How to reinvent project based learning to be more meaningful

Angela Brugioni

ET – Inquiry and Problem-based Learning
ET – New Trends
CO - Collaboration Strategies 

Markham, T. (2014). How to reinvent project based learning to be more meaningful. MindShift: How we will learn. Retrieved from: http://blogs.kqed.org/mindshift/2014/03/moving-towards-inquiry-how-to-reinvent-project-based-learning/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

A global shift in education is occurring in which problem solving, critical thinking skills, learner engagement, and collaboration are being given more weighty consideration in addition to traditional recall and understanding. The project based learning (PBL) model lends itself nicely to address problem solving challenges because “(i)t requires students to research, collaborate, decide on the value of information and evidence, accept feedback, design solutions, and present findings in a public space.” However we are also seeing overuse and misuse as the PBL gains popularity, as well as some stagnation and flaws in the design of the PBL model itself, for example the article argues that project based learning should be changed to project based inquiry.

According to the article, there are 5 areas in which the PBL needs to move forward 1) Put PBL on a continuum of inquiry. The PBL should not be overused, or used all the time. Inquiry should be infused in teaching all the time but PBLs should be planned in advance and across all subjects so that students have a proper balance 2) Blend surface knowledge and deeper learning. Provide students with the surface knowledge then allow them to dig deeper. But it’s all about being flexible; If they aren’t learning the material, take time out and teach it without stressing that the PBL didn’t dig as deep as planned 3) Start with a sophisticated student-centered culture. As opposed to a teacher-centered, “pass it in and pass it back” culture. Instruction will be slowed down for students, and assessment should have more flexibility. Meaning if they didn’t perform perfectly the first time, allow students to try again. Also important to note is that the students directly experience teacher expectations, so think and expect positively 4) Make collaboration as powerful in school as it is in real life. Change the words from groups to teams or cohorts. Expect them to collaborate on more than just brainstorming, but challenge them to create projects using their combined expertise. Also as important as the project itself is the peer review and assessment aspect of working together 5) Understand that PBL cannot be done alone. Teacher collaboration is necessary for complex and creative projects to be successful. More time is needed than just a few designated hours a week. Collaboration should be supportive, ongoing, and importantly scheduled in to create the best PBL.

The learning experiences that are created and designed for students are inevitably tested on the teachers and instructors who develop them. Just as a PBL assignment is given to a student, the teacher is participating in a project of her own by designing, implementing, collaborating, and finally assessing the value and success of the learning experience, which is constantly changing (through time, new information, new technology, etc.) as an added challenge. It just reminds me of how reciprocal the learning relationship is that educators and students have, and reinforces how exciting, stimulating, and rewarding this profession is as well.