1. PROJECT-BASED LEARNING
PRESENTATION BY
DR. RIZWAN AKRAM RANA
PROFESSOR
DEPARTMENT OF SCIENCE EDUCATION
INSTITUTE OF EDUCATION AND RESEARCH
UNIVERSITY OF THE PUNJAB

2. PROJECT- BASED LEARNING
Projects are sophisticated assignments which are based on striking questions and meaningful problems, incorporating pupils in problem solving, decision making, searching processes, and giving opportunity to pupils to work collaboratively for a long period, concluding with realistic product presentations (Thomas, 2000).

3. PROJECT- BASED LEARNING
Project-based learning enables students to make decisions which will have direct impact on their learning processes, develop their problem-solving skills and provides
deeper learning while they are tackling various idea and concepts (Rooney, 1996)

4. PROJECT- BASED LEARNING
Project-based learning has a nature of exploring new areas, discovering new scientific issues and integrating knowledge from different subjects (Doppelt, 2003).
Project-based learning is a well known method for imparting thinking competencies and creating flexible learning environment (Doppelt, 2003).

5. PROJECT- BASED LEARNING
Project-based learning not only makes the connection with theoretical information and practice, but also enables students to reflect on their own learning (Yang, 2001).
Keeping in view these aspects, we can say that
Project-based learning has an important place in teacher training programs.

6. PRINCIPLES OF PBL
Barron and the Cognition and Technology Group (1998) describe four very important principles of project-based learning:
Defining learning-appropriate goals that lead to deep understanding;
b. Providing scaffolds such as beginning with problem-based learning activities before
completing projects;

7. PRINCIPLES OF PBL
Including multiple opportunities for formative self-assessment; and
d. developing social structures that promote participation and a sense of agency.

8. PBL
By using project-based learning in teacher training courses, it is possible to develop social skills and high level thinking skills of teacher candidates, and deep understanding of teaching a subject that has been determined by teacher candidates.

9. The Comparison of Traditional Instruction and Project-Based Learning
Criteria
Traditional Instruction
Project-Based Learning
Content
Knowledge of facts
Comprehension of concepts and
principles
Scope and
Sequence
Follows fixed curriculum
Move from unit to unit
Narrow content area focus
Follows student interests
Large units composed of complex problems or issues
Broad, interdisciplinary focus

10. The Comparison of Traditional Instruction and Project-Based Learning
Criteria
Traditional Instruction
Project-Based Learning
Teacher’s Role
Lecturer and director of
instruction
Expert
Resource provider
Advisory/mentor
Assessment
Products
Test scores
Reproduction of information
Process and product
Tangible accomplishments
Demonstration of understanding

11. The Comparison of Traditional Instruction and Project-Based Learning
Criteria
Traditional Instruction
Project-Based Learning
Classroom
materials
Texts, lectures, and presentations
Teacher/book company developed worksheets and activities developed by students
Original sources, printed materials, interviews, and documents
Data and materials

12. The Comparison of Traditional Instruction and Project-Based Learning
Criteria
Traditional Instruction
Project-Based Learning
Use of
technology
Ancillary, peripheral
Administered by teachers
Central, integral
Directed by students

13. The Comparison of Traditional Instruction and Project-Based Learning
Criteria
Traditional Instruction
Project-Based Learning
Type of
student
involvement
Students working alone
Students competing with one another
Students receiving
information
Students working in groups
Students collaborating
Students constructing, contributing, and synthesizing information

14. The Comparison of Traditional Instruction and Project-Based Learning
Criteria
Traditional Instruction
Project-Based Learning
Student role
Carry out instructions
Memorize and repeat facts
Listen, behave, speak only, when spoken to
Carry out self-directed experiences
Discover, integrate, and present ideas
Communicate, show affect, produce,
take responsibility

15. The Comparison of Traditional Instruction and Project-Based Learning
Criteria
Traditional Instruction
Project-Based Learning
Goals
Knowledge of facts, terms, and
Mastery of isolated skills
Breadth of knowledge
Graduates who have the performance on standardized
achievement tests
Understanding and application of content, complex ideas and processes
Mastery of integrated skills
Depth of knowledge
Graduates who have knowledge, disposition and skills to engage in sustained, autonomous, and lifelong learning

16. Activity
Develop an educational project that includes a specific outcome while teaching academic skills
DEVELOP A PROJECT-BASED LESSON PLAN

17. Activity Lesson-Planning Approach
Students do not learn from what you do, but from what you have them do.

18. Activity
Go through this list to insure that all or most of the skills are addressed in your lesson,
Integration of technology
Story telling/anecdotal information
Non-competitive group and team work
Performance-based assessment and rubrics

19. Activity
Go through this list to insure that all or most of the skills are addressed in your lesson,
Visual presentations and practice through technology and other means
Project-based assignments that integrate family and community
Activities appealing to multiple intelligences (Gardner)

20. Activity Lesson Objectives Name of Project:
Design and Create flying objects,
Make a School Newsletter,
Design a Flower Garden for a Community Center

21. Activity
Project Objectives: When students complete this project, they will be able to: Identify project components and needs. Interview community members or people outside the school if necessary. Locate place where project is needed. Measure and Calculate all math and numbers needed for project. Assemble required materials.

22. Activity
Project Objectives: When students complete this project, they will be able to: Design and Create the project itself. Apply scientific method where required. Write instructions, summaries, statements, findings, or creative writing.

23. Activity
Design a Project to explore The Effect of Project-Based Learning on Pre-service Primary Mathematics Teachers’ Critical Thinking Dispositions

24. Activity Critical Thinking
The components of critical thinking are categorized by Facione (1998) as:
Analysis: identify the intended and actual inferential relationships among statements, questions, concepts, descriptions, or other forms of representation intended to express belief, judgment, experiences, reasons, information, or opinions.

25. Activity Critical Thinking
Interpretation: comprehend and express the meaning or significance of a wide variety of
experiences, situations, data, events, judgments,
conventions, beliefs, rules, procedures, or criteria.

26. Activity Critical Thinking
Self regulation: self-consciously monitor one’s cognitive activities, the elements used in those activities, and the results deduced, particularly by applying skills in analysis, and evaluation to one’s own inferential judgments with a view toward questioning, confirming, validation, or correcting either one’s reasoning or one’s results.

27. Activity Critical Thinking
Inference: identify and secure elements needed to draw reasonable conclusions; form conjectures and hypotheses; consider relevant information and to deduce the consequences flowing from data, statements, principles, evidence, judgments, beliefs, opinions, concepts, descriptions, questions, or other forms of representation.

28. Activity Critical Thinking
Explanation: state the results of one’s reasoning; justify that reasoning in terms of the evidential, conceptual, methodological, and contextual considerations upon which one’s results were based; and present one’s reasoning in the form of cogent arguments.

29. Activity Critical Thinking
Evaluation: assess the credibility of statements or other representations which are accounts or descriptions of a person’s perception, experience, situation, judgment, belief, or opinion; and assess the logical strength of the actual or intended inferential relationships among statements, descriptions, questions, or other forms of representation.

30. Activity Critical Thinking
The following components of critical thinking requires the skills which are based on of the development of critical thinking (Kökdemir, 2003):
reasoning even against difficult problems,
disposition of using objective proof,
disposition of an individual to different approaches,
disposition of the evaluation of different opinion,
disposition of systematic, planned, carefully and well organized searching.

31. Activity The aims of the project
to enable teacher candidates to recognize their proficiency in effectively teaching any mathematical topic,
to develop the skills of teacher candidates in effectively teaching any mathematical topic,

32. Activity The aims of the project
to develop the social communication and the cooperative working skills of teacher candidates,
to enable the development of critical thinking dispositions of teacher candidates.

33. Activity
Design a Project to IMPLEMENT MULTIPLE INTELLIGENCIES SUPPORTED PROJECT- BASED LEARNING IN ESL CLASSROOM