PROJECT-BASED LEARNING PRESENTATION BY DR. RIZWAN AKRAM RANA PROFESSOR DEPARTMENT OF SCIENCE EDUCATION INSTITUTE OF EDUCATION AND RESEARCH UNIVERSITY OF THE PUNJAB
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).
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)
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). 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. PROJECT- BASED LEARNING
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; PRINCIPLES OF PBL
Including multiple opportunities for formative self-assessment; and • d. developing social structures that promote participation and a sense of agency. PRINCIPLES OF 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. PBL
Activity • Develop an educational project that includes a specific outcome while teaching academic skills • DEVELOP A PROJECT-BASED LESSON PLAN
Activity Lesson-Planning Approach • Students do not learn from what you do, but from what you have them do.
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
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)
Activity Lesson Objectives Name of Project: • Design and Create flying objects, • Make a School Newsletter, • Design a Flower Garden for a Community Center
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.
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. Write instructions, summaries, statements, findings, or creative writing. Write instructions, summaries, statements, findings, or creative writing.
Activity Design a Project to explore The Effect of Project-Based Learning on Pre-service Primary Mathematics Teachers’ Critical Thinking Dispositions
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.
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.
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.
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.
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.
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.
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.
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,
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.
Activity Design a Project to IMPLEMENT MULTIPLE INTELLIGENCIES SUPPORTED PROJECT- BASED LEARNING IN ESL CLASSROOM