Project Based Learning “If I can learn the way you teach, why can’t you teach the way I learn”

PBL is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. Project Based Learning

Characteristics of PBL are: 1.Learning is driven by challenging, open-ended problems. 2. Students work in small collaborative groups. 3. Teachers take on the role as "facilitators" of learning.

Benefits of PBL Students are encouraged to take responsibility for their group and organize and direct the learning process with support from a tutor or instructor. PBL helps to enhance content knowledge and foster the development of communication, problem-solving, and self-directed learning skill.

Criteria for Authentic Project- Based Learning Allows for a variety of learning styles Allows for a variety of learning styles "Real" world oriented - learning has value beyond the demonstrated competence of the learner "Real" world oriented - learning has value beyond the demonstrated competence of the learner Risk-free environment - provides positive feedback and allow choice Risk-free environment - provides positive feedback and allow choice Encourages the use of higher order thinking skills and learning concepts as well as basic facts Encourages the use of higher order thinking skills and learning concepts as well as basic facts Utilizes hands-on approaches Utilizes hands-on approaches Provides for in-depth understanding Provides for in-depth understanding Accessible for all learners Accessible for all learners Utilizes various modes of communication Utilizes various modes of communication

Assessment is congruent with instruction, i.e. performance-based Assessment is congruent with instruction, i.e. performance-based Students are responsible for their own learning Students are responsible for their own learning Students have ownership of their learning within the curriculum Students have ownership of their learning within the curriculum Projects promote meaningful learning, connecting new learning to students' past performances Projects promote meaningful learning, connecting new learning to students' past performances Learning utilizes real time data - investigating data and drawing conclusions Learning utilizes real time data - investigating data and drawing conclusions The learning process is valued as well as the learning project The learning process is valued as well as the learning project Learning cuts across curricular areas - multidisciplinary in nature Learning cuts across curricular areas - multidisciplinary in nature Teacher is a facilitator of learning Teacher is a facilitator of learning Student self-assessment of learning is encouraged Student self-assessment of learning is encouraged

Project Learning Cycle

“Define”Phase The purpose of the “Define”phase is to encourage student to discuss the Essential Question and agree on the tasks for designing the project. In the Define phase, project topics, outcomes, scope, links to curricula, strategies and assessment approaches are considered and documented.

“Plan” Phase The focus of the “Plan” phase is to organize the tasks and activities necessary to create a Work Plan for producing agreed upon Culminating Products and achieving a successful project outcome. In the Plan phase, the project is broken down into manageable pieces. Project roles are assigned and a timeline is planned for the project. The plan allows you to track progress through the project.

“Do” Phase The purpose of the “Do" phase is for the project teams and sub-teams to perform the work identified in the Work Plan. In the Do phase the learning project is launched and conducted with students. The products resulting from the students' work are collected for assessment.

Review Phase The focus of the Review phase is on Reflection and Evaluation, providing students with the opportunity to discuss, analyze, and reflect on their various project, team, and individual learning experiences.

Manage Phase The Manage phase is central to all phases in the project learning cycle. The activities of this phase span the duration of the project and focus on the Assessment of achieving milestones of the Work Plan.

Work Plan Task Role Timeline product

The Essential Question The essential question drives student engagement and inquiry and keeps them focused on the goals of the project. Features of Good Essential Questions 1.Provocative 2.Open-Ended 3.Challenging 4.Often Related to Students' Lives and Experiences 5.Consistent with Curriculum Standards 6.Significant

Student Autonomy Deciding the Level of Student Autonomy Student ages and maturity levels Teacher’s experience level with project learning Students’ experience level with project learning Time available for the project

Grouping Strategies The following considerations help to determine how to define grouping strategies:  Group size : Which size will work best?  Students’ skills : Does each group require a mix of specific skills?  Ability of students : Will opportunities for peer instruction arise from a mix of ability levels in each group?  Relationships between students: Is it best to group students who get along well?

Some suggested topics Road Safety Animation magic (Maya) Playing with Windows Home security system Blood donation / bank From ‘Farm to Fork’ First Aid Child helpline / Missing children Mobile hospitals

People For Animals Consumer awareness Alert citizen Clean City Green City Computer literacy Bio-ethics Ecotourism Dope on Dope Media and journalism Paryaavaran Mitra Solar cities / township School without walls Effects of advertisements