CHAPTER 2 DEVELOPING PROBLEM-BASED

AND PROJECT-BASED INSTRUCTIONAL PLANS

Lesson 1 - Nature of Project-Based and Problem-

Based Approaches
Both problem-based learning and project-based learning are types of experiential
learning (UNT Teaching Commons). While Project-Based Learning and Problem-Based
Learning share much in common, they are two distinct approaches to learning (Moursund, D.,
n.d.). Project-based learning is an instructional approach designed to give students the
opportunity to develop knowledge and skills through engaging projects set around challenges
and problems they may face in the real world (Schuetz, 2018). On the other hand, Problem-
based learning (PrBL) is an instructional method in which students learn through facilitated
problem solving (Hmelo-Silver, 2004).

Project-Based Learning (PBL)

According to the Buck Institute of Education, “Project-Based Learning is a teaching
method in which students gain knowledge and skills by working for an extended period of time
to investigate and respond to a complex question, problem, or challenge.” In projectbased
learning students are given the opportunity to learn, discover, and create throughout the entire
learning process “(Leader In Me, 2018). The Buck Institute for Education identified essential
elements for PBL and collectively these elements are called Gold Standard PBL (Schuetz,
2018). These essential elements include:

1. Significant Content- At its core, the project is focused on teaching student’s important
knowledge and skills, derived from standards and key concepts at the heart of academic
subjects.

2. 21st Century Competencies- Students build competencies valuable for today’s world, such
as problem solving, critical thinking, collaboration, communication, and creativity/innovation,
which are explicitly taught and assessed.

3. In-Depth Inquiry- Students are engaged in an extended, rigorous process of asking

questions, using resources, and developing answers.

4. Driving Question- Project work is focused by an open-ended question that students

understand and find intriguing, which captures their task or frames their exploration.

5. Need to Know- Students see the need to gain knowledge, understand concepts, and apply
skills in order to answer the Driving Question and create project products, beginning with an
Entry Event that generates interest and curiosity.

6. Voice and Choice- Students are allowed to make some choices about the products to be
created, how they work, and how they use their time, guided by the teacher and depending on
age level and PBL experience.

7. Critique and Revision- The project includes processes for students to give and receive
feedback on the quality of their work, leading them to make revisions or conduct further inquiry.

8. Public Audience- Students present their work to other people, beyond their classmates and
teacher.

All these elements, if combined well, result in students learning key knowledge,
understanding, and skills for success.
 Nilson (2010, p. 190) cite in Spaces for Learning (n.d.) lists learning outcomes
associated with PBL. A well-design PBL project provides students with the opportunity to
develop skills related to:

• Working in teams.

• Managing projects and holding leadership roles.

• Oral and written communication.

• Self-awareness and evaluation of group processes.

• Working independently.

• Critical thinking and analysis.

• Explaining concepts.

• Self-directed learning.

• Applying course content to real world examples.

• Researching and information literacy.

• Problem-solving across disciplines.

Designing a Project-Based Learning Approach

Project-based learning focuses on the process as much, if not more, than the outcome.
Here are some steps to help you get started with PBL in your classroom (Leader In Me, 2018):

STEP 1: Start with the state or national standards you are required to teach.

STEP 2: Then, use the standards to develop your learning targets for your projectbased
learning.

a. Focus on the standards that have longevity (learning that is important beyond just this
school year).

b. Look closely at the verbs for each standard. Standards that use verbs such as
“create,” “design,” or “demonstrate” lend themselves to higher levels of learning and are
perfect for PBL.

STEP 3: Next, create an essential question (there can be more than one if necessary)
that the students should try to answer throughout PBL. The question should be complex
and should be referred to often.

STEP 4: Then, develop the criteria that will show evidence of the learning targets.

STEP 5: Next, have a plan in place for giving ongoing feedback throughout the PBL.
You will want to have a way to track the feedback you provide your students. It’s also
important to have a place for students to keep track of the feedback from their peers, as
well as a place for self-reflection and recording any questions, barriers, or successes
they encounter along the way.

STEP 6: The next thing you’ll want to do is a have a plan in place for delivering
important information. Therefore, some level of direct instruction will need to be
integrated into your PBL unit.”

a. Your direct lessons should develop naturally and come into play based on necessity.
Students will be more excited about the PBL and more willing to try new approaches
based off their new learning when mini direct lessons are integrated well throughout the
PBL.

STEP 7: Have a plan for conferencing with groups and conference often.

a. Try to focus on asking questions (sometimes you’ll need to use guiding questions) to

help students reflect and own their learning. Try to avoid giving them the answers. It’s far

more powerful to ask students questions and allow them opportunities to figure out the

answers that take them in the direction they need to go than it is for us to just show them

how to get there.

b. Be aware of who needs direct mini-lessons and who doesn’t. Some of your direct

mini-lessons can be taught to just the small groups who need them rather than the whole

group.

STEP 8: Next, make sure students have a way to share their learning and reflect on the

process.

a. Part of the PBL should include creating something at some point throughout the

process. This creation should lend itself to demonstrating the strengths that were

determined for each learning target.

b. Students should present their creations to an authentic audience. Some simple ways

they can do this is blogging about it, presenting to younger students in other grades, or

presenting to community members. Another great step to add here is making sure the

students publish their work somewhere. In this digital age, digital student portfolios are a

great way for students to keep track of their learning and growth throughout the year.

c. Students should take time for self-reflection and reflection as a group. They should

revisit the strengths that were determined for each learning target and see if they feel

they met or exceeded the criteria (or even if they feel they didn’t meet or understand the

criteria). They should also reflect on the essential question(s) they’ve been trying to

answer throughout the unit.

Example Project-Based Learning Activities
The following are examples of PBL in Mathematics (Stivers, 2010; Pinto, n.d.)

1. STATISTICAL REPORT OF A STATE

Students work together preparing a statistical report on the state, choosing a topic such
as education. The end product can be a presentation with graphs and written descriptions of
significant findings. Consider collaborating with a language arts or social studies teacher for this
project.

2. DESIGN OF A SHOPPING MALL

Students work as architects and design a shopping mall. Students research the design
of malls and the feasible sizes for various types of stores. The end product can be a brochure,
poster, or webpage presenting the design to a panel of adults or students serving as a city-
planning board.

3. ROLE OF A HISTORIAN

Students take the role of historian by researching the life of a mathematician of the past.
Students present an important contribution of the person in addition to his or her life story. The
end product can be a PowerPoint presentation about the mathematician presented to interested
students or adults.

4. MULTIPLE PROOFS OF THE PYTHAGOREAN THEOREM

Students research various proofs of the Pythagorean Theorem. The end product can be
a webpage showing the proofs or an oral presentation of one of the proofs.

5. SELLING GEOMETRY

This project introduces students to a brief history of geometry, geometric terms, geometric
shapes, and transformation and manipulation of shapes through reflections, tessellations, and
dilations. Students will form marketing teams to ‘sell’ geometry by explaining key terms,
demonstrating key shapes, and describing the significance of geometry to an audience.

Problem-Based Learning (PrBL)

Problem-based learning is an instructional approach in which carefully constructed,
open-ended problems are used by groups of students to work through content to a solution
(Weimer, 2009). “Students work in collaborative groups to identify what they need to learn in
order to solve a problem. They engage in self-directed learning (SDL) and then apply their new
knowledge to the problem and reflect on what they learned and the effectiveness of the
strategies employed. The teacher acts to facilitate the learning process rather than to provide
knowledge.

The goals of PrBL include helping students develop

1) flexible knowledge,

2) effective problem-solving skills,

3) SDL skills,

4) effective collaboration skills, and

5) intrinsic motivation” (Hmelo-Silver, 2004).

Benefits of Problem-Based Learning

For Students

• It’s a student-centered approach.

• Typically, students find it more enjoyable and satisfying.

• It encourages greater understanding.

• Students with PBL experience rate their abilities higher.

• PBL develops lifelong learning skills.

For Instructors

• Class attendance increases.

• The method affords more intrinsic reward.

• It encourages students to spend more time studying.

• It promotes interdisciplinarity.

For Institutions

• It makes student learning a priority.

• It may aid student retention.

• It may be taken as evidence that an institution values teaching

Designing Problem-Based Learning Approach

Spaces for Learning (n.d.) suggested the following Steps in Problem-Based Learning
Approach.

Step One: Identify intended learning outcomes – answer, what will your student know and
be able to do?

Step Two: Design the Scenario – design a scenario with an embedded problem that is a real,
complex issue related to your course content. Scenarios should be motivating, interesting, and
generate good discussion. Create a scenario that will challenge different types of thinking, and
elicit discussion, research, and learning that needs to take place to meet the learning outcomes.

Step Three: Introduce PrBL – PrBL is likely to be new to your students. Explain it and develop
their confidence by allowing them to practice with an “easy problem,”

Step Four: Research and inquiry – PrBL research begins with small-group brainstorming
sessions in which students:

a. Examine, clarify and define the problem;

b. Explore what they already know about the problem;

 c. identify what they don’t know yet and what they need to learn more about (topics to
research);

d. Determine what they need to learn and where they can find and acquire the
information and tools necessary to solve the problem.

e. Evaluate possible ways to solve the problem.

f. Solve the problem.

Groups should,

a. write the problem as a statement or research question;

b. use group roles and assign responsibility for researching topics necessary for them to
fully understand their problems;

c. develop an initial hypothesis to “test” as they research a solution and revise this as
necessary.

Step Five: Product Performance – using their knowledge and research data, the students
should create products and presentations.

Step Six: Evaluation – the students, or peer groups, should evaluate their products or
performances. Rubrics can be used to support this and to aid group reflection on what they
have done.

Project-Based Learning and Problem-Based Learning:

Similarities and Differences
Larmer (2015) has enumerated the similarities and differences between Project Based-
Learning and Problem-Based Learning as shown in the Figure 2.2 below.
Examples of Problem-Based Learning Activities

Middle: Students receive a grocery store circular and a budget. They are in charge of
preparing food for a soup kitchen and must figure out how to get the most food for their
money while also incorporating given food groups/categories (e.g. there must be a
green vegetable, protein, dairy, etc.)

High: Students in a geometry class must design a stadium with specific ratios, which
seats a certain number of people, and meets a number of other guidelines. Students
must create a scaled version of their design with measurements and stadium parts
clearly labeled, and any calculations included in the final product.