PROJECT-BASED LEARNING AND

THOUGHT IN THE CLASSROOM

Ginés Ciudad-Real
Fco. Carlos Casado
 MODULE 1. INTRODUCTION TO LEARNING
BASED ON PROJECTS.

In this module, we will try to justify the use of Project-Based Learning (PBL).
as an educational methodological strategy and the introduction of learning based on
problems as a preliminary step to its implementation.

1.- INTRODUCTION TO PBL

There is not just one way to teach, just as there is not just one way to learn. Without
embargo, each way of teaching generates different learnings:

In the PBL we present students with complex learning situations, in which

they must seek and process information to solve the proposed challenge, having to
develop the final product.
This situation implies a change in the way of working with the subject's content.
in the arrangement of elements in the classroom and in the roles of the students and the teacher.
Learning will arise in a different way rooted in the change in motivation.
of the students.

Consequently, there arises the reflection on the methodological change to PBL that will generate

doubts:
To resolve these doubts, it is necessary to analyze their origins and the context in which
appeared:

In Spain, its origins are linked to progressive educational movements that

took place in the mid-19th century and early 20th century led byrGinger of
the Rivers who in their proposal for Free Institution of Educationproposed:

Transform those old classrooms; eliminate the

the platform and the teacher's lectern…Make them
measure, weigh, decompose, create and dissipate the
material in the laboratory; to decipher the
jeroglífico, que reduzcan a sus tipos los
natural organisms, that interpret the
texts that invent, that describe, that
Guess new ways... and then the chair
it's a workshop and the teacher is a guide in the work.

Inaugural speech of the 1880-81 academic year at the Free Institution of Education

In the current educational model, various authors agree that PBL emerged in the School
of Medicine at McMaster University (Canada) in the 1960s trying to
establish a system of medical education that would correct some of the deficiencies
of the medical assistance system (Walsh, 1978) and, specifically, the observation that the
students with good knowledge in various medical subjects were not able to
apply them when faced with a real or simulated problem.

Other authors such as Thomas (2000) suggest that:

Projects should be at the center of the curriculum, not something peripheral. Learning
Project-Based is the method through which students can learn the
contents in a way different from traditional instruction

OJohn Larmer and John R. Mergendoller (2010)that they claim that:

A project is not the 'dessert' but the 'main course'. It's not about those
tasks that are done at the end of the unit to allow students to have a good
rat
This approach is fundamental to understanding PBL, which is indeed not a
complementary methodology, neither extracurricular nor exclusive of the rest of the activities that
they are developed in the classroom.

This statement inevitably leads us to reflect on what PBL is not, which of

the hand ofJuanjo Vergarawe will clarify in the next section:

2.- WHAT PROJECT-BASED LEARNING IS NOT

The ABP is not a methodology

Morín differentiates between method and methodology. The latter is a set of instructions that
They aim to reach a predetermined end while the method is a strategy. A direction.
A path to take.

As a teacher, you must be tired of receiving it over and over again.

different methodologies that ensure having the magic key that

will allow you to achieve excellent results in your students.
To do this, they offer you instructions, tools and
perfectly described procedures that seem
innovative and ensure undeniable success.

It is also very likely that as a teacher you experience an authentic "rosary" of courses.
training in these methodologies that seem disconnected from one another.

Project-Based Learning (PBL) is a framework for thinking about learning. It avoids being a methodology and has

two characteristics:

The strategy adapts to the learning and teaching styles of students and teachers.
It is an open and flexible method.

It is a framework for teaching and learning in which the rest is naturally incorporated.
resources: cooperative learning, creativity techniques, technology, problems
multiple intelligences, gamification, co-evaluation models, etc.
It is not an interdisciplinary activity.

Is project-based learning in vogue? Every day we see dozens of educational proposals - many
interesting and suggestive - but that commit the serious mistake of calling Learning Based on
Projects to what it is not. They fail to meet one of the most important characteristics: They are
projects that do not stem from the students' own learning interests.

It is common to confuse interdisciplinary activities and tasks with PBL. PBL understands the
learning in a global way and therefore the different areas, subjects, modules, courses
they are at the service of learning. But not only that.

The most valuable characteristic of PBL is that it allows for the treatment of the curriculum to
through the students' own interests. They are the ones who express their interests for
to know

The curriculum is the material that allows this knowledge to be produced. Nothing could be further away.

of the design -more or less artificial- of tasks that integrate the different subjects forgetting
the basis of PBL:

Learning is an intentional act. I learn because I want to - as simple as that -.

teaching is the art of accompanying the intention and providing it with the tools that make it happen.

it is possible for learning to occur.

It is neither a technology nor a simulation.

There is an unreal association between ABP and technology that has no justification. Until
the point that dozens of articles and posts title Project-Based Learning and the only
they talk about applications, networks, web resources, etc.

The PBL is a framework for collaborative, creative, and open learning. Logically, those
resources that facilitate the free exchange of information and collective creation are
tools normally used in its development. However; is the PBL the result of
Are these ICT resources? The answer is categorical: No!

The ABP requires an Architecture that allows learning to be narrated as something collaborative.
and make the process and its product available to the community. Connectivity and
the resources offered by the network are naturally incorporated into the process, but we do not
Let's deceive: those who associate APB with applications, ICT resources, etc. are doing a disservice.
at the ABP.

It is common, lately, to see how

magazines or high-impact events
They intend to associate ABP and ICT.

Possibly your interest is due to

market needs in which the
different producing companies of
technological infrastructures for the
teaching is very interested. No
it is the case of ABP: ABP is not
junk without more.

Another of the most important characteristics of PBL is being the opposite of a

simulation. The ABP works with reality. In the ABP, no assumptions are made about a
hypothetical reality from which we assume a problem to solve. The PBL works directly
with a specific situation, with real figures and, if possible, in which the students live.
It's not something new or a trend.

In the face of trends, methodologies

novel or up-to-date resources the
ABP is a method that has very deep roots.
deep. The first projects
they begin their journey in the 16th century

in the schools of arts and crafts in

Europe begins to spread out and
redefine itself over the years in
United States. In 1918, Kilpatrick named a vision of learning that would later go
changing day by day and adapting to the new needs of students and teachers.

Currently, ABP is a framework that helps redefine the role of students, teachers, and
community. It questions time and space in education and facilitates a process in which the
Curriculum is an instrument that allows students to satisfy their need to learn.

It is not incompatible with other ways of teaching and learning.

Many times - when teaching teams want to start working from the framework of
ABP-, they are faced with the question of whether it is necessary to work on projects all the time.
Our opinion in this case is: No! ABP cannot be a unique teaching model.

We cannot think of designing a project for

get the students to learn the formula of the
second degree equations. It would be artificial and useless.
What makes sense is that the resolution of
second degree equations prove useful for
address students' concerns. That allows
answer your questions regarding a topic or expand on it
analysis framework on a thematic axis that is proposed.
In these cases is when the ABP is especially
useful.
It is not something that teachers design and students carry out.

The ABP is not a teaching resource that teachers design and implement with the students.
with a certain degree of artificiality to motivate students. The ABP does not aim to motivate.
What it seeks to do is bring to the "first person" of the students the topics they are addressing in a way.

that become projects in which they decide to get involved. Projects that entail a
effort to learn to satisfy their own interests and in which the contents
Curriculums are tools to achieve it.

And above all, it is not a "cult".

And above all... it is not a cult! The ABP is something so

simple as responding to common sense in

education

Learning is an intentional act. Only what responds to a need of your students.

it has the potential to remain as a relevant learning experience.

Learning is something we do - like the rest of life - with others. It is fundamental.

educate in cooperative work, listening, collective construction and capacity
to dream and commit to reality. The contents are mere instruments.
that facilitate learning. As long as they serve learning, they make sense, in
otherwise, no.

Assessment is a valuable moment in which teachers and students reflect on

the process they have gone through and how it has shaped their way of understanding reality and

act on her.

The PBL is the opposite of assuming a closed model. It is a strategy that invites
to reflect.
3.- BENEFITS OF PROJECT-BASED LEARNING

ABP is a methodology for acquiring knowledge and competencies through

development of projects that respond to real-life problems and/or challenges. Thus
Well, what this methodology aims to do is to provide children with a whole series of
strategies and tools for problem solving. From the PBL perspective, this is what it is
what will really make them competent, as it is more practical and interactive than memorizing
information that, on the other hand, can be easily found through the Internet.

In this way, some of the virtues of Project-Based Learning are:

Students develop their autonomy and responsibility, as they are the ones in charge
of their own learning

To resolve a posed question, various tasks of great importance are worked on.
such as planning, structuring the work, and developing the product

The individual skills of the different students are developed to make them more
competent in these and for them to realize their own potential

Boys and girls learn to think and work creatively and innovatively,
developing competencies such as teamwork, decision-making,
information search, etc.

Children become aware of their thoughts and their abilities.

of imagination and generation of ideas

Despite the virtues of this new learning model, it is necessary to make a good
planning and preparation of classes to ensure good results: that is why
it is always advisable to ask questions like 'What do we want to teach?', 'How...
Do we want to do it?

On the other hand, it is interesting to work with the Theory of Multiple Intelligences of
Howard Gardner, who proposes the existence of a variety of individual talents,
contributing the idea that each person has more potential or is more capable in some areas
of them. Thus, if the Theory of Multiple Intelligences is applied in the methodology of
ABP can yield much richer results, as skills and
talents of children more specifically.

In module 3 of the course, we will develop the steps to learn how to carry out projects.
systematically including numerous resources for fostering creativity,
thus establishing a methodology that integrates PBL and creative capacity, as both
they provide tools, strategies, and different perspectives to respond to the
possible challenges and/or problems that arise.
4. PROBLEM-BASED LEARNING (PBL)

A more comfortable way to start designing and implementing projects in the classroom.
Educational is to start implementing problem-based learning.

They are experiences of lesser significance, which require less time in their design and development,
but will allow students and teachers to acquire the necessary skills so that when
start developing projects so that the change is more gradual and significant and the transition is
less traumatic.

To begin with, we would like to make a clarification:

Problem-Based Learning and Project-Based Learning are
intimately linked and can sometimes lead to confusion, also their initials in Spanish
(ABP) and in English (PBL) are the same for both.

We are going to distinguish Problem-Based Learning, which we will call

hereinafter referred to by its English acronym PBL (Problem Based Learning) and that we will develop in

this module, of Project-Based Learning, which we will call PBL (Project-Based Learning
Based on Projects) and that we will develop in module 3.

4.1 What is PBL?

PBL is a methodology focused on learning, research, and reflection that

the students continue to reach a solution to a problem posed by the teacher.

Generally, within the educational process, the teacher explains a part of the subject and,
Subsequently, he proposes to the students an activity for applying those contents. Without
embargo, the ABP is proposed as a means for students to acquire those
knowledge and apply it to solve a real or fictitious problem, without the teacher
use the lecture or another method to convey that content.
Barrows (1986) defines the ABP as 'a learning method based on the principle of using '
problems as a starting point for the acquisition and integration of the new ones
knowledge." In this methodology, the protagonists of learning are the learners themselves.
students, who take on the responsibility of being active participants in the process.

Prieto (2006), defending the active learning approach, states that "learning based on
In problems, it represents an effective and flexible strategy that, based on what they do,
students can improve the quality of their university learning in very aspects
various". Thus, PBL helps the student to develop and work on various competencies.

Among them, Miguel (2005) stands out:

• Problem solving
• Decision making
• Teamwork
• Communication skills (argumentation and
presentation of the information
• Development of attitudes and values: precision,
review, tolerance...

Prieto (2006) citing Engel and Woods adds:

• Identification of relevant problems in the context
professional
• Awareness of one's own learning
• The planning of the strategies that will be used
to learn
• Critical thinking
• Self-directed learning
• The skills of evaluation and self-evaluation
• Lifelong learning

In the same way, Benito and Cruz (2005) besides the already mentioned competencies indicate that the
PBL promotes the development of effective reasoning and creativity.

Apart from all the mentioned ones and as a complement to all of them, we can say that the
PBL promotes the development of skills in searching for and managing information.
and also develops research skills since students in the process of
They will have to learn to figure out and understand what is happening from a statement.
and achieve an appropriate solution.

The problems generally consist of a description in very simple and little language.
technical set of observable facts or phenomena that pose a challenge or a
issue, that is, they require explanation. The task of the group of students is to discuss these
problems and produce tentative explanations for the phenomena by describing them in
founded terms of processes, principles or relevant mechanisms (Norman and Schmidt,
1992)

A problem-based curriculum, unlike a subject-based one, is

thematically organized and the problems are developed by a team of teachers
involved in a module and who have training in different disciplines. It is granted
similar importance to both the knowledge that must be acquired and the process of
learning.

Traditional teaching hardly contributes to developing these skills.

capabilities and competencies in students. It is therefore evident the need to
change in the conception of the teaching-learning process, without this meaning that
The lecture-based class has stopped being efficient. It is simply about complementing the acquisition.
of contents with the development of skills, abilities, and attitudes essential in the
environment in which the students are going to develop.

The following table highlights some important differences between the process of
traditional learning and the learning process in PBL:
 TRADITIONAL SCHOOL LEARNING BASED ON
PROBLEMS

The teacher assumes the role of expert or The teachers have the role of facilitator.
formal authority. tutor, guide, co-learner, mentor or advisor.
The teachers transmit the information to the students take on the responsibility of
the students. learn and create alliances between student and
professor.
Teachers organize the content in Teachers design their course based on
exhibitions according to their discipline. open problems. The teachers
increase student motivation
presenting real problems.
Students are seen as "containers". Teachers seek to improve initiative.
empty or passive receivers of information. of the students and motivate them. The students
they are seen as subjects who can
self-learning.
The professor's lectures are based on students working in teams to
en communication unidirectional to solve problems, they acquire and apply the
information is transmitted to a knowledge group in a variety of contexts.
students. The students locate resources and the
Teachers guide them in this process.
The students work separately. The students formed in small groups
groups interact with the teachers
who offers them feedback
The students absorbent Students actively participate in the
they memorize and repeat the information for resolution from the problem, they identify

specific activities such as tests or learning needs, investigate,

exams. they learn, apply and solve problems.
Learning is individual and students experience learning in
competition. a cooperative environment.
Adapted from: 'Traditional versus PBL Classroom' Samford University (06/16/99)
With the use of PBL we want to position ourselves at the base of Edgar Gale's Cone of Learning.
in which through active learning our students can reinforce the
acquired knowledge:

To conclude this introduction, we recommend that you watch this video, which summarizes
generally speaking, what has been commented on so far:
4.2 How to get started with PBL?
In order to work with the PBL methodology, it is necessary for each teacher to have in
list a series of requirements, without which the purpose will not be achieved in a way
efficient. The most important are:

• Elaborate a complete and exhaustive design of the entire itinerary and process. The teacher
you must carefully plan the PBL in advance, designing a plan
detailed, but also realistic, that will help identify the steps that students
they must develop according to an established schedule.

• Raise problems related to the life and interests of the students. The
students must understand the problem as an attractive challenge related to their
interests, so the teacher must create expectations from the beginning.

• Encourage students to enjoy learning by stimulating their creativity and

responsibility in solving problems that are part of their reality.

• Generate a suitable environment for the group of participants to work on.

cooperative manner.

• Promote individual work outside the group. This will have an impact on the resolution of
problem.

• Later they will discuss what they have learned independently with the rest.
of the team.

• The success of the group will mean the success of all its members. Thus, the involvement
of all the teammates in the development of the final product will lead to a greater achievement
complete the objectives of the PBL. In addition, each student must demonstrate
individually their level of learning.

• Give the students the precise instructions for the development of the PBL, as well as
explain what the evaluation criteria and quality criteria of the final product will be. If
these criteria are clear from the beginning, it is easier for students to carry out a
 good PBL and that the evaluation and grading are also simpler. The method of
evaluation must convey the idea of continuous work both individually and
in groups.

• Establish a continuous monitoring of the work that students do. During the
development will propose a series of submissions (information search, diary
personal, etc.), which will allow, if necessary, to intervene as deemed appropriate
to help achieve final success. Additionally, the teacher will conduct daily follow-ups.
the attitude of each student in the group: participation, interest, respect, collaboration,
etc. With this strategy, a comprehensive evaluation of the process is proposed and it is, by
so much, fairer. The students who act as "stowaways", that is, who
take advantage of group work to not collaborate and benefit from the effort of others
others will be evidenced, with the consequent relief from others.

According to Miguel Valero (Polytechnic University of Catalonia) the

the implementation of PBL can be a trauma for the teacher,
Here we leave you the "phases" that we are supposed to go through.
before an effective implementation of PBL.

The denial: These innovations are very good, but they cannot
to work in my subject, nor with my students.

Acceptance: It seems they are getting a bit heavy-handed with this.

skills. Let's give him a chance. After all, the results are not
as if to launch fireworks

The enthusiasm: Wow! I had never seen them so active! Indeed, when you put
the students to do these things in class the first thing that is observed is that it increases the

activity.

The disappointment: You should see the barbarities they do! This method is a disaster!

Indifference: Well, the truth is that they are still there, working. And the results are not
worse than before.
Let's get to work: The truth is that now I am much clearer about where the difficulties lie.
in my subject, I know
y which materials are not
They work (I've been watching it since the first day of class). I'm going to see if I improve a little bit.

every quarter.

Return to enthusiasm: I never thought they would be capable of doing something like this! If we give them

an opportunity, most students end up surprising us (positively).

4.3 How to design problems?

The main key to working in PBL is the design of the problem that motivates all the work.
Students will engage more or less to the extent that they identify with the
problem and see it as a challenge, a possibility for meaningful learning.

The most relevant characteristics of the problems in a PBL, according to Duch, are the
following:

The design of the problem must engage the students' interest and motivate them to
to examine in depth the concepts and objectives that one wants to learn. The problem
it should be related to the course objectives and to problems or situations in life
daily for students to find greater meaning in the work they do.

2. Problems should lead students to make decisions or judgments based on

facts, logical and well-founded information. They are obligated to justify their decisions and
reasoning in the learning objectives of the course. The problems or situations
they must require students to define what assumptions are necessary and why, what
information is relevant and what steps or procedures are necessary for the purpose of
solve the problem.
3. The cooperation of all group members
work is necessary in order to address the
problem efficiently. The length and
the complexity of the problem must be managed by
the tutor in such a way that the students do not divide themselves

work and each one focuses solely on their part.

4. The problem initiation questions must have one of the following characteristics,
in such a way that all students become interested and engage in the discussion of the topic:

• Open questions, that is, those that are not limited to a specific answer.
• Linked to prior learning, that is, within a framework of knowledge
specific.
• Controversial topics that evoke diverse opinions.

5. The content of the course objectives must be incorporated into the design of the problems.
connecting previous knowledge to new concepts and linking new knowledge to
concepts from other courses or disciplines.

From another point of view, we can consider that the essential factors in development
the problems would be:
4.4 Steps for implementing PBL in the classroom

Once the PBL is prepared, when transferring it to the classroom, these can be taken into account
ten steps:
Step 1. Explain what a PBL is
In the case of students who have never participated in a PBL, it is essential to show them
this new learning method. Depending on their age, it will be discussed in a way
more direct (presenting them with the difference from traditional learning, exposing the
production process, the steps, the timing, etc.) or with a more detailed explanation
light and providing continuous support for the specific clarification in each one
from the phases. Likewise, there will need to be prior awareness-raising about group work
in case you are not used to these dynamics. If you are already familiar with this methodology,
this step can be omitted.

Step 2. Present the problem

The student will be given a PBL sheet that will include all the aspects.
previously described, except for the learning objectives, as we must not condition
the student regarding the path they should follow for their problem-solving process
raised. Any prior doubts that may exist about the development of the PBL will be clarified and
a slow reading of the problem statement will be carried out.

Step 3. Brainstorming
The students will conduct a brainstorming session expressing everything that the statement suggests to them.

of the problem (doubts, variables, necessary data, etc.). Several students will act as
secretaries taking notes on the board of the contributions made by the colleagues. The
the rest of the students will write in their notebook, in the form of a list, the result of this brainstorming.

All ideas must be written down and will be accepted or rejected as it progresses.
research.

Step 4. Classify the ideas

Until this moment, it is not necessary for students to be organized into work groups.
formal, but from here until the end of the process.
The students will categorize the ideas that emerged from the brainstorming into different categories, which do not have

Why align with those from other groups, since they are working independently.
Step 5. Create a list of what I know and what I need to know
This is a crucial moment in the development of PBL. Students must identify everything.
that which the group or a member of it knows about the problem and everything that the
the team believes that it needs to know to solve it. It is essential that they establish
research strategies, as well as a list of the actions that must be taken.

Step 6. Search for information

Everything that the group has identified as learning needs must be organized.
for the members to conduct an information search, which must be
distributed in an equitable manner so that each one takes responsibility for their participation.
To assess what means they can use to search for this information, we must have
consider the age of the students and diversify the sources (books, internet, interviews,
specialized magazines, visits to museums, parents, relatives, etc.). The research can be
to be carried out both during school hours and outside of it, but a deadline must be established
delivery to be able to move forward with the next step.

Step 7. Share
Once the necessary information is located, it must be shared and organized,
select it and interpret it. Thus, students will need to make decisions that allow them to
solve, test or demonstrate the problem.

Step 8. Develop the final product

The group will define its strategy to show the rest of the colleagues their solution to the
problem. The final product is the way to make the understanding of concepts evident and the
development of skills and attitudes.
Students should be allowed, always with the teacher's consent, to let loose.
its creativity. The tendency to close proposals affects the richness of possibilities
and products that are capable of being presented. There are countless ideas to develop the
final products such as reports, websites, blogs, videos, TV programs, radio, theater,
newspapers, murals, models, etc.
The teacher, at this point, will act as a guide and will be able to redirect, orient, and accompany the

process.
Step 9. Present the results
It is the key point of PBL as here students will present their final product in such a way that
they will present the recommendations, the predictions, and everything they consider necessary
to respond to the problem.
At this point, two aspects will be enhanced:
The communicative interactions.
Active learning in which some teach others (foundation of the learning pyramid)
by Edgar Dale.
Under no circumstances should we skip this step. Furthermore, it isvery important that the
students should be clear from the beginning of the PBL how much time they have for the presentation,
with the aim of being able to adjust to that requirement.

Step 10. Prepare the reflective journal

It is essential to create routines that promote students' reflection as this will allow them to
knowing oneself, identifying, distinguishing and expressing feelings, recognizing one’s goals,
aspirations, their potentials and weaknesses, and ultimately, increase their intelligence
intrapersonal.
The writing of a reflective journal that allows them to make their personal assessment of it.
Experienced in the group in each session is, undoubtedly, an opportunity for it.
In this diary, you will briefly answer questions such as: What have I done? How did I
Done? And what have I learned?
These answers will not align with the learning of procedures, areas, or content.
but will reflect the personal experiences of the student and their relationship with their classmates
group during each session.
4.5 Examples of problems for the development of PBL in the classroom

Here we leave you a template for the design of the PBL in which approximately is collected
the sections to consider:

: _________________________________________

The most important step in designing a PBL is to define a situation that can motivate.
to our students, in order to get an idea, we will develop some
for children and primary school

Childlike:
Oruguito is sad.
Today Oruguito is feeling very sad upon waking up. No matter how much he searches for his friend Oruguita,

he cannot find it anywhere. Instead, he has found a kind of egg made

About something similar to the thread. The little caterpillar doesn't stop crying. Do you know what happened to him?

Caterpillar?
The colors of the year.
With the start of the course, a new season of the year will arrive, autumn. The direction of
school wants to welcome this new season of the year and all the children of the school with a
large mural of colors that express the different seasons of the year. Do you know what they are?
What colors would we use to express them? What can we do for what is being asked of us?

First cycle of primary education:

Lost in school.
Lucía has just arrived at the school this term. She is a bit scared. She doesn't know anyone or
where the most important places are. The teacher has decided to assign to a
small group of students the task of accompanying her during the first two days. For this
they must demonstrate their knowledge of the center, important places, names of teachers,
directors, reception or concierge... And to plan a route to take Lucia. And very
Important! They must be able to read the school signs.

The class book

We are entering a creative writing competition! We are going to write a book that collects
the best stories invented and written by you in class.
We have a month to prepare it: What will the book be called? What sections will it have?
(themes of the short stories)? How will we make the illustrations?
What image or drawings will be the cover? How will we select the texts?
Remember that everyone must participate!

Second cycle of primary education:

Letter from the mayor

Dear students of the xxxxxxx school.
My name is José Luis Alcalde. I don't know if you know that I am the mayor of your town. I ...
I address you because I have discovered that children always tell the truth and I am
worried about doing the things that are really needed in our community.
On the next day xx/xx/xxxx I want to receive you at the town hall. I would like you to bring me
the concerns of the citizens. We do not know if we have a lot of money, so
I would like to do the three things that you find most concerning to your friends, parents
and neighbors. What are the three most important things for them? What can we use the
tax money?
In the town hall, we want to undertake three new and necessary projects for everyone.
Will you be able to help us?

Menus for the school cafeteria

The director of our center gives us the opportunity to intervene and express our opinions in the preparation of

the school cafeteria menus of the school. Those menus will be selected from the
students who make a proposal for 4 weeks taking into account the criteria
of a healthy and nutritious diet.

Third cycle of primary education

Journey to the past

The company 'ViajesElCangrejo', specialist in trips to the past, provides us with the
possibility of traveling for a week to prehistory, to Rome during its empire and to the
medieval times. The University wants to take advantage of our trip and has asked us to
let's bring some clues that help us understand what life was like in that era.
"ViajesElCangrejo" has informed us that we can only take what fits in a
backpack. What can we take? For what purpose?
Plan your trip! Your backpack!

Enveloping geometry
The new math teacher asks us for our help to teach the students the
relationship between geometry and everyday life. Wants to make second-grade students discover
cycle how we can find geometric shapes everywhere, both in our
school like through the streets, buildings and monuments of our town. Can you help him?

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Now we are going to give you some examples of PBL for different stages, the first one that
we are going to offer called 'Plastify for zero' for 3rd grade Technology students
of that, more developed than the others so you can see the level of specificity
what we can achieve; later we will leave you one for second grade language
"I learn to invent," another one for 4th grade mathematics, "The meticulous usher."
and finally another one from Biology of 2nd year of ESO "The mother of cells."
 Become plastic for zero
The following problem must be solved in groups. After reading it, the teacher will instruct you.
What resources do you have for the work and how should you present the final product.

1. Statement and description of the problem

Unfortunately, the so-called 'recycling' of plastics does not work and the so-called
"Eco-friendly plastics" can create as many problems as they solve. None is
a sustainable solution.
Beach and sea cleanups are mere patches, with an insignificant impact given
the magnitude of the problem. However, they are good ways to educate ourselves and to clean our
temporarily addressed - but do not tackle the problem at its root.
Plastic pollution is mainly a problem of the misuse of an eternal material.
toxic, not from poor waste management.
Therefore, to truly solve this problem we have to change our habits of
use and throw away and rethink the way we produce and consume.
The movement to reject single-use plastics is gaining a lot of momentum in
países como Estados Unidos, Holanda, Alemania, Irlanda, Reino Unido, India, Ruanda,
Uganda...
To move towards a world free of plastics and their toxic effects, we must have
decision, to become an activist citizen, and learn to reduce the personal footprint of
plastic as much as possible.
Given the situation we are experiencing within our society, our school
he proposes to be the standard-bearer of a campaign for our educational community that highlights
the importance of responsible plastic consumption.

2. Presentation of the solutions: product

Project with at least the following content:

History of plastics and their classification.
How plastic pollution occurs. Influence within nature
especially in the seas.
Characteristics of the current plastic recycling model.
Creation of brochures reporting the consequences of USE-DISPOSE.
Public presentation of the brochure before the class.
• Creation of an explanatory mural designed on a computer or webpage or blog. (They are
other means are valid as long as they are justified and authorized by the teacher.
Personal diary.
Portfolio.
3. Resources

Textbook.

Web pages:

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Infographics:

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Videos:

Plastic production process. [Link]

The beetle green. Problem of the plastics y of Bisphenol A:
[Link]
Plastics, part 1: [Link]
History of plastic:[Link]
Manufacturing processes with plastics: [Link]
How plastic bottles are made:[Link]
Memory of plastic materialss: [Link]
4. Methodology

• Deliver the template, read it, and comment on it.

• Generate, in 5 minutes, questions about this problem (brainstorming). Afterwards, we
they will classify, by interest groups, in 5 more minutes. Each group will establish its own
rankings.
• Design a table (Thinking routine) where we will identify: What do we know? What
I need to know to solve it? What I need to know is shared, and if they have been left
An important aspect is added by the teacher.
• Research plan and task distribution: mind map with the topic in the center, branches with
the needs, and sheets, which will be the people who have to carry out the tasks. From this map
The teacher keeps a copy to check the next day if it has been done.
Research and search.
Common sharing of the search.
Product realization
Final reflection.
• Evaluation of PBL (individual for each student): Each student evaluates the other members
of the group, and also to himself. Several items, from 0 to 10. Almost all items about
skills and strategies, not about content. There will be a section on what I have contributed
to the group, and what mistakes I have made, what I would ask for the other members in the next
work, and what I commit to for the next one.
Presentation of the activity.

• Presentation of the portfolio, which will include at least:

Cover.
Index.
Personal diary: Each day, students will have to keep a personal diary.
each day that contains at least:
What have I done? (personal contribution to the group)

What have I learned?

How to apply what has been learned to the group?

- In the end, they will conduct an individual and group reflection.

What has cost me the most?

Did it turn out as you expected?

If I were to do it again, what would I change?

What moment would you highlight from the entire process and why?

-Meeting materials: Mind maps. Corrections. Group evaluation.

Final product.
Others (movies consulted, books, encyclopedias, websites...).

5. Planning

It can be distributed as follows:

• First day: formation of base groups; explanation of what a PBL is, the personal diary and the
portfolio.
• Second day: presentation and clarification of the problem. Brainstorming. Classification. What
What do I need to know? Information search.
Third day: sharing session.
Fourth/fifth/... day: product development.
• Sixth/... day: product presentation and portfolio delivery.

6. Learning objectives

• Understand the general characteristics of plastics and their classification according to their

origin

• Understand the processes of plastic pollution.

• Highlight the influence of plastic pollution on the environment

• Internalize the importance of plastic recycling.

• Properly manage the specific vocabulary of the unit.

7. Grading Criteria
The teacher will assign each student two grades, one from the portfolio, which will take into account
the personal diary, the meeting materials (brainstorming, working sheets, maps
mental, corrections, images, etc.), the sincerity in the assessment of peers and
of the group as well as the daily observation and another of the final product, in which the value will be assessed

individual contribution in the presentation and the final result. The final grade will be the average of these.

two.
Finally, we recommend that you watch this video in which it is presented in a way
very original a PBL to primary students

Also a very interesting guide shared by the friends of SOSPROFES from Juanjo.
the Tower published in Superpixépolis:

[Link]
5.- INTERESTING WEB RESOURCES

The methodology of Problem-Based Learning

Problem-Based Learning or Project-Based Learning?

To make a mark: Ten tips to become an unforgettable teacher for your students
students

Problem-Based Learning (PBL) as a teaching technique

Quick guide to Problem-Based Learning (PBL) with concept map and examples

PBL - Problem-Based Learning with examples