in your Classroom

Learning Outcomes
By the end of this session, teachers would
be able to:
• Define what is meant by PBL.

• Describe the importance of its use in

the classroom.
Brain-Writing
 2 min- group of 6
• Round one: Each participant writes one quick idea in
each of the three boxes at the top of their form.
• Round two to six: Now participants pass their papers to
the next person in their group. The second person reads
the first set of ideas, and then jots down another set of
three ideas below them. This second set of ideas may be
new ideas, or they may build off of or be a variation on
the ideas already described. When each participant gets
his or her own form back, the process is complete.
• Sort and organize ideas to allow group members to
come up with a final definition of Project Based
Learning.
Seven Essential Project Design Elements
Seven Essential Project Design Elements

• a model for PBL to help teachers

measure, calibrate, and improve their
practice of PBL
• where projects are focused on
students' acquiring key knowledge,
understanding, and success skills.
A Challenging Problem or
Question

The project is framed by:

• a meaningful problem to be
solved or
•a question to answer, at the
appropriate level of challenge
Sustained Inquiry

Students engage in a rigorous,

extended process of:
•posing questions,
•finding resources, and
•applying information.
Authenticity
The project involves:
•real-world context, tasks and
tools, quality standards, or impact,
or
•the project speaks to personal
concerns, interests, and issues in
the students’ lives.
Student Voice & Choice

Students make some decisions

about the project, including:
•how they work and
•what they create.
Reflection

Students and teachers reflect on:

•the learning,
•the effectiveness of their inquiry
and project activities,
•the quality of student work, and
•obstacles that arise and
•strategies for overcoming them.
Critique & Revision

Students:
•give,
•receive, and
•apply feedback to improve
their process and products.
Public Product

Students make their

project work public by:
•explaining,
•displaying and/or
•presenting it to audiences
beyond the classroom.
Rearranging Jumbled Sentences :
Why use Project-Based Learning?
(4 groups)
Make two meaningful
sentences by rearranging the
jumbled words/phrases within
2 minutes.
 Why use
Project-Based Learning?
1) engages students in complex, real-world
issues and problems; where possible, the
students select and define issues or
problems that are meaningful to them.
2) requires students to use inquiry, research,
planning skills, critical thinking, and
problem-solving skills as they complete
the project
 Why use
Project-Based Learning?
3) Requires students to learn and apply
content-specific skills/standards and
knowledge in a variety of contexts as they
work on the project
4) Provides opportunities for students to
learn and practice interpersonal skills as
they work in cooperative teams and,
whenever possible, with adults in
workplaces or the community
 Why use
Project-Based Learning?
5) Gives students practice in using the array of
skills needed for their adult lives and
careers (how to allocate time/resources;
individual responsibility, interpersonal skills,
learning through experience, etc.)
6) Includes expectations regarding
accomplishments/learning outcomes;
these are stated at the beginning of the
project.
 Why use
Project-Based Learning?
7) Incorporates reflection activities that lead
students to think critically about their
experiences and to link those experiences
to specific learning outcomes

8) Ends with a presentation or product that

demonstrates learning and is assessed; the
criteria could be decided upon by the
students.
 •Teachers will form groups
according to their subjects
•Select any unit from the text
book(4 groups)
•Plan a project including essential
project design elements from the
graphic presentation(20 mins)
 Before You Begin
Prior to planning your project, you may want to
take a look at your teaching style and classroom
environment. There are three ‘conditions’ that are
necessary for successful Project Based Learning:
 A strong teacher-student relationship.
An atmosphere that emphasizes rigor and
accountability
An opportunity for student involvement.
 A strong teacher-student
relationship
 PBL works best when you have established
a positive, communicative relationship
with your students.
 PBL is a community-oriented, relationship-
driven style of teaching and learning.
 If you enjoy working closely with students,
you will enjoy Project Based Learning.
An atmosphere that emphasizes
rigor and accountability
 If you have set high standards for your students—
and they know what is expected of them—they will
perform much more successfully in projects.
 Project Based Learning requires that students take
responsibility for their own learning.
 The more they understand the importance of solid
learning and being accountable for results, the more
they will be self-directed and high-performing.
 An opportunity for student
involvement
 Project Based Learning does not require that
your classroom be ‘student-centered.’
 However, it does require process-oriented
instruction. That is, you are in a constant
dialogue with your students about what they
are learning and what is important to them.
 Respectful listening and good communication
will improve the quality of your projects.