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Enhancing Student Learning through Problem-Based, Project- Based Assignments By Lyndsay M. Al-Shibli Wednesday, November 16, 2011.

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Presentation on theme: "Enhancing Student Learning through Problem-Based, Project- Based Assignments By Lyndsay M. Al-Shibli Wednesday, November 16, 2011."— Presentation transcript:

1 Enhancing Student Learning through Problem-Based, Project- Based Assignments By Lyndsay M. Al-Shibli Wednesday, November 16, 2011

2 O B J E C T I V E S To define problem-based learning (PBL); To review research regarding the benefits of problem-based learning; To analyze an actual problem-based assignment done by Project DEgree students in spring 2011; To brainstorm ideas for problem-based learning in your classroom.

3 P R O B L E M – B A S E D L E A R N I N G D E F I N E D The Buck Institute for Education (BIE), a current forerunner in promoting Problem-Based Learning & developing Problem- Based projects, offers this definition: A systematic teaching method that engages students in learning essential knowledge and life-enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks.

4 W H Y P R O B L E M – B A S E D L E A R N I N G? Focuses on Meaning-Making rather than Fact-Collecting; Allows for deep learning of concepts; Encourages group work and constant collaboration with other students and instructor; Promotes integration and immediate application of learned concepts.

5 P B L R E S O U R C E S Wilkerson, LuAnn and Wim H. Gijselaers, eds. "Bringing Problem-based Learning to Higher Education." New Directions for Teaching and Learning 68 (Jossey-Bass: San Francisco, 1996.). Bridges, Edwin M. Problem-based Learning for Administrators. (ERIC Clearinghouse on Educational Management, University of Oregon, 1992). Buck Institute for Education website: The National Teaching & Learning Forum website:

6 A N A L Y Z I N G A P B L P R O J E C T Was completed by Project DEgree students taking ENG 090 & RED 090 in Spring 2011; Focused on a poverty as a theme for maximum integration of writing and reading skills; Developed around the idea behind Barbara Ehrenreichs Nickel & Dimed: on NOT Getting by in America; Was designed as a group project, lasting the entire 16-week semester


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