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Project-Based Learning Mued 372

Project-based learning (PBL) involves giving students ownership over their learning through solving authentic, real-world problems. There are five key components: having a real-world connection, being core to learning standards, structured collaboration, being student-driven with the teacher as facilitator, and multifaceted assessment. Research shows PBL improves critical thinking, problem-solving, collaboration and engagement, and leads to equivalent or better performance on tests. PBL provokes critical thinking and skills as students engage with problems that capture their interest. Designing projects requires considering structure, topics, context, questions, and cultural relevance while addressing standards. PBL can help with musical understanding and skills but does not replace a full music education program

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102 views2 pages

Project-Based Learning Mued 372

Project-based learning (PBL) involves giving students ownership over their learning through solving authentic, real-world problems. There are five key components: having a real-world connection, being core to learning standards, structured collaboration, being student-driven with the teacher as facilitator, and multifaceted assessment. Research shows PBL improves critical thinking, problem-solving, collaboration and engagement, and leads to equivalent or better performance on tests. PBL provokes critical thinking and skills as students engage with problems that capture their interest. Designing projects requires considering structure, topics, context, questions, and cultural relevance while addressing standards. PBL can help with musical understanding and skills but does not replace a full music education program

Uploaded by

api-391090033
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Project-Based Learning (PBL): MUED 372

1
- Giving them ownership of their learning
- Making them lifelong learners
- Gives them critical thinking and problem solving skills that they’ll need for the real world
- (5 key components)
- Real-world Connection:
- Having an authentic problem that drives the curriculum
- Core to Learning:
- Direct connections to the standards
- Structured Collaboration:
- Allowing the students to work together, but giving them a structure within
that to work
- Student Driven:
- The teacher becomes more of a facilitator and the students take more
control
- Multifaceted Assessment:
- Assessment being integrated within the entire unit
- Research studies show that students who are receiving PBL, as opposed to traditional
instruction:
- Become more engaged, self-directed learners
- Learn more deeply, and transfer their learning to new situations
- Improve problem-solving and collaboration
- Perform as well, or better, on high-stakes tests

2
- PBL provokes critical thinking, student interest, and skills as the students engage
- Based on the idea that real-life problems capture student’s attention, and provoke critical
thinking
- Designing: “Attention to structure, topic selection, context, questions, critical thinking,
dispositions, scope, and the nature of the experience inform how a project unfolds over
time.”
- Requires addressing standards to cultural relevance
- States that PBL can really help music educators with helping their students with their
musical understanding and skills
- “While projects provide rich contexts for musical learning, projects typically do not
constitute the whole educational program.”

3
“Getting Started With Project-Based Learning (Hint: Don’t Go Crazy)”
- Renovate a Project:
- Instead of taking the time to create a completely new project, renovate an
existing one.
- When doing this, don’t look just in the grade level you’re teaching, look in other
ones and see if they can be modified
- Limited Scope:
- In the beginning, don’t go for long, drawn out projects that will take many weeks
to complete, and will require many standards to be learned
- Stick to 2-3 week projects that are concentrated in one subject
- This can build stamina for more extensive projects to come
- Plan Early:
- You need to plan upfront- including assessments, scaffolds, and gathering
resources
- Get ahead and feel prepared about your project
- Gather Feedback:
- Get feedback on your project from your colleagues digitally and in person
- Main Course, not Dessert:
- The project itself is the learning (the main course)
- You’re teaching through the project
- Use an effective PBL checklist
- Commit to Reflection:
- When you finish a project, you should set aside time to reflect on it

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