Project-Based Learning Fall 2017

What is Project-Based Learning? Project-Based Learning allows students to gain knowledge and skills by working for an extended period of time with others to investigate and respond to an authentic, engaging and complex question, problem, or challenge. Buck Institute of Education (2017)

Projects vs. Project-Based Learning The West Virginia Department of Education notes the differences between “doing projects” and Project-Based Learning: Projects PBL Teacher-directed Inquiry-based Highly-structured Open-ended Summative On-going Thematic Driving question/challenge Fun Engaging Answer giving Problem solving De-contextualized – School world Contextualized – Real world Sam Houston State University (2017)

Complex question, problem, or challenge Solution Essential Project Design Elements of Project-Based Learning Buck Institute of Education (2017) Sam Houston State University (2017)

1. Key Knowledge, Understanding, and Success Skills The project is focused on student learning goals, including standard-based content and skills such as critical thinking/problem solving, communication, collaboration, and self-management.  Buck Institute of Education (2017)

2. Challenging Problem or Question The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge. Mostly referred to as A Need to Know This phase sets the stage, motivates the learners, and lures them with the relevance of the material (Sam Houston State University, 2017) Buck Institute of Education (2017)

3. Sustained Inquiry Students engage in a rigorous, extended process of asking questions, finding resources, and applying information. Students may begin to move from finding definition and shape to creating and innovating new concepts that could lead them to their own unique spin of the topic (Sam Houston State University, 2017) Buck Institute of Education (2017)

4. Authenticity The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students’ personal concerns, interests, and issues in their lives. Buck Institute of Education (2017)

5. Student Voice & Choice Students make some decisions about the project, including how they work and what they create. By taking responsibility for their learning, the project becomes student centered. Often a very broad topic gets narrow at this stage as learners begin to discover the finer points of a topic. Students' diverse learning styles are respected and encouraged (Sam Houston State University, 2017) Buck Institute of Education (2017)

6. Reflection Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles, and how to overcome them.

7. Critique & Revision Students give, receive, and use feedback to improve their process and products. Feedback and revision makes clear the progressive knowledge constructed and a learning loop (Sam Houston State University, 2017) Buck Institute of Education (2017)

8. Public Product Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom. Presentations can be made before peers, administrators, community members or leaders, or parents. Knowledge of the project as well as the process demands students to own their efforts and thinking (Sam Houston State University, 2017)

Bonus Feature: 21st Century Skills Developing 21st Century Skills is one of the most powerful outcomes of this model as skills needed for the workplace are established, including collaboration and communication. Problem identification and solution are inherent to this model as a pattern of discovery ripens and takes shape. Various collaborative web applications such as IM, Google, Yahoo, Skype, Facetime, and Edmodo allow students to work together in real time or asynchronously. Thinking becomes more critical and higher level as teammates challenge each other (Sam Houston State University, 2017)

Niagara University and Project-Based Learning

PBL at NU Project-Based Learning (PBL) at Niagara University is a student-centered learning strategy that leverages and engages the emerging skill sets of university students on real world projects and problems. PBL is one of the four key components comprising our IMPACT model of student engagement at NU. Project-Based Learning is intended to address the emerging realities and challenges facing higher education as well as to ensure that our graduates leave Niagara prepared to meet the changing needs of a global workforce.

Roles & Responsibilities NU Instructors NU Students Community -Adopts the roles of mentors, guides, and facilitators -Considerable thought during planning, managing, and evaluating the experience -Utilizes the IMPACT office as backbone support -Genuinely and deeply engages in the course and the project -Collaborate and cooperate with a broad spectrum of stakeholders -Consider adopting a leadership position within the project -Utilizes the IMPACT office as backbone support -Identify needs/concerns/problems within the organization or community -Facilitate the project alongside students and faculty -Collaborate and cooperate with a broad spectrum of stakeholders -Utilizes the IMPACT office as backbone support

Now Remember… While its origins are unclear, the following quote illustrates the basic rationale for implementing project-based learning. “Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand."

Resources Buck Institute for Education. (2017). What is Project Based Learning (PBL)? Retrieved June 01, 2017, from https://www.bie.org/about/what_pbl Ertmer, P. (2014, June 26). 5 Keys to Rigorous Project-Based Learning. Retrieved June 01, 2017, from https://www.edutopia.org/video/5-keys- rigorous-project-based-learning Sam Houston State University . (n.d.). Project Based Learning in Higher Education. Retrieved June 14, 2017, from http://www.shsu.edu/centers/project-based-learning/higher- education.html