LEARNING BY DOING
I do and I understand
Confucius said it right: “I hear and I forget. I see and I remember. I do and I understand.” Learning is best done by doing and that is exactly what Project-based Learning (PBL) is all about.
The easiest way to explain PBL is to compare it to “traditional” learning. We deliver content to students in the classroom, give them opportunities to practise or apply what they learned, and eventually conduct a summative assessment (a test, an essay, a speech or a project). More often than not, the student simply regurgitates the information taught in the unit.
In PBL, the content is baked inside a long-term project, a real-world problem the students need to solve in a creative and authentic way. In the process of solving the problem, students also meet required academic standards that are integrated into the project.
The easiest way to explain PBL is to compare it to “traditional” learning. We deliver content to students in the classroom, give them opportunities to practise or apply what they learned, and eventually conduct a summative assessment (a test, an essay, a speech or a project). More often than not, the student simply regurgitates the information taught in the unit.
In PBL, the content is baked inside a long-term project, a real-world problem the students need to solve in a creative and authentic way. In the process of solving the problem, students also meet required academic standards that are integrated into the project.
Advantages of PBL
- Helps develop skills for living in a knowledge-based, technology-intensive society
- Brings in new relevance to the learning at hand
- Lends itself to authentic assessment
- Promotes lifelong learning
- Accommodates students with different abilities and learning styles.
Essential elements of PBL
Significant Content
There is a distinction between coverage and deep learning. While it is true that a teacher cannot “cover” it all with PBL, projects can and should emphasize important knowledge and concepts related to standards. Rather than absorb it passively, PBL requires students to challenge, to engage with and to think critically about content. In PBL, what the students learn is locally and nationally significant. It matters to the students, the teachers, the school and the community.
There is a distinction between coverage and deep learning. While it is true that a teacher cannot “cover” it all with PBL, projects can and should emphasize important knowledge and concepts related to standards. Rather than absorb it passively, PBL requires students to challenge, to engage with and to think critically about content. In PBL, what the students learn is locally and nationally significant. It matters to the students, the teachers, the school and the community.
21st century competencies
PBL places equal emphasis on significant content and 21st-century skills. A “content-light” project that is fun for students is not worth the time and energy that goes into its completion. The significant content should be carefully determined and there should be natural curricular connections among the standards and the units.
From a very young age, children need to learn to apply skills like collaboration and teamwork, creativity and imagination, competence and communication. Along with the 4 C’s, the skills of critical thinking and problem solving are also very important.
A child may grow up and choose any field to work in but the application of these 21st century transdisciplinary skills will remain relevant through life.
PBL places equal emphasis on significant content and 21st-century skills. A “content-light” project that is fun for students is not worth the time and energy that goes into its completion. The significant content should be carefully determined and there should be natural curricular connections among the standards and the units.
From a very young age, children need to learn to apply skills like collaboration and teamwork, creativity and imagination, competence and communication. Along with the 4 C’s, the skills of critical thinking and problem solving are also very important.
A child may grow up and choose any field to work in but the application of these 21st century transdisciplinary skills will remain relevant through life.
Need to know (or Kickstart)
Instead of pushing information on students or bribing them with rewards, the project itself can motivate students to seek knowledge. An entry event, something such as a discussion, problem, movie, meeting with an expert or a field trip can inspire and engage the students.
Instead of pushing information on students or bribing them with rewards, the project itself can motivate students to seek knowledge. An entry event, something such as a discussion, problem, movie, meeting with an expert or a field trip can inspire and engage the students.
The driving question
A driving question guides the students on their path of inquiry and sheds light on the major theme or issue. It gives the students a “sense of purpose and challenge”, clarifying some of the expected outcomes. A driving question of any project must be open-ended, engaging and crafted to trigger the inquiry process. In today’s world, if students can Google an answer, what’s the point in building a project around it? Additionally, if a question sounds like a typical essay test question, it will not prompt the students to engage in inquiry.
A driving question guides the students on their path of inquiry and sheds light on the major theme or issue. It gives the students a “sense of purpose and challenge”, clarifying some of the expected outcomes. A driving question of any project must be open-ended, engaging and crafted to trigger the inquiry process. In today’s world, if students can Google an answer, what’s the point in building a project around it? Additionally, if a question sounds like a typical essay test question, it will not prompt the students to engage in inquiry.
In-depth inquiry
Children like a good question just like everyone else. Better yet, children love to answer the questions they pose. Children are more than able to create new questions, test ideas, and interpret conclusions. In fact, they can learn from failure, if we set up the right environment. Indeed, with real inquiry comes real innovation.
In-depth inquiry is launched from the start of the project and connects the need to know from the entry event to the driving question. Students create a list of questions they must investigate and on which they will focus over the course of the project. From the list, students will search for answers, ask additional questions, and eventually create a new solution, product or idea for implementation.
Children like a good question just like everyone else. Better yet, children love to answer the questions they pose. Children are more than able to create new questions, test ideas, and interpret conclusions. In fact, they can learn from failure, if we set up the right environment. Indeed, with real inquiry comes real innovation.
In-depth inquiry is launched from the start of the project and connects the need to know from the entry event to the driving question. Students create a list of questions they must investigate and on which they will focus over the course of the project. From the list, students will search for answers, ask additional questions, and eventually create a new solution, product or idea for implementation.
Voice and choice
Allowing a level of student voice and choice in a project is important for creating ownership of a project. The level of voice and choice in a project may vary, depending on the grade level of students and the project itself. However, students learn independence when they are asked to make decisions in a project. Voice and choice enable children to undertake the project with the ability to exercise creativity, rather than focusing on teacher-imposed constraints.
Allowing a level of student voice and choice in a project is important for creating ownership of a project. The level of voice and choice in a project may vary, depending on the grade level of students and the project itself. However, students learn independence when they are asked to make decisions in a project. Voice and choice enable children to undertake the project with the ability to exercise creativity, rather than focusing on teacher-imposed constraints.
Reflection and revision
There has to be an opportunity for children to critique their own work and that of their peers. This is an ongoing process for children to self-monitor and for the mentor to keep an eye on the group as a whole. The reflection takes place considering the pre-decided rubrics for any task, which is undertaken. During this process of reflection and revision, the mentors take the children back to their rubric to check their own work and actions. Group members get a chance to give others feedback on their work and contributions throughout the project. This is more effective, and helps increase engagement beyond one final grade or observation from the teacher.
Teamwork rubrics and personal reflection tools help children contribute and provide feedback in an effective way throughout the project.
There has to be an opportunity for children to critique their own work and that of their peers. This is an ongoing process for children to self-monitor and for the mentor to keep an eye on the group as a whole. The reflection takes place considering the pre-decided rubrics for any task, which is undertaken. During this process of reflection and revision, the mentors take the children back to their rubric to check their own work and actions. Group members get a chance to give others feedback on their work and contributions throughout the project. This is more effective, and helps increase engagement beyond one final grade or observation from the teacher.
Teamwork rubrics and personal reflection tools help children contribute and provide feedback in an effective way throughout the project.
Presentation of learning
The opportunity to show off work in a public setting is an important part of PBL. Why? Two main reasons: it mimics real life and it raises the bar.
A public audience is the final element of PBL. It can enhance the final product, taking it to a higher standard of professionalism. Moving beyond simply completing an end product for the teacher or their peers propel students to take a pride in the conclusion of their PBL experience. It also places students in a situation where they must use their 21st-century skills of communication.
The public audience can take many forms, including writing and sending a letter to a public official, preparing an exposition for community members and parents, or giving a formal presentation to a panel of professionals.
The opportunity to show off work in a public setting is an important part of PBL. Why? Two main reasons: it mimics real life and it raises the bar.
A public audience is the final element of PBL. It can enhance the final product, taking it to a higher standard of professionalism. Moving beyond simply completing an end product for the teacher or their peers propel students to take a pride in the conclusion of their PBL experience. It also places students in a situation where they must use their 21st-century skills of communication.
The public audience can take many forms, including writing and sending a letter to a public official, preparing an exposition for community members and parents, or giving a formal presentation to a panel of professionals.
PBL at SMIS
SMIS has always believed in skill-based learning rather than rote learning. To achieve this, we have successfully implemented PBL across different grades. Here are three examples of projects undertaken at SMIS students.
Unjam the jam
Solving the traffic problem in Jamnagar
Children of Grade 4 conducted a survey and identified the most crowded roads in the city. Simultaneously, children began regulating the traffic at school.
Once they identified the two main crowded roads of the city they went to the Municipal Corporation of Jamnagar to find out the reason for the same. They studied the map and concluded that the roads were very narrow and parking was taking up a lot of space. After they finished their research, the students proposed two solutions:
This was then presented to a larger audience including the DSP of Jamnagar, parents and their fellow students from different grades.
Content covered through this project
Mathematics – Measurement
English – Creating media like pamphlets
Social Studies – Traffic rules
Solving the traffic problem in Jamnagar
Children of Grade 4 conducted a survey and identified the most crowded roads in the city. Simultaneously, children began regulating the traffic at school.
Once they identified the two main crowded roads of the city they went to the Municipal Corporation of Jamnagar to find out the reason for the same. They studied the map and concluded that the roads were very narrow and parking was taking up a lot of space. After they finished their research, the students proposed two solutions:
- Make separate lanes for four-wheelers and two- or three-wheelers.
- Create enough parking space to free up the roads. The students identified two different circles, which could be utilized to construct a multi-storey parking facility.
This was then presented to a larger audience including the DSP of Jamnagar, parents and their fellow students from different grades.
Content covered through this project
Mathematics – Measurement
English – Creating media like pamphlets
Social Studies – Traffic rules
Renaissance – The rebirth (Grade 8)
“Heads and tails of civilization” was conducted in Grade 6 by Grade 7 children and “Renaissance – the rebirth” was conducted in Grade 8 by Grade 9 children.
The driving question for “Heads and tails of civilization” was Is civilization a curse or a blessing? It integrated the significant content across different subjects: Roman numbers and geometry (Mathematics), waste management (Science), literature and language (English), ICT and the art of civilization. Children of grade 7 planned and executed the project with various activities and shared their understanding of civilization in respective groups and presentations.
The driving question for “Renaissance – the rebirth” was Is man a measure of all the things? The content it integrated included: Scientific thinking and inventions in Science, inventions in Mathematics, literature in English, and growth of art and artists in Arts and ICT. Children of Grade 9 initiated a project to showcase their understanding and a responsible attitude (being elder buddies). They planned and executed the project by conducting class discussions, presentations and group discussions, giving their younger buddies different situations that would enable them to think wide. They also evaluated their younger buddies of Grade 8 for their performance at various stages for given tasks. Children of Grade 9 evaluated themselves as to how successfully they could conduct this project.
Both groups of elder buddies prepared and shared reference material for their younger buddies. This was an “Aha” experience for the mentors as TFU practitioners.
“Heads and tails of civilization” was conducted in Grade 6 by Grade 7 children and “Renaissance – the rebirth” was conducted in Grade 8 by Grade 9 children.
The driving question for “Heads and tails of civilization” was Is civilization a curse or a blessing? It integrated the significant content across different subjects: Roman numbers and geometry (Mathematics), waste management (Science), literature and language (English), ICT and the art of civilization. Children of grade 7 planned and executed the project with various activities and shared their understanding of civilization in respective groups and presentations.
The driving question for “Renaissance – the rebirth” was Is man a measure of all the things? The content it integrated included: Scientific thinking and inventions in Science, inventions in Mathematics, literature in English, and growth of art and artists in Arts and ICT. Children of Grade 9 initiated a project to showcase their understanding and a responsible attitude (being elder buddies). They planned and executed the project by conducting class discussions, presentations and group discussions, giving their younger buddies different situations that would enable them to think wide. They also evaluated their younger buddies of Grade 8 for their performance at various stages for given tasks. Children of Grade 9 evaluated themselves as to how successfully they could conduct this project.
Both groups of elder buddies prepared and shared reference material for their younger buddies. This was an “Aha” experience for the mentors as TFU practitioners.
Earth’s arth
Children of Grade 3 had many questions: Is there life only on Earth? Why so? What are the different factors responsible for life on Earth?
And these questions led them to the project, “Earth’s arth”. The driving question was Is Earth just the right planet? This enabled them to learn different attributes of Earth like the distance from the Sun, the tilt of the Earth, and rotation and revolution of planet. They learnt about other planets and the atmosphere prevalent on different planets and compared the same with Earth’s atmosphere on the Earth.
Further, they found out different types of life existing on the Earth. Under the topic plant life, they learnt about different parts of the plants, the photosynthesis process, diversity of plants and plant adaptation. They also learnt about different types of animals and about man as a social animal.
They did their research, collated the findings within groups and communicated their understanding to their parents through different languages of learning. They concluded that Earth is just the right planet for life to exist.
Children of Grade 3 had many questions: Is there life only on Earth? Why so? What are the different factors responsible for life on Earth?
And these questions led them to the project, “Earth’s arth”. The driving question was Is Earth just the right planet? This enabled them to learn different attributes of Earth like the distance from the Sun, the tilt of the Earth, and rotation and revolution of planet. They learnt about other planets and the atmosphere prevalent on different planets and compared the same with Earth’s atmosphere on the Earth.
Further, they found out different types of life existing on the Earth. Under the topic plant life, they learnt about different parts of the plants, the photosynthesis process, diversity of plants and plant adaptation. They also learnt about different types of animals and about man as a social animal.
They did their research, collated the findings within groups and communicated their understanding to their parents through different languages of learning. They concluded that Earth is just the right planet for life to exist.