PROJECT-BASED
LEARNING
PRESENTATION BY
DR. RIZWAN AKRAM RANA
PROFESSOR
DEPARTMENT OF SCIENCE EDUCATION
INSTITUTE OF EDUCATION AND RESEARCH
UNIVERSITY OF THE PUNJAB
PROJECT- 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 LEARNING
Project-based learning enables students to
make decisions which will have direct impact
on their learning processes, develop their
problem-solving skills and provides
deeper learning while they are tackling
various idea and concepts (Rooney, 1996)
PROJECT- 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
method for imparting thinking competencies
and creating flexible learning environment
(Doppelt, 2003).
PROJECT- 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 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 before
completing projects;
PRINCIPLES OF PBL
c. Including multiple opportunities for
formative self-assessment; and
d. developing social structures that promote
participation and a sense of agency.
PBL
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
Instruction and Project-Based Learning
Criteria
Traditional
Instruction
Project-Based
Learning
Content
• Knowledge of
facts
• Comprehension of
concepts and
principles
Scope and
Sequence
• 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
The Comparison of Traditional
Instruction 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
Instruction and Project-Based Learning
Criteria
Traditional
Instruction
Project-Based
Learning
Classroom
materials
• 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
Instruction and Project-Based Learning
Criteria
Traditional
Instruction
Project-Based
Learning
Use of
technology
• Ancillary,
peripheral
• Administered by
teachers
• Central, integral
• Directed by students
The Comparison of Traditional
Instruction and Project-Based Learning
Criteria
Traditional
Instruction
Project-Based
Learning
Type of
student
involvement
• Students working • Students working in
alone
groups
• Students
• Students
competing with
collaborating
one another
• Students
• Students
constructing,
receiving
contributing, and
• information
synthesizing
information
The Comparison of Traditional
Instruction 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 selfdirected experiences
• Discover, integrate,
and present ideas
• Communicate, show
affect, produce,
• take responsibility
The Comparison of Traditional
Instruction 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,
Activity
• Develop an educational project that
includes a specific outcome while teaching
academic skills
• DEVELOP A PROJECT-BASED
LESSON PLAN
Activity
Lesson-Planning Approach
• Students do not learn from what you
do, but from what you have them do.
Activity
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
Activity
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)
Activity
Lesson Objectives
Name of Project:
• Design and Create flying objects,
• Make a School Newsletter,
• Design a Flower Garden for a Community
Center
Activity
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.
Activity
Project 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.
Activity
Design a Project to explore
The Effect of Project-Based Learning on
Pre-service Primary Mathematics
Teachers’ Critical Thinking Dispositions
Activity
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.
Activity
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.
Activity
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.
Activity
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.
Activity
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.
Activity
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.
Activity
Critical 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.
Activity
The 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,
Activity
The 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.
Activity
Design a Project to
IMPLEMENT MULTIPLE INTELLIGENCIES
SUPPORTED PROJECT- BASED
LEARNING IN ESL CLASSROOM