GANGADHARPUR SIKSHAN MANDIR

KUTUBUDDIN MOLLA COLLEGE ROLL NO:-21 M.ED:-3RD SEM

UNIVERSITY ROLL :-091041 NO:-170042 REG.NO:-09104-00455

SESSON :- 2017-19

content
is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students
acquire a deeper knowledge through active exploration of real-world challenges and problems.[1] Students learn about
a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or
problem.[2] It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based, rote
memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by
instead posing questions, problems or scenarios.

Thomas Markham (2011) describes project-based learning (PBL) thus: "PBL integrates knowing and doing. Students
learn knowledge and elements of the core curriculum, but also apply what they know to solve authentic problems and
produce results that matter. PBL students take advantage of digital tools to produce high quality, collaborative
products. PBL refocuses education on the student, not the curriculum—a shift mandated by the global world, which
rewards intangible assets such as drive, passion, creativity, empathy, and resiliency. These cannot be taught out of a
textbook, but must be activated through experience." [3] James G. Greeno (2006) has associated project-based
learning with the "situated learning" perspective[4] and with the constructivist theories of Jean Piaget. Blumenfeld et
al. elaborate on the processes of PBL: "Project-based learning is a comprehensive perspective focused on teaching
by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by
asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and
analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and
creating artifacts."[5] The basis of PBL lies in the authenticity or real-life application of the research. Students working
as a team are given a "driving question" to respond to or answer, then directed to create an artifact (or artifacts) to
present their gained knowledge. Artifacts may include a variety of media such as writings, art, drawings, three-
dimensional representations, videos, photography, or technology-based presentations.

Structure
Project-based learning emphasizes learning activities that are long-term, interdisciplinary and student-centered.
Unlike traditional, teacher-led classroom activities, students often must organize their own work and manage their
own time in a project-based class. Project-based instruction differs from traditional inquiry by its emphasis on
students' collaborative or individual artifact construction to represent what is being learned.
Project-based learning also gives students the opportunity to explore problems and challenges that have real-world
applications, increasing the possibility of long-term retention of skills and concepts.
Elements
 needs a climate or collaborative culture of mutual respect in the classroom in order to work well. [11]
 begins with an entry activity that serves as the advanced organizer to capture and inspire student interest. [11]
 is organized around an authentic, open-ended driving question or challenge.[11]
 creates a need to know essential content and skills and provides ways for students to resolve the need during
PBL time.[11]
 benefits from collaborative inquiry to learn, problem to solve and/or to create or make something novel [11]
 develops critical thinking, problem solving, collaboration, and various forms of communication, often known as
"21st Century Skills."[12][11]
 allows an increasing degree of student voice and choice (agency) throughout the PBL unit.[11]
 incorporates feedback and revision with opportunities for self, peer and teacher assessment of content, essential
deeper learning skills, student made products and PBL processes such as research and presentations.[13]
 results in a publicly presented product or performance. [14]
 promotes and expands student agency (voice and choice) [11]
 is enriched by integration of digital skills especially when asking students to do research, organize or make
assessments of the process, 21st Century essential skills and the product.[15]
 is enhanced when teachers become facilitators and incorporate high effects instructional strategies such as
metacognition, cooperative learning and graphic organizers. (see Hattie and Marzano) [11] Enriched Learning
Projects, Solution Tree Press
 allows for authentic alternative assessments with rubrics for 21st Century Essential Learning Skills as well as
content.and their transfer across the curriculum and into real life situations. [16]
 can be used as an all school change model for existing and new option schools such as New Maker Schools and
New Tech Schools,[11]
 enriches teacher performance with deeper learning outcomes when professional development promotes
teachers' skill development for learning how to plan, do and assess PBL in all classrooms.
 has strong comparative research showing superiority over traditional instructional approaches.
 is an essential tool for deeper learning at all grades PreK up. <Deeper Learning: Beyond 21st Century Skills,
Solution Tree Press, Bloomington, Ind.>

Method
Introduction There are a large number of proposals to design PBL activities. For instance, [39] specifies seven
steps: Introducing the Driving Question; Introducing the Culminating Challenge; Developing Subject Matter
Expertise; Doing the Culminating Challenge; Debriefing the Culminating Challenge; Responding to the Driving
Question; Summative Assessment. Nelson [40] focuses on collaborative problem solving issues, pointing out the
organization of collaborative work. We find the process proposed by Jonassen [41] particularly interesting to
design ill-structured problems, which consists of seven steps: (1) Articúlate the problem; (2) Introduce problem
constraints; (3) Lócate, select and develop cases for learners; (4) Support knowledge base construction; (5) Support
argument construction; (6) Assess problem solutions. All these methods describe a series of general steps that are
really helpful to design the activity. Although directions are provided in every step, it requires an important effort
by the teacher, who still needs skills or experience to put the method into practice. Taking this approach as a
starting point and incorporating some instructional design theories, we have designed a new method that provides
more detailed directions. As we have already specified, it is divided into three phases (Definition, Support and
Organization). Fig. 1 displays these phases, which will be discussed in more detail in following sections.
Advantages of Problem-Based Learning
1. Development of Long-Term Knowledge Retention
Students who participate in problem-based learning activities can improve their abilities to retain and recall
information, according to a
The literature review states “elaboration of knowledge at the time of learning” — by sharing facts and ideas
through discussion and answering questions — “enhances subsequent retrieval.” This form of
elaborating reinforces understanding of subject matter, making it easier to remember.
Small-group discussion can be especially beneficial — ideally, each student will get chances to participate.
But regardless of group size, problem-based learning promotes long-term knowledge retention by encouraging
students to discuss — and answer questions about — new concepts as they’re learning them.

2. Use of Diverse Instruction Types

You can use problem-based learning activities to the meet the diverse learning needs and styles of your
students, effectively engaging a diverse classroom in the process.
In general, grouping students together for problem-based learning will allow them to:

 Address real-life issues that require real-life solutions, appealing to students who struggle to grasp
abstract concepts

 Participate in small-group and large-group learning, helping students who don’t excel during solo
work grasp new material
  Talk about their ideas and challenge each other in a constructive manner, giving participatory learners
an avenue to excel

 Tackle a problem using a range of content you provide — such as videos, audio recordings, news
articles and other applicable material — allowing the lesson to appeal to distinct learning styles

Since running a problem-based learning scenario will give you a way to use these differentiated instruction
approaches, it can be especially worthwhile if your students don’t have similar learning preferences.

Disadvantages of Problem-Based Learning

1. Potentially Poorer Performance on Tests

Devoting too much time to problem-based learning can cause issues when students take standardized tests, as
they may not have the breadth of knowledge needed to achieve high scores.
Whereas problem-based learners develop skills related to collaboration and justifying their reasoning, many
tests reward fact-based learning with multiple choice and short answer questions.
Despite offering many advantages, you could spot this problem develop if you run problem-based learning
activities too regularly.
2. Student Unpreparedness

Problem-based learning exercises can engage many of your kids, but others may feel disengaged as a result of
not being ready to handle this type of exercise for a number of reasons.
On a class-by-class and activity-by-activity basis, participation may be hindered due to:

 Immaturity — Some students may not display enough maturity to effectively work in a group, not
fulfilling expectations and distracting other students.

 Unfamiliarity — Some kids may struggle to grasp the concept of an open problem, since they can’t
rely on you for answers.

 Lack of Prerequisite Knowledge — Although the activity should address a relevant and tangible
problem, students may require new or abstract information to create an effective solution.

You can partially mitigate these issues by actively monitoring the classroom and distributing helpful
resources, such as guiding questions and articles to read. This should keep students focused and help them
overcome knowledge gaps.
But if you foresee facing these challenges too frequently, you may decide to avoid or seldom introduce
problem-based learning exercises.
CONCLUSION
One concern is that PBL may be inappropriate in mathematics, the reason being that mathematics is primarily skill-
based at the elementary level. Transforming the curriculum into an over-reaching project or series of projects does
not allow for necessary practice of particular mathematical skills. For instance, factoring quadratic expressions in
elementary algebra requires extensive repetition.
On the other hand, a teacher could integrate a PBL approach into the standard curriculum, helping the students see
some broader contexts where abstract quadratic equations may apply. For example, Newton's law implies that tossed
objects follow a parabolic path, and the roots of the corresponding equation correspond to the starting and ending
locations of the object.
Another criticism of PBL is that measures that are stated as reasons for its success are not measurable using
standard measurement tools, and rely on subjective rubrics for assessing results.
In PBL there is also a certain tendency for the creation of the final product of the project to become the driving force
in classroom activities. When this happens, the project can lose its content focus and be ineffective in helping
students learn certain concepts and skills. For example, academic projects that culminate in an artistic display or
exhibit may place more emphasis on the artistic processes involved in creating the display than on the academic
content that the project is meant to help students learn.