PROJECT BASED LEARNING

(PBL)
Group Members:
Emine Gurer Bahadir
Elif Ergul
Serpil Himmetoglu
Maysa Orazova
Naile Tuna
Fatih Cekic
Tayyip Oral
Ali Ilhan
 DEFINITION OF PROJECT BASED LEARNING
(PBL)
Project Based Learning (PBL) is a student-centered education
where the students learn about a subject by the experience of
solving an open ended problem. Problem Based Learning is taught in
small group of learners. Project Based Learning helps students to get
prepared for academic and career success, and gets the students
prepared for the difficulties of their lives. Project Based Learning
results for the students to develop deep content knowledge along
with improving critical thinking, creativity, and communication skills
with one another while creating a meaningful project.

EGB
 PBL AND STEM EDUCATION

● The integration of PBL and the context of Science, Technology, Education and
Mathematics (STEM) is beneficial for teachers to develop integrated education
programs.

● Combining PBL with STEM can:

❏ Increase effectiveness,
❏ generate meaningful learning,
❏ influence student perspective in future
career pursuit.

● Students display a positive attitude toward

combining PBL with STEM.

● STEM in PBL engage students in authentic tasks

that results in specific learning essential in the
current standards-based educational model.

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 How to Help Students to Project Based Learning + Technology = Deeper Learning
create PBL Projects by Using
Technology Integrating technology and instruction can make learning more effective, and
when technology is integrated into powerful instructional approaches, like
Project Based Learning, learning can go deeper.
The essential design Technology tools are aligned to the PBL Developed Deeper
elements of PBL essential design element Learning competencies

Challenging Problem or Topic related videos or photos ignites students’ curiosity and frame a ∙ Critical Thinking & Problem
problem or question in a way that moves students to action. Solving
Question

Sustained Inquiry Teachers can use current news articles to sustain inquiry. ∙ Master Core Content
∙ Critical Thinking & Problem
Solving

Authenticity The ability to connect to authentic audiences is one of the most important ∙ Master Core Content
pieces of PBL, and can be greatly enhanced by the use of right services.

Student Voice & Choice Teachers can use Project Foundry to help students manage, archive, and ∙ Collaboration
showcase projects. ∙ Self-directed Learning

Reflection Student blogging platforms offer students virtual spaces to reflect on their ∙ Effective Communication
projects in writing throughout projects. Students can also comment on
one another’s posts.

Critique & Revision Teachers can use some apps to provide oral feedback on students’ ∙ Master Core Content
writing or work products there are also apps offer students access to ∙ Effective Communication
∙
Align The Essential Project Design project and career experts who can provide real-world feedback. An “Academic Mindset”

Elements to Technology tools to

reach desired Deeper Learning There are a fun and engaging ways to assess student learning in a ∙ Critical Thinking and Problem
Public Product
Competencies. project using internet Sites such which allow both teachers and students Solving
the opportunity to connect with the world as they explore their ideas and ∙ Collaboration
present their projects. ∙ Self-directed Learning
MO
7 Ways To Integrate Technology For Successful 6 Benefits to Project Based Learning
Project-Based Learning and Technology Integration
Technology
Projects are
Interdisciplinary
Technology
Projects Encourage
Collaboration

Technology Projects
Promote Inquiry
Technology Projects
Support Self Directed
Learning

Technology Projects
are Motivating
Technology Projects
Target a Range of MO
Learning Styles
 Ensuring That PBL Is Accessible to All
● Research suggests that the impact of PBL on closing
the achievement gap between different background
students is significant.
● To ensure the PBL is accessible to all students, it
should be designed around three core strategies.
i) Teachers should believe in their students that they
can succeed so that students believe in themselves.
§ Projects should include engaged topics and driving
questions to promote students a deep learning.
§ Formative assessment helps teachers to identify the
gaps through the PBL
ii) PBL promotes relationship building among students. Students have a chance to work with different background
students by collaborating through PBL.
● Giving a sense of feel known to students is important facet of relationship building
iii) PBL helps teachers to empower students.
● According to Jensen, one of the best ways to engage students grown in poverty is to provide an instruction that
promotes students involvement and attract their interest.
● Powerful PBLs have a positive effect on community and even on the world around learners.

NT
The Challenges of Project-Based Learning (PBL) in a Traditional School Structure

● Difference between Project- and Problem-Based Learning: Both project and problem based learning are “organized
around a driving question” (Blumenfeld et al., 1991 as cited in Barron et al., 1998 p. 273)
○ Project-Based Learning: focus more on “the doing of an activity” (Barron et al., 1998, p. 274)
○ Problem-based learning focuses more on “the underlying conceptual knowledge” (Barron et al., 1998, p. 274)
● Fair Assessment of teamwork
● Costs and Timeline
○ Takes time to implement
○ Teachers needed to be trained so Professional Developments are required.
● Lack of Physical resources
○ For PBL, an environment which emphasises learning is essential.
● The role of the tutor is central to the success of PBL so adding more responsibilities to teachers.
● Lack of student preparation for PBL
○ Because a PBL classroom is student-centered and calls on students to produce, less-motivated students will
find it more difficult.

● Meeting state accountability requirements

● Addressing the standards,
● Implementing the project within the schools schedule
● Designing the project-based experience
○ Finding appropriate projects related to subject

F.
Real-World Application of
PBL in Classroom Learning

TO
Advantages of Project Based Learning
-PBL is a student-center learning, so students may
be more involved and engaged in the classroom
-PBL requires a lot of hard work, so it keeps
students busy in the class.
-PBL helps students to improve their critical thinking
skills. There is a essential question of PBL. Students
focuses on to find the solution of the main question
-PBL is a ‘bridge’ to connect the classroom and real-life
by asking new questions. So, it is helpful for their
applications. All PBL activities are relevant for students.
critical thinking skills.
Students have a chance to see and understand the relationship
between the school and the world. It makes students ready for
future.
-PBL is usually a team work. Students do their best to complete
their part of the project. To have a perfect a ‘puzzle’ they need
to communicate and collaborate. One of the other benefits of
PBL is to help students to improve their communication and
collaboration skills.
-Most of the students cannot focus on the traditional system
learning (lecture)more than 15-20 minutes. PBL is a fun
learning for students.
Disadvantages of Project Based Learning
-PBL requires a lot of time. So, sometimes there
is not enough time to complete the whole
curriculum, if teachers have a lot of PBL activities
in their lesson plan.
-PBL requires inquiry and much hard work to dig
in more about project. It is a good and bad thing
at the same time. Some students get boring
when they are asked to work harder and make
search. Some school has started to implement PBL to their
-PBL does not cover every teks of the state tests. curriculum. However, most of the school still use
So, students may have lower scores if they just traditional learning system. So, teachers are not expert at
use PBL as a learning method. PBL. When they start to use PBL in their classroom, most
probably they will struggle to discipline the groups.
-PBL is also expensive learning method. Some school may
not have enough budget to implement PBL in their
curriculum.
-It is a hard method to apply in the large classes.
Teachers need to handle many groups at a time.
-Students may be unsure what information is relevant
and useful.
 PBL in 21st Century Classrooms

● Students develop twenty-first-century skills through PBL that will aid them in becoming productive members of
a global society.
● Many of these skills are not measurable through standardized tests. We must shift our thinking about assessment
when teaching twentyfirst-
● century skills.
● With PBL, assessment is authentic. We measure a child’s performance via rubrics, but a critical aspect of this
model includes self-evaluation and reflection.
● Children learn from their processes. They reflect on how well they worked in a collaborative group and how well
they contributed, negotiated, listened, and welcomed other group members’ ideas.
● Students also self-evaluate their own projects, efforts, motivations, interests, and productivity levels.
● Students become critical friends by giving constructive feedback to each other, which helps them become aware
of their own strengths and improve on their interactions with each other. In the future, children must enter a
workforce in
● which they will be judged on their performance.
● They will be evaluated not only on their outcomes, but also on their collaborative, negotiating, planning, and
organizational
● skills.
● By implementing PBL, we are preparing our students to meet the twenty-first century with preparedness and a
repertoire of skills they can use successfully.
● PBL projects are often impressive,grand undertakings created and presented with ultimate pride and care.

SH
 What is happening more frequently in PBL
classrooms?

● Students compare information from different

sources before completing a assignment
● Students draw their own conclusions based on
analysis of numbers, facts, or relevant information

● Students try to solve complex problems or answer questions that have no single correct solution
● Students give feedback to peers or assess other students' work
● Students convey their ideas using media other than a written paper (such as posters, blogs, or videos)
● Students answer questions in front of an audience
● Students generate their own ideas about how to confront a problem

SH
 References
Barron, B., Schwartz, D., Vye, N., Moore, A., Petrosino, A., Zech, L., & Bransford, J. (1998). Doing with understanding: Lessons from research on problem-and
project-based learning. Journal of the Learning Sciences, 7(3-4), 271-311.

Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the
learning. Educational psychologist, 26(3-4), 369-398

Han, S., Capraro, R., & Capraro, M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and
low achievers differently: The impact of student factors on achievement. International Journal of Science & Mathematics Education 13(5). 1089-1113

Holmes, V. & Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. The Journal of Education Research 109(5).
449-463 doi: 10.1080/00220671.2014.979911

Jain, S.(February 5, 2017). 7 Ways to Integrate Technology For Successful Project-Based Learning. Retrieved from,
https://elearningindustry.com/7-ways-integrate-technology-successful-project-based-learning

Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the Standard for Project Based Learning. Alexandria, VA: ASCD

Lenz, B. & Kingston, S.(January 21, 2016).Blending Technology into Project Based Learning. Retrieved from,
http://www.p21.org/news-events/p21blog/1832-blending-technology-into-project-based-learning

Love, C.(August 22, 2011).Six Benefits to Project Based Learning and Technology Integration.Retrieved from,
https://www.technokids.com/blog/technology-integration/benefits-project-based-learning

Roberto C., (2011) The Pros and Cons of Problem-Based Learning from the Teacher’s Standpoint, Journal of University Teaching & Learning Practice, 8(1),
 References

Piper, K. (2012, September 18). Practical PBL: The Ongoing Challenges of Assessment.
Retreived from https://www.edutopia.org/blog/practical-pbl-challenges-of-assessment-katherine-piper

Tally, T. N. (2015). The Challenges of Implementing Project Based Learning in the 21st Century Classroom Retrieved from
https://dspace.library.uvic.ca/bitstream/handle/1828/6014/Tally_Tara_MEd_2015.pdf?sequence=5&isAllowed=y

Tseng, K. g., Chang, C. s., Lou, S. l., & Chen, W. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning
(PBL) environment. International Journal Of Technology & Design Education, 23(1), 87-102. doi:10.1007/s10798-011-9160-x