Online Course

Project based Learning

OVERVIEW # OCTOBER 2021
Table of Contents

21ST CENTURY EDUCATION ................................................................................................................... 2

PROJECT- BASED LEARNING ................................................................................................................. 2

WHAT IS THE SOLUTION? .................................................................................................................... 3

PROJECT-BASED LEARNING DEFINITIONS ........................................................................................ 4

BENEFITS OF USING PBL ...................................................................................................................... 7

HOW TO START? ................................................................................................................................. 8

Challenging Problem or Question .............................................................................13

Planning and preparing .............................................................................................15

REFERENCES .......................................................................................................................................... 18

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 “Let´s be clear – we are failing too many of our children. We´re sending them
out into a 21st century economy by sending them through the doors of 20th
century schools”

Barack Obama, in a speech at the Center for American Progress

21st Century education

In a 21st century is marked by strong impacts in both the cultural and economic
domains of our society, which are due to digitalization and automation that have
provoked tremendous changes in labour market. As a result, our students need to
develop a framework of skills that allowed them to face this new reality. So, students
need to understand how they can correlate, use and apply different knowledge in
diversified contexts. They need how to create synergies among different subjects to
develop/create “something” that connects to the real world. It is clearly important
that students need to work in a framework of projects and from there they need to
collaborate with their colleagues, with their teachers and with the outside world. They
need to develop new ways of communicating, they need to be put in front of complex
situations to develop critical thinking and complex problem solving and to learn how
to be imaginative, creative, adaptable, flexible and to develop brain plasticity.

Project- Based Learning

The history of learning by doing, which is the basis of both these learning approaches,
has a long and venerable route. Confucius and Aristotle were early promoters of
learning by doing. Socrates modelled how to learn through questioning, inquiry, and
critical thinking -- all strategies that remain very relevant in today's PBL classrooms.

Jumping forward several centuries, we have John Dewey, 20th-century American

educational theorist and philosopher. Dewey challenged the traditional view of the
student as a passive recipient of knowledge (and the teacher as the transmitter of a
static body of facts). He argued instead for active experiences that prepare students

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for ongoing learning about a dynamic world. As Dewey pointed out, "Education is not
preparation for life; education is life itself."

Maria Montessori launched an international movement during the 20th century with
her approach to early-childhood learning. She showed through example that
education happens "not by listening to words but by experiences upon the
environment." The Italian physician and child-development expert pioneered learning
environments that foster capable, adaptive citizens and problem solvers.

Jean Piaget, the Swiss developmental psychologist, helped us understand how we

make meaning from our experiences at different ages. His insights laid the foundation
for the constructivist approach to education in which students build on what they
know by asking questions, investigating, interacting with others, and reflecting on
these experiences.

Today education is no longer the same, teachers need to challenge students in order
to motivate and engage them in classes. It is up to schools to face students with real
problems, involved them in projects and make them work in teams and present
different solutions.

However, schools today are not always preparing students for the real world, but morel
preparing them for examinations, the most important aspect being to achieve better
grades, to have the higher score. But are the students really learning? Are they learning
for life?

According to (Glasser, 2000) “memorization is almost never on the list of useful skills” as
“Temporary knowledge is valuable only in school; using knowledge is valuable
everywhere, now and later” because “the real world never asks anyone to memorize
anything that is not used daily or that can be easily and accurately looked up.”

What is the solution?

Dewey believed that teachers are critical to the educational process and should
guide students through experiences to enhance learning outcomes, he argued that
teachers ought to be involved in guiding the students through the project process.

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Multiple research studies suggest that when students are engaged in creating and
complementing projects they learn important life skills such problem solving, time
management, responsibility and collaboration.

Implementing projects help to motivate and engage students, solving real problems
can be much more challenging and develop many more skills than traditional
learning, learning becomes more intensive, more rich. But, it requires more time to
implement.

As referred to by (Wurdinger, 2016, 15) “this process of learning promotes creative

thinkers and motivates students to learn. It works and should be used by all educators
at all levels in education.”

Project-based learning definitions

The definitions of Problem based learning are varied and sometimes the title changes.
For example, it is sometimes referred to Problem Based Learning. “Problem-Based
Learning is a constructivist pedagogical approach that organises curriculum and
instruction around carefully crafted “ill-structured” problems as the focus for learner
engagement. Guided by teachers acting as cognitive coaches, students work
collaboratively to develop critical thinking, problem solving, and critical skills as they
identify problems, formulate hypotheses, conduct research, perform experiments, and
formulate solutions.

Problem-based learning enables students to embrace complexity, find relevance and

joy in their learning, and enhance their capacity to make creative contributions to
real-world problems.” (Ram et al, 2007)

Problem Based Learning “has a teaching method where teacher guides students
through a problem-solving process [that] includes identifying a problem, developing
a plan, testing the plan against reality, and reflecting on the plan while in the process
of designing and completing a project” (Wurdinger et al, 2007, 151).

Problem Based Learning “is grounded in the tradition of pedagogy which asserts that
students learn best by experiencing and solving real-world problems. According to

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researchers (Barron & Darling-Hammond, 2008; Thomas, 2000), project-based learning
essentially involves the following:

• Students using the knowledge they have learned to tackle realistic problems as
they would be solved in the real world
• increased student control over his or her learning
• teachers serving as coaches and facilitators of inquiry and reflection
• students (usually, but not always) working in pairs or groups

Buck Institute for Education has a long work record on PBL field, in their website1 Project
Based Learning (PBL) is a teaching method in which students learn by actively
engaging in real-world and personally meaningful projects.

Project-based learning is about students investigating open-ended questions and

applying their knowledge to produce authentic answers. Projects typically allow for
students a choice, setting the stage for active learning and teamwork (Boss & Krauss,
2014, 16).

What are the hallmarks of this reinvigorated approach to projects?

I. Projects form the centrepiece of the curriculum - they are not an add-on or
extra at the end of a “real” unit of instruction.
II. Students engage in real-world activities and practice the strategies used in
authentic disciplines.
III. Students work collaboratively - and sometimes globally - to solve problems that
matter to them and to real-world audiences. In many cases, students are
involved early in the project design, contributing their ideas at the problem-
finding stage.
IV. Technology is integrated as a tool for discovery, collaboration, and
communication, taking learners places they couldn't otherwise go and helping
teachers achieve essential learning goals in new ways.
V. Increasingly, teachers collaborate to design and implement projects that cross
geographic boundaries or even jump time zones. They exchange ideas and
improve their PBL practice through networking.

1 Buck Institute for Education website https://www.pblworks.org/

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VI. The energy generated by one good project may create a spiraling effect that
extends far beyond the original classroom. Projects that “go big” may also
attract media attention, helping the public appreciate the value of the project
approach.

As ambassador you need to keep in mind John Dewey quote “We do not learn
from experience. We learn from reflecting on experience.” Teacher and students
throughout a project should reflect on what they are learning, how they are
learning, and why they are learning. On reflection a good eTwinning project is a
good example of all the hallmarks mentioned above.

It seems that problem based learning may be an answer to developing 21st Century
skills and preparing our students to the uncertain future.

When teachers think about a project they usually brainstorm with one or more
colleagues or even with the students. There is no best place to start, but you really
need to feel engage and motivate to start and discussion with students can generate
both the engagement and the motivation.

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 Benefits of using PBL
When students learn by engaging in real-world projects, nearly every aspect of their
experience changes. Students’ behaviour also changes, instead of following the
teacher´s lead, learners pursue their own questions to create their own meaning.

Larmer (2016, p. 11) mencioned that PBL is important for today´s Economy, people
need to have more than basic knowledge and skills, as a consequence students, as
future workers, need to think critically, solve real-life problems, collaborate with others,
and communicate ideas. According to Larmner, PBL teaches these skills better than
traditional instructional methods.

Students build skills that

will help them in college
and on the job.

Students are Schools using PBL

more engage in see a rise in
learning. attendance and
graduation rates.

Students learn Schools using PBL

more deeply and see fewer
remember what discipline
they learn. problems.

Figure 1- Benefits of using PBL (Larmer, 2016, p. 11)

Wurdinger (2016, p. 63) defends the notion that experiences like these can change
lives when they lead out into problems of the future and inspire students to learn new
things and discover new knowledge. Students need to apply information by
demonstrating what they know or telling others what they know. The author maintains
that a rigorous approach is necessary that requires students to show or tell others what
they know and explain the details of the project.

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Using this methodology help students to develop meaningful skills as Wurdinger (2016,
p. 64)“ says “Doing projects allows them to collaborate with peers, take responsibility,
communicate with peers and community members, solve problems, and ultimately
learn how to learn. ”

In PBL students are required to take on the responsibility of learning, they tend to be
more motivated and to become better learners.

How to start?
Whatever form a project takes according to Larmer, Ross, & Mergendollar (2009, p.
30), it must have essential elements to meet their definition of PBL:

• Significant content
• 21st century skills
• Driving Question
• Need to know
• Voice and choice
• Revision and reflection
• A public audience

In 2015, these elements were update by the Buck Institute for Education (BIE) and are
available in their website called Gold Standard PBL (Gold Standard PBL: Essential
Project Design Elements, 2015)2.

Student Learning Goals Essential Project Design Project Based Teaching

Elements Practices

Key Knowledge and Challenging Problem or Design & Plan3

Understanding
Gold Standard PBL
teaches students the
Question
Teachers create or adapt
The heart of a project –
a project for their context
what it is “about,” if one
and students, and plan its
were to sum it up – is a

2 Download the document in pdf at https://www.pblworks.org/blog/gold-standard-pbl-

essential-project-design-elements
3 Designing and Planning explain at https://www.youtube.com/watch?v=3SSrV-vHb3I

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important content problem to investigate implementation from
standards, concepts, and and solve, or a question launch to culmination
in-depth understandings to explore and answer. while allowing for some
that are fundamental to degree of student voice
school subject areas and and choice.
academic disciplines.

Key Success Skills Sustained Inquiry Align to Standards

Content knowledge and To inquire is to seek Teachers use standards to

conceptual information or to plan the project and
understanding, by investigate – it’s a more make sure it addresses key
themselves, are not active, in-depth process knowledge and
enough in today’s world. than just “looking understanding from
something up” in a book subject areas to be
or online. included.

Authenticity Build the Culture

When people say
Teachers explicitly and
something is authentic,
implicitly promote student
they generally mean it is
independence and
real or genuine, not fake.
growth, open-ended
In education, the
inquiry, team spirit, and
concept has to do with
attention to quality.
how “real-world” the
learning or the task is.
Authenticity increases
student motivation and
learning.

Student Voice & Choice Manage Activities

Having a say in a project Teachers work with

creates a sense of students to organize tasks
ownership in students; and schedules, set
they care more about the checkpoints and
project and work harder. deadlines, find and use

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If students aren’t able to resources, create
use their judgment when products and make them
solving a problem and public.
answering a driving
question, the project just
feels like doing an
exercise or following a set
of directions.

Reflection Scaffold Student Learning

Throughout a project, Teachers employ a variety

students – and the of lessons, tools, and
teacher – should reflect instructional strategies to
on what they’re learning, support all students in
how they’re learning, and reaching project goals.
why they’re learning.
Reflection can occur
informally, as part of
classroom culture and
dialogue, but should also
be an explicit part of
project journals,
scheduled formative
assessment, discussions at
project checkpoints, and
public presentations of
student work.

Critique & Revision Assess Student Learning

High quality student work Teachers use formative

is a hallmark of Gold and summative
Standard PBL, and such assessments of
quality is attained through knowledge,
thoughtful critique and understanding, and

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 revision. Students should success skills, and include
be taught how to give self and peer assessment
and receive constructive of team and individual
peer feedback that will work.
improve project
processes and products,
guided by rubrics, models,
and formal
feedback/critique
protocols.

Public Product Engage & Coach

There are three major Teachers engage in

reasons for creating a
public product in Gold
Standard PBL – and note
that a “product” can be
a tangible thing, or it can
be a presentation of a
solution to a problem or
answer to a driving
question.
learning and creating
alongside students, and
identify when they need
skill-building, redirection,
encouragement, and
celebration.

Teachers need to be aware of the importance of challenging students, how to

promote their creativity, critical thinking, as well as communication. In his 2006 TED Talk,
Sir Ken Robinson made his now famous claim that ‘schools kill creativity’. The world’s
most creative minds constantly question their surroundings, but our school systems are
mostly designed to fill students’ heads with information regardless of their levels of
interest. As a result, student questioning diminishes. Adolescent brains are wired for
creativity. Their emotional brains are kicking in full gear and their rational brains are still
developing. This developmental process contributes to students being fearless risk-
takers, a key component in the creative process. However, they attend classes that

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do little to tap into this treasure trove of creative potential. As Robinson stated, “We
don’t grow into creativity; we grow out of it.”

In order to understand better. in this handbook we will try to make a more detail
approach and look at Essential Project Design Elements of PBL. In this we will analyse
each step individually.

A project idea can be launched by the teacher or by students according to the

teacher idea for the class, but in both cases we need to follow steps in order to have
a good project design. As we have seen previously the BIE has this standard that we
will analyse in more detail:

Figure 2 – Gold Standard of PBL (GSPBL)

eTwinning teachers want to make the difference, cultivate student’s creativity and
prepare them on one hand to acquire 21st century skills, but on the other also to follow
curriculum standards. So, the BIE approach to PBL can help to prepare projects that

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do both. eTwinning projects following these elements of GSPBL, simultaneously
motivating students to learn avoiding questions such as “why are we learning this?” or
“What is this useful for?.

Challenging Problem or Question

Ask yourself, do some of the standards I teach require that students learn more than
basic knowledge? Do I try to use the more complex standards those for which students
need to show in-depth understanding and/or be able to apply what they’re learning?
If you want the latter, then try to find an engaging problem or question makes learning
more meaningful for students. They are not just gaining knowledge to remember it;
they are learning because they have a real need to know something, so they can use
this knowledge to solve a problem or answer a question that matters to them, that can
be (Driving Questions, 2013):

• Exploring of a philosophical question

• Investigation of a historical event/time period, or natural phenomenon
• Problem-solving situation
• Examination of a controversial issue
• Challenge to design, plan, produce or create something

When teachers design and conduct a project, we suggest they (sometimes with
students) write the central problem or question in the form of an open-ended, student
friendly “driving question” that focuses their task like a thesis focuses an essay.

Your project should have multiple goals some directly related with standard others
related to 21st century skills such as critical thinking, collaboration, and
communication. For your first project Larmer (2016) recommends choosing 1-3
standards and only trying to explicitly teach and assess two 21st century skills that are
found in all projects: collaboration and presentation.

“For your first project, we recommend designing and managing the project to
encourage critical thinking and problem solving—but not trying to explicitly teach and
assess it, because it’s complicated. Save it for later in your PBL career “ (Larmer, 2016,
p. 35).

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Writing a Driving Question

A Driving Question clearly states the purpose of the project. It gives a focus to all the
tasks students do. Students will find a project more engaging if it relates to their own
lives and communities. Try to do this when writing your Driving Question, as in these
examples (Larmer, 2016) & (Driving Questions 2013):

Simple question Open-ended, studentfriendly “driving

question”

How did World War II affect America? Did World War II affect our city the same
way it affected other parts of America?

How do architects design How could we design an

environmentally-friendly buildings? environmentally-friendly building for the
property at 5th and Oak Street?

What is a healthy diet? How can we plan a campaign to raise

awareness among various groups in our
community about a healthy diet?

How are forests threatened? What recommendations would we make

about how to improve the health of the
forest near our community?

What is money made of? How would you analyse coins to learn
what are made of?

How much money is made each year? What factor influence the annual
production of money?

Larmer (2016, p. 40) states that writing a more concrete or problem-focused Driving
Question is relatively straightforward it typically starts with the words, “How can we...”
Just be sure the Question meets the above criteria and you’re good to go.

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These questions drive you to the project details plan. You can find some projects
available in BIE website in the Planning form page4. You can download the template
document in other page5.

Planning and preparing

After developing the project idea it is time to detail it. You need to think about
assessment, create rubrics, define timelines (calendar), grouping, resources, tools, final
product and presentations.

As teacher, you have to set aims for the project, start by specifying the content
standards and 21st century skills you want students to learn. Then, you decide how
you will gather evidence that the goals have been reached the summative
assessment process.

For Larmer (2016, p. 47) assessment in PBL requires more than handing out a multiple-
choice test supplied by a textbook publisher. To do well in your project, students will
need to develop in-depth understanding and apply complex skills which cannot be
adequately assessed without complex products.

Example (Larmer, 2016):

“If one of your goals in a Biology class project is for students to deeply understand the
concept of natural selection, it would not be enough to simply ask them to recall the
definition, or even to explain it in writing—but you would get a more complete picture in,
say, a detailed presentation or a panel discussion where students could respond to
questions and display their thinking. If your goal is to improve students’ oral presentation
skills, you can only assess that by having students actually make an oral presentation. Less
obviously, what if you wanted students to understand how to apply a concept to solve
a real-world problem? A short, written exercise might give you some data on how well
they can do that, but you might also need to see students perform over time as they
create a complex product or solution.”

4Page with some samples of projects https://my.pblworks.org/projects

5Template document
https://my.pblworks.org/resource/document/project_design_overview_and_student_learning
_guide [need to login]

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Summative assessment is a two-step process. First you decide what culminating
products and/or performances will provide evidence of achievement. Then you
decide how to evaluate the products and performances maybe using rubrics.
(Larmer, 2016, p. 48).

The image below shows a rubric example based on a physics and consumer safety
project with the driving question “How can we put energy taken from the
electromagnetic spectrum to work safely?”, where students investigate the
electromagnetic spectrum and distinctions between the kinds of waves as a means
of transmitting energy by examining consumer products that put electromagnetic
waves work.

Figure 3 - Project Rubric

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It is important that students know what they will need to learn and what skills they will
achieved with the project, this is way students should know rubrics or work on rubrics
at th beginning of the project.

You can find several websites that can help to create rubrics we will only share these:

• Rubrics Download Project Based Learning Rubrics | PBLWorks

• Checklists to support Project Based Learning and evaluation
http://pblchecklist.4teachers.org/checklist.shtml
• Create Rubrics for your Project-Based Learning Activities
http://rubistar.4teachers.org/index.php
• Formative assessment during project-based learning
https://creativeeducator.tech4learning.com/2018/articles/formative-
assessment-during-project-based-learning

This handbook has the aim to be quick guide to start a PBL approach and to make
you see that eTwinning project can easy use this methodology. To conclude we will
present a full example of PBL with from Cameron & Craig, (2014) book.

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References

Boss, S., & Krauss, J. (2014). Reinventing Project-Based Learning: your field guide to real-
world projects in the digital age. USA: Lynda Gansel.

Cameron, S., & Craig, C. (2014). Project-Based Learning Tasks for Common Core State
Standards Grades 6-8. USA: Mark Twain Media, Inc.

Glasser, W. (2000). Every Student Can Succed. USA: William Glasser, Inc.

Gold Standard PBL: Essential Project Design Elements. (21 de April de 2015). Obtido
de Blog | Project Based Learning | BIE:
http://www.bie.org/blog/gold_standard_pbl_essential_project_design_eleme
nts

Larmer, J. (2016). Project Based Learning: Preparing Students for Tomorrow, Engaging
Them Today. USA: Buck Institute for Education (BIE).

Larmer, J., Ross, D., & Mergendollar, J. R. (2009). PBL Starter Kit. USA: Buck Institute for
Education.

Wurdinger, S. D. (2016). The Power of Project-Based Learning. USA: Rowman &

Littlefield.

Driving Questions [Video file]. (2013, September 13). Retrieved from

https://youtu.be/7PhVEoAeWbk

What is PBL? | Project Based Learning | BIE. (2021). Retrieved from

https://www.pblworks.org/what-is-pbl

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