
• Giving and receiving help
• Building communication and management skills
Reflection
• Journal
• Blog
• Debriefing
• Verbalize and articulate their thinking
• Assess their learning
• Identify mistakes and make corrections
Facilitation
• Modeling
• Coaching
• Scaffolding
• Providing resources
• How much?
• Prior knowledge of subject-matter
• Skill level with PBLs
Assessment
Project-based leaning
• Formative and
Summative
• Individual and group
• Multiple products
• Assess critical thinking,
planning, organizing
the activity, and artifact
Problem-based learning
• Formative and
Summative
• Individual and group
• Multiple forms
• Assessing the solution
and the analytic and
investigative process
Assessment tools
Informal conversations
Debriefing sessions
Progress reports
Student reflections Journal entries
Self-assessment Peer assessment
Rubrics
Portfolios
Constructivism
Role of Students
• Construct their own
knowledge
• Self-directed
• Work on meaningful
tasks
• Actively think about their
learning
• Learn in a social setting
Role of Teacher
• Select authentic tasks
• Structure the lesson/activity
• Model
• Coach
• Scaffold
• Provide feedback
• Move learner from novice to
expert
Orchestration
Image courtesy of Iamnee at FreeDigitalPhotos.net Constructivis
m
Selection of
topic
Design
Assessment
Management
Collaboration
Planning
• Start with the end in mind: Learning Objectives
Evaluation
Synthesis
Analysis
Application
Knowledge
Planning
• Start with the end in mind
• Select the problem or task
• Select and design assessment (methods and
content)
• Plan the activity
• Set guidelines for students
• Provide resources for students
http://pbln.imsa.edu/model/template/
http://pbln.imsa.edu/video/vignettes/2009/index.html
http://www.bie.org
http://www.bie.org
http://www.bie.org
http://www.bie.org
Project-based and Problem-based learning
Main Course, Not Dessert
(Larmer & Mergendoller , 2010)
Project-based Learning Problem-based Learning
Project-based and Problem-based learning
References
• Grant, M.M. (2002). Getting a grip on project-based learning: theory, cases, and recommendations. Meridian: A
Middle School Computer Technologies Journal, 5(1). Retrieved May 15, 2002 from
http://www.ncsu.edu.ezproxy.memphis.edu/meridian/win2002/514/2.html
• Hmelo-Silver, C.E. (2004). Problem-Based Learning: What and how do students learn? Educational Psychology
Review, 16(3), 235-266
• Hung, W., Jonassen, D. H., & Liu, R. (2007). Problem-based learning. In J.M. Spector, D. Merrill, J.V.
Merrienboer, & M.P. Driscoll (Eds). Handbook of research on educational communication and technology (3rd
ed.,pp. 485-506). New York: Taylor & Francis Group.
• Jonassen, D. H. (2011). Learning to solve problems: a handbook for designing problem-solving learning
environments. New York: Routledge.
• Kim, D., & Lee, S. (2002). Designing Collaborative Reflection Supporting Tools in e-Project –Based Learning
Environments. Journal of Interactive Learning Research, 13(4), 375-392.
• Larmer, J., & Mergendoller, J.R. (2010). The main course, not dessert: how are students reaching 21st century
goals? With 21st century project based learning. Retrieved from
http://www.bie.org/images/uploads/useful_stuff/Main_Course.pdf
• Tamim, S. R. , & Grant, M. M. (2013). Definitions and Uses: Case Study of Teachers Implementing Project-based
Learning. Interdisciplinary Journal of Problem-based Learning, 7(2). 
Available at: http://dx.doi.org/10.7771/1541-
5015.1323

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Project-based and Problem-based learning

  • 1. Project-based & Problem-based Learning Suha R. Tamim, EdD Michael M. Grant, PhD
  • 2. What are they? Instructional models Provide guidelines and methods To facilitate the learning process To design instruction
  • 3. What is their outcome? Project-based learning Artifact Problem-based learning Solution
  • 5. Set the stage - Anchor the activity Trafficking in persons is a serious crime and a grave violation of human rights. Every year, thousands of men, women and children fall into the hands of traffickers, in their own countries and abroad. Almost every country in the world is affected by trafficking, whether as a country of origin, transit or destination for victims. Source: United Nations Office on Drugs and Crime at http://bit.ly/oRcZHL Human Trafficking
  • 6. Task or guiding question Create a “artifact” to create awareness on the seriousness of the human trafficking problem in the world in your community.
  • 7. Process or investigation • Search the library • Search the Web • Ask experts • Analyze, evaluate, synthesize Research, prediction, explanation, synthesis, evaluation
  • 8. Discussion with peers and/or experts Brainstorming, negotiating, collaborating, resolving conflicts, etc.
  • 9. Creation of artifact Source: http://www.edutopia.org/project-based-learning-introduction-video
  • 10. Presentation of Artifact Source: http://www.youtube.com/watch?v=vqY5wrSiWe0 Source: http://www.edutopia.org/project-based-learning- introduction-video
  • 11. Project-based learning example Source: http://www.edutopia.org/project-based-learning-introduction-video
  • 13. Students are presented with a problem Source: http://www.cotf.edu/ete/modules/elnino/crsituation.html
  • 14. Groups of 5-8 students reason through a problem Source: http://www.youtube.com/watch?v=J63e_YSntuo
  • 15. Generate hypotheses • El Niño is (not) the cause of weather anomalies • The anomalies do cause strange weather patterns • The anomalies will have a negative effect on fishing yields. • Educating fishermen about it can help alleviate the negative impacts in fishing
  • 16. Identify what they know and what they need to know Source: http://www.youtube.com/watch?v=J63e_YSntuo
  • 17. Search for the information needed (self- directed study) Source: http://www.youtube.com/watch?v=J63e_YSntuo
  • 18. Share what they have learned with the group Source: http://www.youtube.com/watch?v=J63e_YSntuo
  • 19. Assess their progress until they resolve the problem Source: http://www.youtube.com/watch?v=J63e_YSntuo
  • 20. Summarize their learning Source: http://www.youtube.com/watch?v=J63e_YSntuo
  • 21. Students present their solution and their learning Source: http://www.youtube.com/watch?v=J63e_YSntuo
  • 22. Problem-based learning example Source: http://www.youtube.com/watch?v=J63e_YSntuo
  • 23. Problem-based learning example Source: http://www.youtube.com/watch?v=ULIBoDGqYvI
  • 25. Authenticity • Resembles real-life problems or tasks • Ill-structured versus well-structured • Engages the student in the same thinking process as experts and professionals • Personally relevant and meaningful to the learner • Multiple perspectives • Multiple outcomes • Social
  • 26. Collaboration • Group work • Peer reviews • Collaboration with experts • Negotiations • Conflict resolution • Giving and receiving help • Building communication and management skills
  • 27. Reflection • Journal • Blog • Debriefing • Verbalize and articulate their thinking • Assess their learning • Identify mistakes and make corrections
  • 28. Facilitation • Modeling • Coaching • Scaffolding • Providing resources • How much? • Prior knowledge of subject-matter • Skill level with PBLs
  • 29. Assessment Project-based leaning • Formative and Summative • Individual and group • Multiple products • Assess critical thinking, planning, organizing the activity, and artifact Problem-based learning • Formative and Summative • Individual and group • Multiple forms • Assessing the solution and the analytic and investigative process
  • 30. Assessment tools Informal conversations Debriefing sessions Progress reports Student reflections Journal entries Self-assessment Peer assessment Rubrics Portfolios
  • 31. Constructivism Role of Students • Construct their own knowledge • Self-directed • Work on meaningful tasks • Actively think about their learning • Learn in a social setting Role of Teacher • Select authentic tasks • Structure the lesson/activity • Model • Coach • Scaffold • Provide feedback • Move learner from novice to expert
  • 32. Orchestration Image courtesy of Iamnee at FreeDigitalPhotos.net Constructivis m Selection of topic Design Assessment Management Collaboration
  • 33. Planning • Start with the end in mind: Learning Objectives Evaluation Synthesis Analysis Application Knowledge
  • 34. Planning • Start with the end in mind • Select the problem or task • Select and design assessment (methods and content) • Plan the activity • Set guidelines for students • Provide resources for students
  • 42. Main Course, Not Dessert (Larmer & Mergendoller , 2010) Project-based Learning Problem-based Learning
  • 44. References • Grant, M.M. (2002). Getting a grip on project-based learning: theory, cases, and recommendations. Meridian: A Middle School Computer Technologies Journal, 5(1). Retrieved May 15, 2002 from http://www.ncsu.edu.ezproxy.memphis.edu/meridian/win2002/514/2.html • Hmelo-Silver, C.E. (2004). Problem-Based Learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266 • Hung, W., Jonassen, D. H., & Liu, R. (2007). Problem-based learning. In J.M. Spector, D. Merrill, J.V. Merrienboer, & M.P. Driscoll (Eds). Handbook of research on educational communication and technology (3rd ed.,pp. 485-506). New York: Taylor & Francis Group. • Jonassen, D. H. (2011). Learning to solve problems: a handbook for designing problem-solving learning environments. New York: Routledge. • Kim, D., & Lee, S. (2002). Designing Collaborative Reflection Supporting Tools in e-Project –Based Learning Environments. Journal of Interactive Learning Research, 13(4), 375-392. • Larmer, J., & Mergendoller, J.R. (2010). The main course, not dessert: how are students reaching 21st century goals? With 21st century project based learning. Retrieved from http://www.bie.org/images/uploads/useful_stuff/Main_Course.pdf • Tamim, S. R. , & Grant, M. M. (2013). Definitions and Uses: Case Study of Teachers Implementing Project-based Learning. Interdisciplinary Journal of Problem-based Learning, 7(2). 
Available at: http://dx.doi.org/10.7771/1541- 5015.1323

Editor's Notes

  1. physical model• theory• multimedia project• Web site• video or radio program• lesson for younger learners• computer program• robot• hypermediaThe artifact, then, is an observable and discussable object or process that reflects the knowledge and understanding the learner is designing.McGrath (2003). Learning and Leading with Technology 30(5)
  2. Peers parents, panel of engineers9th grade physicsTesting wing structures wing design portfolioLearning that results in demonstration of performanceBe able to be functioning adultsLearn this when you need it Put the kids in a position where you’re going to use the knowledge that they get (Seymour Pappert)ExpertsLearning from errorsPresentation to experts
  3. ----- Meeting Notes (7/12/13 11:36) -----high school videowhat they know and what they don't knowSelf-guidedAuthenticApply learning to an actual case scenarioExploring areas of their own interestGo down avenues of their choiceExtend their knowledgeSelf-guidedHow they started and at the endEnlightened that they were able to make itMaking it realEmpowering
  4. ----- Meeting Notes (7/12/13 11:36) -----authenticityProblem-based
  5. Sources
  6. Modeling: providing examples, showing the reasoning process. (of an expert )Coaching: motivate, provide feedback, provoke reflectionScaffolding: adjust task difficulty to support learning, guide, facilitate, help them overcome obstacles ,help them build on prior knowledge, provide feedback through individual or group meetingsWebsitesBooks, book titlesList of experts or sources of experts