Project-based Learning and

Projects

December, 2023

NCDC
Session Outcomes
By the end of the session, participants should:

1. Be able to distinguish between PBL and Production Projects

2. Appreciate the usefulness of projects in teaching and learning
3. Be able to guide learners to explore concepts and skills in
their subjects through Project-based Learning
4. Be able to effectively assess learners’ projects
 What is Project – Based Learning?

Activity 1:
Brainstorm session(15 min)

1. What do you understand by Project-Based Learning?

2. How does PBL differ from carrying out a Production project?
3. Why do you think PBL relevant to delivering the LSC?
4. What role is played by the:
 teacher
 learner
in PBL?
Key Points

 A teaching/learning method in which learners gain knowledge and skills by working (on
a task) for an extended period of time to investigate and respond to an authentic,
engaging, and complex question, problem, or challenge.

 PBL is learner-centered, following standards, parameters, and milestones clearly

identified by the teacher.

 It is related to inquiry-based learning, and problem-based learning.

 At the end, learners produce a publicly exhibited product such as a functional object, a
dramatisation, publication, a live presentation or service(a lesson to others),e.g. a poster,
a mural, a video, or a written document.

 It is the outcome of the pragmatic education philosophy of John Dewey, an American

 Key Points Cont’d
 Itwas Propound by Prof. W.H. Kilpatrick of the and perfected by Dr. J.A.
Stevenson.

 Itcame up as a revolt against the bookish, encyclopedic and passive methods

of teaching and learning.

 May take place in the school or outside the school setting.

 Can be done either individually or as a group.

 In contrast, a project may take only a day or two and may not require your
learners to collaborate. Projects have value, but they are not the same as
project based learning.
Why is PBL important?

Activity 2 (10min)
1. In your knowledge area group, discuss the merits of
using project-based learning.
2. Present your findings in a plenary
Key Points
Using PBL promotes:
 Innovativeness
 Creativity
 Criticalthinking
 Problem solving abilities
 Acquisition of collaborative skills
 Time management
 Research/investigative skills
 Self-directed learning
 Unity in the curriculum(integration)
Types of Learning Projects
Activity 3
In groups,
1. Briefly explain the types of learning projects you are
familiar with.
2. Discuss the basis for classifying/categorising learning
projects.
3. Share your responses in a plenary.
According to Prof. W.H Kilpatrick and Dr. J.A Stevenson,
learning projects can be classified basing on their:

Frequency of
Cognitive occurrence in
Demand on the Focus/Purpose
learner the learner’s
real life

Constructive,
Routine and
Simple and Aesthetic,
Non-routine
Complex projects Problematic,
projects Drill, projects
Main Types of Learning
Projects Practical or physical tasks such as
construction of an article, making a model,
Constructive projects digging a community well and acting drama
etc.

Aim at developing the Appreciation powers

of the learners through musical programs,
Aesthetic projects beautification of something, appreciation of
poems, texts and so on.

Develop the problem solving abilities of the

learners through their experiences. It is
Problematic projects based on the cognitive domain; actualized
thru other domains
 Learners complete only one piece of
Simple Projects work at a time. They also focus the
work in one topic, subject or
knowledge area only.

Learners integrate knowledge and

Complex projects skills from different topics in a subject
and from various subjects.

For mastery of the skill and knowledge by

Drill projects the learners. It increases their work efficacy
and capacity, e.g. in PE, A&D, T&D.
 • Providing a situation and Driving Question
• Teacher - by conversing on different topics, discussing
pictures/films/video clips, telling stories or taking out learners on
1 excursions and educational tours.

• Choosing/identifying a Project
• The project should not be dictated upon the learners; should arise out
2 of their choice and interest.

• Planning
• The entire planning is to be done by the learners under
the guidance of the teacher.
3 • Each learner should be encouraged to participate in the
discussion and offer his/her suggestions.
 • Executing a Project
• The teacher should challenge the learners to assign
duties and distribute work among themselves,
4 according to their individual interests and capacities.

• Recording
• All the learners should maintain a project-book(portfolio) - a
complete record of all the activities, connected with the project.
• E.g., Driving question, choice of project, planning, discussions
held, duties assigned, references and books consulted,
5 information gathered, experiences gained, challenges faced,
guidance sought etc.
 • Evaluating the Project
• Self-reflection and evaluation, questioning what has been
achieved and how it could move forward
• Learners should note their mistakes, if any, and see whether
6 they had proceeded, according to the plan or not.

• Exhibition
• Learners should present, display or exhibit a public product to
interested parties beyond the classroom e.g., Another class,
7 Parents, School staff, Community members, internet users etc.
 Qualities of a good learning project

The Project Should:

 Be timely i.e. be related to the topic currently being covered on the syllabus in order
to encourage maximum learning and should also suit the mental and chronological
age of the learners.

 Focus on usefulness/practical aims, i.e. it must be designed to fulfill a long standing

learning need whereby learners as adults should be capable of applying experiences,
skills and values learnt during their school life.

 Be interesting to the learners i.e. it must make an appeal to the emotional needs and
diverse interests of the learners.

 Be challenging to the learners i.e. it should neither be too simple nor be too difficult
for them.
 Qualities Cont’d
Be economical i.e. it should not unnecessarily tax the pockets and
energy of the learners and the school.

Be rich in experiences; including team work, patience and tolerance,

environmental conservation and awareness, patriotism and others.

Be capable of relating with other subjects of the curriculum and

practical activities in real life.

Emphasize co-operation and inter-dependence among the learners.

All the learners are kept busy and active both physically and
mentally with each working on a particular task.
 Considerations made when designing learning
through projects

 Specify What you want learners to gain

o What should they learn or be able to do as a result of having completed the project?
o The project should directly support the syllabus learning outcomes.

 Your readiness to Provide opportunities for learner choice

o For instance, learners should choose the topic or focus of the project, and the form the project
will take (functional object, written or oral presentation).

 Decide the method of assigning roles to individual learners in the group

o Identify specific roles for teams so that learners can either volunteer or elect people to them.
Consider rotating roles throughout the project life span.
 Considerations Cont’d
 Why will doing the project as a team benefit learners?
o Share this with the learners in your description of the project
and project instructions.
 Guidance on what the expected final product may look
like
o E.g., a model, a poster, a video, a live presentation or a written
document
 Possibility of dividing the project into intermediate steps
o Dividing the project into intermediate steps allows learners to turn in
work for feedback early enough to make adjustments in case they are
going off course.
 Considerations Cont’d
 Decide the kind of you support you will give
learners during the project process
o What resources can you provide learners to ensure their
success? Can you set aside extra time to guide them?
 Decidehow you will evaluate the final product: the
group, and the individuals
o Determine how much the project will be worth.
o How much of the project score/grade goes to the entire
group and how much goes to each individual learner
Activity4 (15min) DEMONSTRATING PBL

1. In your knowledge area group, choose a topic and

demonstrate how you can guide learners to explore
concepts in it using PBL.

2. Present your response in a plenary

 PHASE 1 INDICATORS MAXIMUM ACTUAL
SCORE SCORE
 Title
Identification  Problem
and Design  location
Alignment of the project to:
 Subject syllabus
 Competency/competencies in a specific subject
 Learning outcome(s)

Justification of the project: Clearly spells out the reasons for 03 02

undertaking the project in a specific subject
 What is the problem?
 Benefits
 Beneficiaries

Methodology:
 Appropriate procedure
 Appropriate techniques
Identification of resources: Selects appropriate, environmentally-
friendly and low-cost resources to suit the selected methodology for
a particular subject.
 PHASE 1 INDICATORS MAXIMUM ACTUAL
SCORE SCORE
 Specifies the resources
Identification and
Design  Appropriate resources
 Environmentally friendly resources
 Locally available and low-cost resources

x/…
PHASE 2 INDICATORS MAXIMUM ACTUAL
SCORE SCORE
Project Steps/procedure:
Development  Follows the design closely
 Records the activities and teacher’s guidance to build a portfolio.
 Uses appropriate techniques with skills and understanding.

Resources:
 Appropriate selection of resources in accordance with the design,
methodology and nature of the subject.
 Low cost and/or locally available materials.

Skills
 Exhibits Generic skills and values
 Exhibits subject specific skills
 PHASE 2 INDICATORS MAXIMUM ACTUAL
SCORE SCORE
Project Environmental awareness
Development Project activities reflect environmental protection
Efficiency:
Uses resources and appropriate technology effectively to come up
with a desired product or/and solution

x/…
Product Originality
 Unique and reflects the learner’s own ideas and creativity

Effectiveness
 Closely related to the problem thus serves the intended purpose.

Accuracy
 Offers correct solution or product suitable to solve societal
problem
x/…
 PHASE 2 INDICATORS MAXIMUM ACTUAL
SCORE SCORE

Project Introduction
Report  Scope
 Objectives of the project
Body x/…
 Procedure
 Methods
 Resources
 Relevant product/Findings
 Lessons learnt
 Recommendations
 Conclusion
NB: Each of the above components of the project report should be x/….
assessed basing on level scoring.
TOTAL …….
THE END