quinta-feira, 8 de outubro de 2015

Talking About PBL - Project Based Learning

There are so many topics that I find over there and that call my attention while I'm studying for my masters. Too bad I do not have time at the moment to go deeper into them. I have to focus on what really maters to my dissertation as time flies, but keeping those 'extra topics' in mind for later studies seem to be a good idea. One of the things I was seduced by is PBL - Project Based Learning.

Well, it is what it is, the name makes it pretty clear what we are talking about so there is no need to use many words here. To be honest, I have worked with projects in my classes before knowing this strategy had an specific name and treatment in literature. The fact is that it does have and I like it because then we have more people talking about it as a unique thing, discussing results, activities, pros and cons, social impacts and a bunch of other stuff. 

I particularly like working with projects and I see many positive impacts on students when I do that. That's probably why I was so interested in PBL literature when I got to know about its existence. As I said, I could not go much further yet with my curiosity, but I leave here a taste of what I am talking about:


Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an engaging and complex question, problem, or challenge. In Gold Standard PBL, Essential Project Design Elements include:
  • Key Knowledge, Understanding, and Success Skills - The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, collaboration, and self-management. 
  • 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.
  • Sustained Inquiry - Students engage in a rigorous, extended process of asking questions, finding resources, and applying information.
  • 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.
  • Student Voice & Choice - Students make some decisions about the project, including how they work and what they create.
  • 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.
  • Critique & Revision - Students give, receive, and use feedback to improve their process and products.
  • Public Product - Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom.


Project Based Learning’s time has come. The experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that PBL is an effective and enjoyable way to learn - and develop deeper learning competencies required for success in college, career, and civic life. Why are so many educators across the United States and around the world interested in this teaching method? The answer is a combination of timeless reasons and recent developments.
  • PBL makes school more engaging for students. Today’s students, more than ever, often find school to be boring and meaningless. In PBL, students are active, not passive; a project engages their hearts and minds, and provides real-world relevance for learning.
  • PBL improves learning. After completing a project, students understand content more deeply, remember what they learn and retain it longer than is often the case with traditional instruction. Because of this, students who gain content knowledge with PBL are better able to apply what they know and can do to new situations.
  • PBL builds success skills for college, career, and life. In the 21st century workplace and in college, success requires more than basic knowledge and skills. In a project, students learn how to take initiative and responsibility, build their confidence, solve problems, work in teams, communicate ideas, and manage themselves more effectively.
  • PBL helps address standards. The Common Core and other present-day standards emphasize real-world application of knowledge and skills, and the development of success skills such as critical thinking/problem solving, collaboration, communication in a variety of media, and speaking and presentation skills. PBL is an effective way to meet these goals.
  • PBL provides opportunities for students to use technology. Students are familiar with and enjoy using a variety of tech tools that are a perfect fit with PBL. With technology, teachers and students can not only find resources and information and create products, but also collaborate more effectively, and connect with experts, partners, and audiences around the world.
  • PBL makes teaching more enjoyable and rewarding. Projects allow teachers to work more closely with active, engaged students doing high-quality, meaningful work, and in many cases to rediscover the joy of learning alongside their students.
  • PBL connects students and schools with communities and the real world. Projects provide students with empowering opportunities to make a difference, by solving real problems and addressing real issues. Students learn how to interact with adults and organizations, are exposed to workplaces and adult jobs, and can develop career interests. Parents and community members can be involved in projects.

For more information, please access: here.
And there is also a video that explains PBL: here.

> It is interesting to notice that I also found the acronym (PBL) standing for Problem Based Learning, so be careful not to get it mixed up.


Link para texto em português sobre PBL: clique aqui.

2 comentários:

  1. The least demanding approach to disclose PBL is to contrast it with what we consider as "conventional" direction: In a customary classroom, we convey substance to understudies, give them chances to hone or Pay for Essay Writing apply what they realized.