Great Resources for PBL by Tracey Canale

February 20, 2018

The Interdisciplinary Journal of Problem-based Learning (IJPBL) publishes articles of research, related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms. https://docs.lib.purdue.edu/ijpbl/

How to Enhance Interdisciplinary Competence - Interdisciplinary Problem-Based Learning Versus Interdisciplinary Project-Based Learning by Mirjam Brassler and Jan Dettmers. https://docs.lib.purdue.edu/ijpbl/vol11/iss2/12

Summary: This is a broad study that compares the two pedagogies. It does an excellent job in defining both, as well as discussing the importance of broadening into, and including, other disciplines, The paper also emphasises the benefits of PBL for students.

The book, Successfully Implementing Problem-Based Learning in Classrooms, Research in K-12 and Teacher Education, edited by Thomas Brush & ‎ John W. Saye, published by Purdue, 2017 is worth the price of admission.

Summary: Included in the first section of this book are studies regarding the topic from a perspective of pre-service teachers and where the support in teacher education classes are needed to support PBL learning in classrooms. The second half of the book goes in depth with studies and suggestions as to how practicing teachers can use PBL's in their classrooms. I highly recommend this book for summer reading. I read through it within two weeks, underlined a lot of it, and have shaped professional development opportunities to be offered in the near future.

The site: http://www.p21.org/ is a plethora of resources that can help acquaint oneself with the overarching concept of 21st century learning skills and what that looks like in learning environments. A fair warning - check this site out when you have some time to really explore the depth and breadth of this very informative site.

Putting the Problem Front and Center in PBL

February 19, 2018

Edutopia presents a quick over view of what to do when instituting s project-based learning approach. Work backwards and connect the content and skills they need to learn with a real problem that professionals are trying to solve. Make sure a problem is relevant and appropriate for their age and development. Be flexible with the work product and go with the flow. Start small and involve the kids in decisions. Mistakes are part of the process and need to be highlighted and discussed. It is best to work backwards and connect the content and skills they need to learn with a real problem that professionals are trying to solve. Make sure a problem is relevant and appropriate for their age and development. Be flexible with the work product and go with the flow. Start small and involve the kids in decisions. Mistakes are part of the process and need to be highlighted and discussed.

Summary of the differences between Project-Based and Problem-Based Approaches

November 10, 2017

Problem-Based Learning and Project-Based Learning by Chris Campbell, Ph.D.

Both problem-based learning and project-based learning are referred to as PBL, and some find it confusing to separate the two approaching to instruction and learning.

Problem-based learning originated in the 1960s and is a teaching pedagogy that is student-centred. Students learn about a topic through the solving of problems and generally work in groups to solve the problem where, often, there is no one correct answer. In short, ‘it empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem,’ (Savery, 2006).

Project-based learning has its origins back in the work of John Dewey and William Kilpatrick and dates back to 1918 when the term was first used (Edutopia, 2014). Project-based learning is an instructional approach where students learn by investigating a complex question, problem or challenge. It promotes active learning, engages students, and allows for higher order thinking (Savery, 2006). Students explore real-world problems and find answers through the completion of a project. Students also have some control over the project they will be working on, how the project will finish, as well as the end product.

The differences

The difference between problem-based learning and project-based learning is that students who complete problem-based learning often share the outcomes and jointly set the learning goals and outcomes with the teacher. On the other hand, project-based learning is an approach where the goals are set. It is also quite structured in the way that the teaching occurs.

Project-based learning is often multidisciplinary and longer, whereas problem based learning is more likely to be a single subject and shorter. Generally, project-based learning follows general steps while problem-based learning provides specific steps. Importantly, project-based learning often involves authentic tasks that solve real-world problems while problem-based learning uses scenarios and cases that are perhaps less related to real life (Larmer, 2014).

In conclusion, it is probably the importance of conducting active learning with students that is worthy and not the actual name of the task. Both problem-based and project-based learning have their place in today’s classroom and can promote 21st Century learning.

References

Larmer, J. (2014). Project-based learning vs. problem-based learning vs. X-BL. Retrieved from http://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer

Savery, J. R. (2006). Overview of problem-based learning: Deﬁnitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1). Retrieved from http://dx.doi.org/10.7771/1541-5015.1002

Further information also available at:

Leggett, A. (2014). Active learning pedagogies: Problem-based learning. Retrieved from http://www.uq.edu.au/tediteach/flipped-classroom/problem-bl.html