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Project-based learning (PBL) is an instructional approach where students work collaboratively on real-world projects to solve problems. It teaches 21st century skills like communication, collaboration, and problem-solving. Students drive their own learning through inquiry-based projects instead of supplementary activities. PBL allows students to apply their knowledge to design solutions. It creates independent thinkers who can navigate resources to solve problems.

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74 views2 pages

Article Teaching 12

Project-based learning (PBL) is an instructional approach where students work collaboratively on real-world projects to solve problems. It teaches 21st century skills like communication, collaboration, and problem-solving. Students drive their own learning through inquiry-based projects instead of supplementary activities. PBL allows students to apply their knowledge to design solutions. It creates independent thinkers who can navigate resources to solve problems.

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© © All Rights Reserved
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Article:

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A
Journal of Educational Strategies, Issues and Ideas, 83(2).

Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies
necessary for the success of students in the twenty-first century. Students drive their own learning
through inquiry, as well as work collaboratively to research and create projects that reflect their
knowledge. Students benefit from this instructional approach from gathering new, practical technology
skills, to becoming proficient communicators and advanced problem solvers.
Children collaboratively work on projects together, brainstorming ideas and acting as good listeners to
their group. This works towards teaching students active listening skills and enhances collaborative
ability & creativity. Students learn the fundamental skills of productive communication, respect for
others, and teamwork while generating ideas together. Negotiating how to collectively solve a problem
is also part of this approach.
Essentially, this teaches curriculum concepts through a project. The project is guided by an inquiry
question that drives the research and allows students to apply their knowledge. This type of learning is
not a supplementary activity to support learning, but rather the basis of the curriculum. It is a key
strategy for creating independent thinkers and learners. Children solve real-world problems by designing
their own inquiries, planning their learning, or enhancing their research, and implementing different
learning strategies.
Quotes that resonated with me:
“Students flourish under this child-driven, motivating approach to learning and gain valuable skills that
will build a strong foundation for their future in our global economy.”
“Most projects include reading, writing, and mathematics by nature. Many inquiries are science-based
or originate from current social problems. The outcome of PBL is greater understanding of a topic,
deeper learning, higher-level reading, and increased motivation to learn.”
“Boaler's study of students using a project-based approach in mathematics, students were better able to
see the application of their learning and less likely to view math as a set of isolated skills.”

Key Terms to further discuss:


21st Century skills:
“Children with similar inquiries may elect to work cooperatively, thereby nurturing twenty-first-century
collaboration and communication skills and honoring students' individual learning styles or
preferences.”
Authentic learning:
“Authentic projects require different measures of success, however. In PBL, students solve real-world
problems”
“An authentic use of technology is highly engaging to students, because it taps into their fluency with
computers. Students participate in research using the Internet. During this phase of PBL, students learn
how to navigate the Internet judiciously, as well as to discriminate between reliable and unreliable
sources. It is important to set parameters to ensure that students can explore safely”
Favourite example
“After returning from a field trip to Washington, DC, where middle school students visited various
monuments, students selected a social justice issue that they felt deserved a monument. One student
selected child labor laws. The student researched the topic and then designed a three dimensional
playground, with each play area representing a different aspect of the issue, to commemorate the laws.
the child was both determined and focused as he contributed to his project alongside his group mem
bers. This special needs student had an aptitude for construction on which the group capitalized in de
vising their project. Similarly, in the real world, people use their individual strengths and talents in their
jobs.”
Discussion Questions
Are you for or against PBL?
How might you implement PBL in your classrooms?

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