PROJECT BASED
LEARNING
Presented by :
KHAOULA LAASRI
MILOUDA KACEMY
LAILA ELFADILI
PLAN
INTRODUCTION
DEFINITION
DIFFERENTS BETWEEN
TRADITIONNEL PROJECT AND PBL
Essential Project Design Elements
ROLE OF A TEACHER IN PBL
BENEFITS OF PBL
CHALLENGES AND SOLUTIONS
CONCLUSION
THE HISTORY OF
PROJECTS BASED
LEARNING
Antiquity
The roots of project-based learning can be traced all the
way back to Antiquity
Confucius, the famous
Chinese sage, was known to
engage in discussion and
debate with his students.
The classical Greek
philosopher, Socrates, used
the method of questioning
and refutation, and Aristotle
also championed the notion
of learning by doing.
As he wrote in Nicomachean Ethics,
“Anything that we have to learn to do
we learn by the actual doing of it.”
This ties right into the authenticity
component of gold standard PBL.
Early Modern period
The concepts of project-based learning
continued to develop in the early
modern period. John Amos Comenius,
a Czech philosopher, pedagogue, and
theologian, is considered the father of
modern education. He advocated for
universal education, led schools, and should be centered on the student, not the
advised governments. teacher, that learning should be tied into
everyday experience, that we should focus on
thinking rather than memorizing, and that
multiple media enhances learning. He created
the first multimedia textbook featuring
woodcut illustrations. His ideas are closely
aligned with core components of PBL such as
reflection and authenticity.
The Enlightenment
The Enlightenment began in the
late-eighteenth century and
prioritized reason over religion.
Enlightenment thinkers developed
revolutionary ideas about education
and pedagogy that emphasized
critical thinking and a child-centered
approach.
For example, Johann Heinrich Pestalozzi’s approach
focused on the child’s needs and interests.
He believed that students should participate actively
in the learning process laying the foundation for the
student choice and voice component of PBL. His
book, How Gertrude Teaches Her Children (1801),
introduced readers to his educational theories.
Nineteenth to Early Twentieth Centuries
Several innovative educators in the
nineteenth and twentieth centuries
promoted the principles of project-
based learning in their educational
philosophies
A student of Pestalozzi, the German
educator Friedrich Fröbel recognized
that children had distinct needs and
abilities and emphasized the
importance of nurturing them like
“plants in a garden.” Based on this
idea, he coined the word kindergarten
in 1840.
Henriette Goldschmidt was a German champion for women’s education who was
influenced by Fröbel’s writings.
The twentieth-century educational theorist and philosopher John Dewey argued that
active experiences would better prepare children for life in the real world and challenged
the view that students were passive recipients of knowledge.
In Dewey’s idea that learning is more
interesting for students who are actively
involved, we see the roots of project-based
learning components such as student choice
and voice and authenticity.
William Heard Kilpatrick, a student of
John Dewey, developed the project model
in the early 1900s.
The Italian physician and child-
development specialist, Maria
Montessori, launched an international
movement based on the notion that
young children learn best through
experiences.
The “situated learning” perspective of Jean Piaget, a Swiss
psychologist, advocated for engaging students in their
learning rather than trying to make them acquire knowledge
through memorization.
pbl DEFINITION
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 an authentic, engaging, and complex
question, problem, or challenge.
DIFFERENTS BE TWEEN TRADITIONNEL PROJECTS AND PBL
TRADITIONNEL PROJECTS PROJECTS BASED LEARNING
Can be done at home without teacher Includes many "Need to Knows" on the part
guidance or team collaboration. of the students and teachers.
Can be outlined in detail on one piece Is timely, complex, covers many TEKS, and
of paper by the teacher. takes a team of highly trained
Are used year after year and usually professionals significant time to plan and
focus on product (make a mobile, a implement.
poster, a diorama, etc.). The teacher work occurs mainly before the
The teacher work occurs mainly after project starts.
the projectis complete. The students make most of the choices
The students do not have many during the project within the pre-approved
opportunities to make choices at any guidelines. The teacher is often surprised
point in the project. and even delighted with the students'
Are based upon directions and are choices.
done "like last year."
Requires teacher guidance and team collaboration.
Is based upon Driving Questions that encompass every aspect
of the learning that will occur and establishes the need to know
Essential Project Design Elements
CHALLENGING PROBLEM
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
Students are doing work that is real to them. It is authentic
to their lives and the work has a direct impact on or use in
the real world.
Student Voice & Choice
Students make some decisions about the project, including
how they work and what they create, and express their own
ideas in their own voice.
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 sharing it with and
explaining or presenting it to people beyond the classroom
Role of a teacher in PBL
Pre-Project
Post-Project
During-Project
Pre-Project Stage
Teacher play the role of a knower
Help students select a topic.
Help students generate ideas through
brainstorming/mind-mapping.
Guide students to formulate their project
objectives.
During-Project Stage
Teacher play the role of a consultant, a facilitator or a co-learner
Help students gather ideas, define objectives,
draw up the schedule and provide input for
language skills.
Intervene if students' direction not practical
Offer suggestions to solve problems.
Respond to requests from students
Post-Project Stage
Teacher play the role of a commentator and appraiser
Debriefing
Centre on what students learned during the
project
Share the reflection
Provide a balanced picture of strengths and
weaknesses
Offer suggestions for improvement
Bloom’s Taxonomy
BENEFITS OF PBL
Collaboration and Communication
Project learning creates an environment that
nurtures collaboration and effective
communication skills. Students work in teams,
learning to communicate their ideas, listen
actively, and share differing viewpoints.
Collaborative project based discussions foster a
sense of shared communication and encourage
students to value teamwork. These experiences
equip them with essential interpersonal skills
that are crucial in the professional world, where
collaboration and effective communication are
highly sought-after qualities.
Creativity and innovation
By engaging students in real-world projects, PBL
fosters creativity and innovation, as students are
encouraged to think outside the box and develop
original solutions to problems. In coding
education, this creativity might be expressed
through the design of a unique app interface, the
development of a novel algorithm, or the creation
of an innovative game. By nurturing creativity and
innovation, PBL prepares students for success in a
rapidly changing technological landscape..
Enhanced engagement
Project learning revolutionizes the learning
experience and learning opportunities by
captivating students’ attention and driving active
participation. Unlike conventional classroom
experiences or lectures, PBL requires students to
take ownership of their education. By learning
from projects that align with their interests, they
become invested in the learning process. Engaging
in real-world, relevant activities keeps students
motivated, as they understand the practical
application of the knowledge they acquire.
CHALLENGES AND SOLUTIONS
Challenges
Time Management: PBL Assessment Difficulties: ResourceAvailability:
often requires more time Evaluating group projects Limited access to materials,
than traditional methods, can be complex, as technology, or expertise
making it challenging to individual contributions can hinder project
cover the curriculum. may vary. development.
Solution: Develop clear .
Solution: Use a variety of Solution: Collaborate with
timelines and milestones. assessment methods, community organizations
Break projects into including peer evaluations, or other schools to share
smaller, manageable tasks self-assessments, and resources. Utilize online
and incorporate deadlines individual reflections, platforms for virtual
for each stage. alongside group resources and tools.
assessments.
CHALLENGES AND SOLUTIONS
Teacher Training:
Student Engagement: Not Educators may lack
all students may be Group Dynamics: Working
experience or training in
equally engaged or in teams can lead to
implementing PBL
interested in the project conflicts or unequal
effectively.
topic. participation.
Solution: Provide
Solution: Involve students . Solution: Teach
professional development
in selecting project topics collaboration skills and
opportunities focused on
to increase their establish clear roles within
PBL strategies and best
investment. Allow for groups. Monitor group
practices. Encourage
choice within projects to dynamics and provide
collaboration among
cater to diverse interests.. support when needed.
teachers to share
experiences.
CONCLUSION
Project-Based Learning (PBL) concludes by
emphasizing the importance of reflection,
assessment, and application. Students
synthesize their learning by evaluating their
project outcomes, discussing what worked and
what didn't, and considering how they can apply
their skills to real-world situations. This process
not only reinforces knowledge but also cultivates
critical thinking, collaboration, and problem-
solving skills. Ultimately, PBL fosters a deeper
understanding of the subject matter and prepares
students for future challenges.
Thank YOU