PROJECT-BASED

LEARNING
PROJECT-BASED
LEARNING
M A R I A R I VA J . O C O P, M E
SECTION
DIVIDER
SLIDE
What is Project-Based
SUBTITLE HERE

Learning (PBL)?
PROJECT-
an instructional approach that contextualizes
learning by presenting learners with
BASED problems to solve or products to develop
that improves their language and critical
LEARNING
thinking skills (Moss and Van Duzer,1998; Laverick, 2019)
PROJECT- aligns with Communicative Language
Teaching as it integrates language skills as
BASED a means for students to increase their
LEARNINGfluency (Laverick, 2019)
SECTION
DIVIDER
SLIDEshould be taught
What
Project-Based Learning
SUBTITLE HERE

(PBL)?
Guidelines for choosing topics
(Condliffe, 2017):

1.They should have a driving question to

motivate learning.
2.They should target significant learning goals.
3.They should use projects to promote
learning.
4. They should dedicate sufficient time to do
the projects.
CONTENT SLIDE
What is a driving question?
Labore, ut int fugia ducimaximet estium, tem verio.
Occatqui voluptatqui idessitas porecabor maximilis eatate
perehent maxime reribus volessi taturestotas earum ut et
il id minctium ernam, et eostent fugia volorro imetur mo
This question refers to a well-designed question that
quaeperum quia doluptatem. Ficietum conesti nctur?
Facipiendae. Ducipis excepudit, volupta tisque pernatur
students and teachers elaborate, explore, and answer
alitasp ercide nossunt oditae. Et eaqui dis as porentiis aut
volecul liquamendel eost alique vent porum dolupti a
throughout a project. It should be feasible, worthwhile,
videniet que quaspe nonserum nes a et poriorestis volorep
tiassitatem aperrum voluptis as quibus delit hilis isto quos
contextualized, meaningful, and ethical (Krajcik and
culluptatem elitas am faccum harupti aecatem inim excersp
eliasse disciasin rehent, solum aliquas sitasin est maxim
Mamlok-Naaman, 2006; Krajcik and Shin, 2014).
dolorercias accabo.
Guidelines for choosing topics
(Condliffe, 2017):

1.They should have a driving question to

motivate learning.
2.They should target significant learning goals.
3.They should use projects to promote
learning.
4. They should dedicate sufficient time to do
the projects.
CONTENT SLIDE
Labore, ut int fugia ducimaximet estium, tem verio.
Occatqui voluptatqui idessitas porecabor maximilis eatate
What is a project?
perehent maxime reribus volessi taturestotas earum ut et
il id minctium ernam, et eostent fugia volorro imetur mo
quaeperum quia doluptatem. Ficietum conesti nctur?
Facipiendae. Ducipis excepudit, volupta tisque pernatur

It is an extended task that integrates language skills

alitasp ercide nossunt oditae. Et eaqui dis as porentiis aut
volecul liquamendel eost alique vent porum dolupti a

through a number of activities. These activities achieve

videniet que quaspe nonserum nes a et poriorestis volorep
tiassitatem aperrum voluptis as quibus delit hilis isto quos

an agreed goal between students and teachers (Hedge,

culluptatem elitas am faccum harupti aecatem inim excersp
eliasse disciasin rehent, solum aliquas sitasin est maxim

1993).
dolorercias accabo.
CONTENT SLIDE
What is a project?
Labore, ut int fugia ducimaximet estium, tem verio.
Occatqui voluptatqui idessitas porecabor maximilis eatate
perehent maxime reribus volessi taturestotas earum ut et
il id minctium ernam, et eostent fugia volorro imetur mo
It engage students in activities that are interesting to them
quaeperum quia doluptatem. Ficietum conesti nctur?
Facipiendae. Ducipis excepudit, volupta tisque pernatur
and important to the course(s) of study, involve
alitasp ercide nossunt oditae. Et eaqui dis as porentiis aut
volecul liquamendel eost alique vent porum dolupti a

community members, and results in an exhibition of skills

videniet que quaspe nonserum nes a et poriorestis volorep
tiassitatem aperrum voluptis as quibus delit hilis isto quos

or showcasing of products for a real-world purpose and

culluptatem elitas am faccum harupti aecatem inim excersp
eliasse disciasin rehent, solum aliquas sitasin est maxim

audience (Fleming, 2000).

dolorercias accabo.
CONTENT SLIDE
Labore, ut int fugia ducimaximet estium, tem verio.
Occatqui voluptatqui idessitas porecabor maximilis eatate
perehent maxime reribus volessi taturestotas earum ut et

How should a project be designed?

il id minctium ernam, et eostent fugia volorro imetur mo
quaeperum quia doluptatem. Ficietum conesti nctur?
Facipiendae. Ducipis excepudit, volupta tisque pernatur
alitasp ercide nossunt oditae. Et eaqui dis as porentiis aut
volecul liquamendel eost alique vent porum dolupti a
According to Fleming (2000), a project possesses
videniet que quaspe nonserum nes a et poriorestis volorep
tiassitatem aperrum voluptis as quibus delit hilis isto quos
authenticity, academic rigor, applied learning, active
culluptatem elitas am faccum harupti aecatem inim excersp
eliasse disciasin rehent, solum aliquas sitasin est maxim
exploration, adult connections and assessment practices.
dolorercias accabo.
 SECTION
What are the factors
DIVIDER
SLIDE
that affect the
implementation of PBL?
SUBTITLE HERE
Lam (2011) identified the
following factors:
1. Curriculum issues
2. Time frame and materials
3. Collaboration
4. Student direction
5. Real-world connection
6. Assessment
SECTION
DIVIDER
What
SLIDE are the roles of
teachers and students?
SUBTITLE HERE
 Fleming (2000) stated that teachers shifts
TEACHERSfrom being context experts to
supportive coach.
Teachers usually do the following:
1. plan a series of teaching and learning activities
2. investigate and locate a range of resources essential to the project and
arrange for their availability
3. help students define problems or questions and construct plans
4. model, give feedback, provide scaffolding, and be available for
consultation of learning progress
5. maintain flexible working environments
6. keep the process moving by managing group dynamics and by
monitoring and adjusting the level of difficulty or challenge in the project
assignment
 According to Fleming (2000) from being
STUDENTS recipient of information, they become
maker of meaning.
Students usually do the following:

1. duplicate the approaches, methods , materials, roles and language

used by professionals
2. reflect frequently on their work
3. make adjustments to improve the overall quality of their projects
4. locate sources
5. assume cooperative team roles
6. help plan, organize, support, or carry out activities
7. present the final product, performance, exhibition, or
demonstration to an audience outside the school
 SECTION
DIVIDER
What
SLIDEare the PBL
instructional
SUBTITLE HERE

approaches?
Instructional Approaches of
PBL (Condliffe, 2017):

1. Promote construction of knowledge

2. Cultivate student engagement
3. Use scaffolds to guide student learning
4. Encourage student choice
5. Support collaborative learning
SECTION
DIVIDER
What
SLIDE are the PBL
assessment design
SUBTITLE HERE

principles?
Assessment Design Principles
of PBL
(Condliffe, 2017):

1. Create a Product That Answers the Driving

Question
2. Provide Opportunities for Student Reflection
and Teacher Feedback
3. Present Products to Authentic Public Audiences
 SECTION
DIVIDER
How
SLIDEis PBL
implemented in the
SUBTITLE HERE

classroom?
Steps in Implementing PBL (Lam, 2011)
STEP 1
Students and teachers agree on a theme for a project.
STEP 2
Click
icon to

Students and teachers determine the final outcome of the project

add

STEP 3
Click
icon to
add

Students and teachers structure the project

STEP 4
Teacher prepares students for the demands of information
gathering.
STEP 5
Students gather information
Steps in Implementing PBL (Lam, 2011)
STEP 6
Teachers prepare students to compile and analyze data
STEP 7
Click
icon to

Students compile and analyze information

add

STEP 8
Teacher prepare students for the language demands of the final
Click
icon to
add

activity.
STEP 9
Students present the final product.
STEP 10
Students evaluate the project.