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In a traditional classroom setting, learners are often told what they need to know. They are taught or shown to memorize subject material or the steps of a process. This information later culminates in an assessment (test or report) illustrating how to use what was learned. While this methodology will always have some merit and use in acquiring certain skills, the pedagogy of project-based learning has truly upped the game in creating a dynamic classroom.
Project based learning (PBL) is a student-centered process where students can acquire a deeper understanding of a subject through their own active exploration of real-world challenges and ideas. Children express their critical thinking capabilities while working independently doing research, as well as when working with their peers to build communication and teamwork skills. In a project-based learning scenario, the student will often begin with an age-appropriate, essential question asking, “What do I want to learn, solve, figure out, change or explore about _______?” Usually, this big question is aligned to (one or more) state/subject standards or a core curriculum goal. The question should be authentic and engaging. A design plan is then set in motion, including a schedule or timeline to follow. Teachers are there to engage and coach along the way and to manage activities. They create the culture surrounding the learning taking place in (or outside of) the classroom. They set the pace, lay out the expectations and supply helpful resources. Later, after exploration and discovery is achieved, the student and teacher can assess the outcome of their learning (in some way other than a test) using a rubric (an evaluation tool) explained prior to starting. Evaluating the experience is also very important as it allows learners to reflect upon their experiences via discussions and journaling. This aides in the development of future questions and projects. Teachers can also use these discoveries to find out what does and does not work for their students and how to modify the process for different learner types.
While PBL promotes student autonomy, another beneficial aspect of this type of learning are the connections made to the real world. Older students can learn how to budget a set amount of money to use towards a helpful, impactful community solution. How could $25 lead to necessary problem solving in their own neighborhood? The steps and end goal could go in so many different and wonderful directions. Elementary aged students might use this learning approach to interview their peers about their food preferences to promote healthier eating or to create a recipe book. Young learners who take on small important issues often build the confidence to take on bigger problems later. Although it may take some planning to successfully execute project-based learning, positive results can be plentiful. Lower absenteeism and better subject matter retention have both been reported. A student-centered learning experience can favorably impact time management skills, as well.
Giving learners a choice along with a voice to explore within their educational career, is a solid way to grow skills useful for success later in life.
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