Why PBL?

A good PBL project begins with an engaging, ill-defined problem or open ended query related to significant and broad (often multidisciplinary) content goals. It should clearly provide both the meaning and impetus for student-centered learning in collaborative groups. Instructors are coaches and facilitators, but students are primary investigators seeking and evaluating information. Keys to success include deep, but focused, projects aligned to both student capacities and content objectives, structured group work with built-in accountability, multifaceted assessments with frequent feedback, and instructor participation in professional learning communities (Vega, 2012). PBL should challenge students to collaboratively clarify their goal, develop an action plan, acquire and integrate new information, evaluate and revise work products, effectively communicate solutions to a genuine audience and reflect on both process and content in an authentic context. Students become experienced in addressing novel, complex ideas or problems very similar to those currently faced by society

However, PBL requires significant preparation and orchestration by the instructor to reap these benefits because most students struggle to independently conduct systematic inquiries (Mergendoller and Thomas, 2005).  Veteran PBL teachers stress the need to structure project entry with clear expectations, guide and scaffold students appropriately to ensure the best learning outcomes occur, and to manage time while retaining flexibility. Instructors must create a culture of self-management in their classrooms with systematically reinforced progress checks, prepared scaffolding and interventions when needed, and regular feedback (Mergendoller and Thomas, 2005). Students must be encouraged to integrate new knowledge into existing and to constantly critique their own reasoning, possibly revealing misconceptions or stimulating new questions (Savery, 2006). Instructors also must communicate with parents and community members to garner support and expertise. Finally, instructors’ prior pedagogical and educational philosophies can impede the PBL process (Mergendoller and Thomas, 2005; Thomas, 2000).  A full commitment to student-driven learning necessitates a palpable shift in instructor and student responsibilities. Embracing the role of facilitator, instructors model critical thinking practices but resist the urge to solve problems for students or place expediency above in-depth learning and independent student development.

According to Thomas (2000) and Barron (2008), research suggests that students gain deeper knowledge and application when they design and create their own artifacts in response to complex and authentic problems. As PBL has been successfully implemented in individual classrooms and school-wide, indirect evidence indicates that all students can benefit from well-designed PBL. Obviously, independent learners with strong metacognition skills and perseverance will thrive, but students who underperform in traditional classrooms can thrive in PBL while those who typically excel may struggle more.Sometimes our least proficient students are taught in the least engaging way, which, naturally, tends to have a negative effect on motivation. Engagement and motivation are strengths of the PBL model, but it also requires well-conceived expectations and responsive scaffolding.  It appears that the design and execution of the PBL model may be a more decisive factor than student traits.

Reflection

This is my second foray in to studying Project/Problem-based learning. In EDTECH 501, I researched PBL and its opponents under cognitive load theory. What we read this week reinforces my earlier impressions; in particular, that instructor skills play a critical role in developing the initial problem, planning instruction and managing the learning process in ways that maximize student outcomes.  I hear teachers voice concerns about the lack of structure in PBL and I think they are mistaken – there is a lot of planning, modeling and scaffolding that must occur for PBL to be effective. It is challenging to devise meaningful multifaceted problems that are both relevant and attainable by novice learners.  Instructors must constantly evaluate student progress, model and foster metacognitive processes, reveal and correct misconceptions, scaffold skills and knowledge, sustain motivation, and demand reflection.  To do this well requires persistent training, tested resources, safe opportunities to practice, and support from a professional learning community.

Resources

Barron, B. (2008). Teaching for Meaningful Learning.pdf – Edutopia. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf.

 Mergendoller, J. R., & Thomas, J. W. (2005). Managing project-based learning: Principles from the field |BIE. Retrieved from http://bie.org/images/uploads/general/f6d0b4a5d9e37c0e0317acb7942d27b0.pdf

Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 3.

Thomas, J. W. (2000). A review of research on project-based learning. 10, 2008.

Vega, V. (2012). Project-Based Learning Research Review | Edutopia. Retrieved from http://www.edutopia.org/pbl-research-learning-outcomes.

AECT Standards

1.1 Instructional Systems Design
Instructional Systems Design (ISD) is an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction.

1.3 Instructional Strategies
Instructional strategies are specifications for selecting and sequencing events and activities within a lesson.

1.4 Learner Characteristics
Learner characteristics are those facets of the learner’s experiential background that impact the effectiveness of a learning process.