INFORMATION SHEET

PROG: DITTE YEAR I SEMESTER 11 COURSE UNIT CODE & NAME: ETSD 1201:
EDUC.TECHNOLOGY
TOPIC: Teaching/Learning methods & approaches to
instruction DATE:
SUB-TOPIC: Project based learning –teaching method DURATION: 3 HOURS
LEARNING AREA: Definition, benefits, shortfalls, PREPARED BY: Egau Betty
Characteristics, Procedure, techniques, assessment,
challenges, elements, exhibition & its benefits

Introduction
John Dewey initially promoted the idea of “learning by doing.” Educational research has advanced this
idea of teaching and learning into a methodology known as “project-based learning.”
Project-based learning, is a pedagogical method in which students are directed to create an artifact
(Real item) to present their gained knowledge.
The basis of PBL lies in real-life application of the research and is considered an alternative to paper-
based, rote memorization, teacher-led classrooms.
Research has demonstrated that students in project-based learning classrooms get higher scores than
students in traditional classroom
Benefits of project based methods
 a greater depth of understanding of concepts,
 provides broader knowledge base to learners,
 improved communication and interpersonal/social skills among learners,
 enhanced leadership skills,
 increased learners’ creativity
 Provide opportunities for learners to produce observable evidence that they have mastered the
concepts and competencies
 Provide extensive evidence of self directed learning.
Shortfalls
 Insufficient performances by some team members
 Lowering of expected standards of performance by the group
KEYS TO SUCCESSFUL PROJECT BASED LEARNING
Exhibition
When learners know that the final product from the project will be displayed publicly, this changes
their attitude and dedication to ensure project success. It inspires a level of ambition and commitment.
Multiple draft
There is need to give learners more time to make multiple drafts of their work. These are good for
personalizing assessment because they provide you with the means to assess not only the learners’
final product but also the extent to which they have improved give learners opportunity to learn from
each other’s work.
Critique
Projects work must be criticized. It is effective when learners criticize each others’ work on drafts
before handing over to the teacher. Formal criticism sessions give learners opportunity to learn from

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each other’s work
Critics can be in the following areas:
 Process or steps (how the project will be carried out)
 The outcome of the project (the final product)
Critiques can become lessons, because they provide the opportunities for teachers to introduce
concepts and skills at a time when learners are eager to learn them. Critiques bring misconceptions
about the project to the surface.
HOW TO DO A PROJECT
Define the goal of the project- The final outcome creates a focus for the project and gives it a purpose
from the start
Design the project - Decide what you want your learners to learn, and plan backwards. That is to say:
 Write down every thing you expect your learners to learn by doing the project
 (knowledge, skills and attributes)
 Decide how the project will be assessed
 Decide where the work/product will be exhibited
Tune the project - Present your project plan to a group of colleagues who will give constructive
feedback which may help you come up with better ideas for the project
Begin the project - A project can be started in different ways thus:
 You can give learners opportunity to discuss what they are interested in doing as a project
 You can also begin by introducing a product, the theme, or essential questions for the project
to the learners
 You can show the learners a model of the product they will be creating
NB: projects design can be adjusted once the project is going on, because adjustments are merely
project improvements.
Exhibit the project -Organize an exhibition and let the learners stand by their project to explain it and
answer questions. The teacher should play a minor role on the day of exhibition because the learners
must take ownership of the project and celebrate its completion.
BENEFITS OF EXHIBITING PROJECTS
 It ignites a shared passion for learning in both the teacher and the learner
 Exhibition fosters a wide range of skills such as time management, collaboration, problem
solving that learners will need at college and workplace
 It is tailored to meet learners with a wide range of abilities and learning needs
 It can be used to replace standardized tests
 It is a powerful motivator for both teachers and learners
CHALLENGES OF EXHIBITION
 Assessment can be challenging as projects normally go beyond the boundaries of subject
disciplines
 The implementation takes time and mostly organized as extracurricular activities
 There is a risk of little learning taking place if learners are not motivated.
FEATURES OF CLASSROOM PROJECTS
Authenticity – projects designed with authenticity infuse learners’ work with purpose and passion-
connecting project work to real world issues affecting learners
Academic rigor – projects with academic rigor challenges learners to fully engage their minds by
mastering content, standards and using professional level thinking skills

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Adult connection – projects that incorporate adult support and inspire learners through the
meaningful involvement of adult beyond the classroom
Active exploration – projects with active exploration engage the bodies and minds of learners through
hand-on, field-based work
Applied learning – projects that integrate applied learning push learners to use their learning right
away and to practice important skills demanded by the workplace
Assessment practice – projects with quality assessment practices provide opportunities for learners to
receive relevant feedback during and after their project work.
TECHNIQUES THAT CAN BE USED WITH PROJECT METHOD
 Brainstorming
 Group work
 Simulation
 Role play
ASSESSMENT OF PROJECT BASE LEARNING METHOD
Diagnostic assessment – to assess what the learners know about the project in question
Formative assessment- to determine how learners are mastering the content bring learnt, interest to
learn, and interpersonal relationship
Summative assessment/evaluation – to determine the level of mastery of the competencies,
creativity and innovativeness

AREAS TO ASSESS IN CLASSROOM PROJECTS WORK

Areas for assessing the learners 1 2 3 4 5
Being able to apply learnt competencies
Ability to use past experiences to enrich the project
Interest to work with other learners in groups
Interpersonal relationship with other learners &
teachers
Innovativeness and creativity of the learners

Key: 1-weak, 2-fair, 3-Good, 4-very Good, and 5-excellent