Chapter 8

Instructor: Dr. Youmen Chaaban

Course: EDUC 212 Curriculum and Instruction
Learning Outcomes
• Identify the steps in the different problem based learning models
suitable for 1-6 classrooms
• Design, implement, and reflect on a problem based learning lesson
Watch and Learn

• Watch the video and note the FIVE essential keys to successful PBL.
Share your answer with your partner.

• https://youtu.be/hnzCGNnU_WM
Project Based Learning
• Project-based learning is a dynamic classroom approach in which
students actively explore real-world problems and challenges and
acquire a deeper knowledge.

• 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.
Teachers’ roles
• In project-based learning, the teacher serves as subject-matter
expert, resource guide, and task group consultant, but not as
knowledge transmitter or sole source of knowledge.
• The major role of the teacher is to encourage student participation,
provide appropriate information to keep students on track, avoid
negative feedback, and assume the role of fellow learner.
Historical Background
• The idea of anchoring instruction in authentic problems is not
especially new.
• It formed the basis of much of what John Dewey advocated at the
beginning of the twentieth century.
• Jerome Bruner described four benefits to be gained from the
experience of learning through the process of discovering answers to
problems (Bruner, 1961):
1. An increase in intellectual potency
2. The shift from extrinsic to intrinsic rewards
3. Learning the heuristics of discovery
4. Aid to memory processing
Basic Principles
• In a PBL unit, the ill-structured problem is presented first and serves
as the organizing center and context for learning.
• The problem often changes with the addition of new information, is
not solved easily, and does not always result in one correct answer.
• The students assume the role of problem-solvers, and teachers
assume the roles of tutors and coaches.
• The PBL unit is not necessarily interdisciplinary in nature, but it is
always integrative. Ideas and skills form other disciplines may be
used.
Watch and Learn

• In this video, you can see how PBL is implemented in a third grade
classroom. What makes this teaching method different from other
method of teaching?

• https://youtu.be/F8I4RnmRXnM
Criteria for Successful PBL
Criteria for Successful PBL
• KEY KNOWLEDGE, UNDERSTANDING, AND SUCCESS SKILLS
The project is focused on teaching students key knowledge and
understanding derived from standards, and success skills including
critical thinking/problem solving, collaboration, and self-management.

• CHALLENGING PROBLEM OR QUESTION

The project is based on a meaningful problem to solve or a question to
answer, at the appropriate level of challenge for students, which is
operationalized by an open-ended, engaging driving question.
Criteria for Successful PBL
• SUSTAINED INQUIRY
The project involves an active, in-depth process over time, in which
students generate questions, find and use resources, ask further
questions, and develop their own answers.

• AUTHENTICITY
The project has a real-world context, uses real-world processes, tools,
and quality standards, makes a real impact, and/or is connected to
students’ own concerns, interests, and identities.
Criteria for Successful PBL
• STUDENT VOICE & CHOICE
The project allows students to make some choices about the products
they create, how they work, and how they use their time, guided by
the teacher and depending on their age and PBL experience.

• REFLECTION
The project provides opportunities for students to reflect on what and
how they are learning, and on the project’s design and
implementation.
Criteria for Successful PBL
• CRITIQUE & REVISION
The project includes processes for students to give and receive
feedback on their work, in order to revise their ideas and products or
conduct further inquiry.

• PUBLIC PRODUCT
The project requires students to demonstrate what they learn by
creating a product that is presented or offered to people beyond the
classroom.