Projects and Project-Based Learning: What's The Difference?

Summary

This script introduces project-based learning (PBL), contrasting it with traditional projects. PBL engages students by addressing real-world problems with no single answer, fostering student ownership and collaboration. It involves sustained inquiry, reflection, and revision based on peer critique. The final product is shared with a wider audience, potentially including professionals. PBL is shown to enhance engagement and content knowledge.

Takeaways

• 📚 **Project-Based Learning (PBL)** is a teaching method where students gain knowledge and skills by working for an extended period on complex tasks that produce tangible products.
• 🌟 **Projects** are typically short-term and focused, allowing students to apply previously learned content.
• 🔍 **PBL** involves addressing real-world problems with driving questions that have no single answer, promoting critical thinking.
• 👥 **Students in PBL** have a voice and choice, contributing to how they will answer the driving question, fostering a sense of ownership.
• 🤝 **Collaboration** is key in PBL, with students working together in sustained inquiry over an extended period.
• 📈 **Reflection** is integral to PBL, with students analyzing their learning through discussions, formative assessments, and peer critiques.
• 📝 **Revision** of work is based on reflections, allowing students to improve their projects based on feedback.
• 🎓 **Final products** in PBL are shared with audiences beyond the classroom, such as professionals or other students.
• 🚀 **Example of PBL** could be simulating a Mars landing, analyzing math and physics, and discussing with real aerospace engineers.
• 📈 **Research indicates** that rigorous PBL can lead to higher engagement and deeper understanding of content.
• 🌐 **Resources** for learning more about PBL can be found at Edutopia.org.

Q & A

What is the main focus of the new project discussed in the script?

The main focus of the new project is to engage students in project-based learning, where they address real-world problems and learn through the process of the project.

How do traditional projects differ from project-based learning (PBL)?

Traditional projects are typically limited in scope and duration, whereas project-based learning involves students learning through the project, addressing real-world problems that have no single right answer.

What is a driving question in the context of PBL?

A driving question in PBL is a real-world problem that cannot be easily answered by a simple Google search and requires students to engage in sustained inquiry to find solutions.

What role do students play in shaping the direction of their learning in PBL?

In PBL, students have voice and choice, meaning they have some input into how they will answer the driving question, which leads to them gaining ownership of their learning.

How does collaboration work in project-based learning?

Collaboration in PBL involves students working together in a process of sustained inquiry that lasts more than a few days, reflecting on their learning and revising their work based on peer critiques.

What is the significance of the final product in PBL?

The final product in PBL is significant because it is shared with an audience beyond the classroom, such as professionals in a related field or other students, which adds a real-world context to the learning experience.

What is an example of a traditional project mentioned in the script?

An example of a traditional project mentioned in the script is when students spend an hour exploring the four forces of flight by crafting a Mars lander out of paper.

What is an example of project-based learning given in the script?

An example of project-based learning given in the script is when students spend a month simulating a Mars landing, analyzing the math and physics involved, and discussing their work with real aerospace engineers.

What are some benefits of rigorous project-based learning mentioned in the script?

Research cited in the script shows that rigorous project-based learning can result in higher engagement and deeper content knowledge among students.

How does the script demonstrate the application of PBL in a real classroom setting?

The script demonstrates the application of PBL in a real classroom setting through the teacher's guidance, student interaction, and the process of addressing a real-world problem related to Atlanta's weather change.

What does the script suggest about the impact of PBL on student engagement?

The script suggests that PBL can lead to higher student engagement due to its interactive nature, real-world problem-solving approach, and the opportunity for students to have a say in their learning process.

Outlines

00:00

📚 Introduction to Project-Based Learning

The script introduces a new project to students, emphasizing the long-standing tradition of teachers and students engaging in projects. It differentiates between traditional projects, which are limited in scope and duration, and project-based learning (PBL). In PBL, students actively learn through addressing real-world problems that have no single answer, fostering ownership of their learning process. The script highlights the importance of student voice and choice, collaboration, sustained inquiry, reflection, and revision of work based on feedback. The final product of PBL is shared with an audience beyond the classroom, potentially including professionals or peers, showcasing the depth of engagement and content knowledge that can result from rigorous PBL.

Keywords

💡Project-based learning

Project-based learning (PBL) is an educational approach in which students gain knowledge and skills by investigating and responding to complex questions over an extended period. It is central to the video's theme as it contrasts with traditional project work. In the script, PBL is exemplified by students working on a sundial project to address Atlanta's weather changes, where they engage in sustained inquiry and collaboration.

💡Sustained inquiry

Sustained inquiry refers to an ongoing process of investigation and learning that extends beyond a single class session. It is integral to project-based learning as it allows students to delve deeply into a subject. The script illustrates this through the students' extended work on the sundial project, reflecting a commitment to understanding the driving question.

💡Driving question

A driving question is a central, complex, and open-ended query that guides an entire project or unit of study. It is a key element in the video's narrative as it spurs students to explore and learn. In the script, the driving question about Atlanta's weather change prompts students to engage in research and problem-solving.

💡Voice and choice

Voice and choice in education mean that students have some autonomy in deciding how they will approach and respond to learning tasks. This concept is highlighted in the video as it empowers students in PBL. The script shows students being asked for their ideas on how to prepare for weather changes, thus giving them a say in their learning process.

💡Ownership of learning

Ownership of learning is the sense of responsibility and investment students have in their education. It is a crucial aspect of the video's message, emphasizing the importance of student engagement. The script illustrates this when students are encouraged to reflect on their work and revise it based on peer critiques, indicating they 'own' their learning journey.

💡Collaboration

Collaboration is the process of working together to achieve a common goal. It is a key component of PBL as depicted in the video. The script shows students working together on the sundial project, indicating that they rely on each other's strengths and insights to address the driving question.

💡Real-world problem

A real-world problem is a challenge that exists outside the classroom and has practical implications. The video uses this concept to demonstrate the applicability of PBL. The script mentions preparing for Atlanta's weather changes, which is a real-world issue that students must tackle through their project.

💡Formative assessments

Formative assessments are ongoing evaluations designed to provide feedback and support student learning. They are mentioned in the video as part of the PBL process. The script refers to students reflecting on their learning through formative assessments, which helps them understand their progress and areas for improvement.

💡Peer critique

Peer critique is the process of students evaluating each other's work to provide constructive feedback. It is highlighted in the video as a method for students to learn from one another. The script includes a scene where students critique a friend's work, which is a form of peer critique that contributes to their learning.

💡Revision

Revision is the act of reviewing and amending work based on feedback or new insights. It is a critical part of the PBL process as shown in the video. The script mentions students revising their work after reflecting on their learning and receiving critiques, which demonstrates the iterative nature of PBL.

💡Engagement

Engagement in education refers to the level of interest and involvement students have in their learning. The video suggests that PBL can lead to higher engagement. The script implies this through the enthusiastic responses of students as they participate in the project, indicating a high level of engagement.

Highlights

Introduction to a new project

Projects have been a part of education for a long time

Project-based learning is becoming increasingly popular

Definition of a project: limited in scope and duration

Projects help students work with previously learned content

In project-based learning, students learn through the project

Projects address real-world problems with no single answer

Students have a voice and choice in project-based learning

Students gain ownership of their learning

Collaboration is a key part of the learning process

Students engage in sustained inquiry over an extended period

Reflection is integral to project-based learning

Students revise their work based on feedback and reflection

Final projects are shared with audiences beyond the classroom

Project-based learning can lead to higher engagement and deeper understanding

Example of a project: simulating a Mars landing

Example of project-based learning: discussing work with aerospace engineers

Research supports the effectiveness of rigorous project-based learning

Encouragement from teachers is crucial in project-based learning

Resource for more information on project-based learning

Transcripts

>>Teacher: Today we're going to start a new project.

>>Narrator: Teachers and their students have been doing projects since forever.

>>Students: Three, two, one.

>>Narrator: More and more are doing project-based learning.

So what's the difference?

>>Teacher: That's a great question.

>>Let's start off by reviewing.

>>Narrator: Projects are typically limited in scope and duration.

They're a good way for students to work with content they've already learned.

>>Teacher: Flip to the paper that says sundial.

>>Narrator: In project-based learning, students learn through the project.

>>Teacher: Interesting.

>>Narrator: They address a real-world problem, a driving question,

one that can't be googled and has no single right answer.

>>Teacher: We were talking about how can we prepare

for Atlanta's change in weather?

>>Narrator: Students have voice and choice in PBL,

some input into how they'll answer the driving question.

>>Teacher: Does anybody think they might have some ideas?

>>Narrator: So they gain ownership of their learning.

>>Teacher: So those questions led to our investigation.

>>Narrator: They collaborate in a process of sustained inquiry,

lasting more than a few days.

>>Teacher: We've got a whole lot of work to do.

>>Narrator: They reflect on their learning through discussions,

formative assessments and critiques of their peers' work.

>>Teacher: We are going to take a look at one of your friend's work today.

>>Narrator: And then revise their work, based on those reflections.

>>Student: Now let's see it. >>Okay, there we go, we got it.

>>Student: High five.

>>Narrator: The final product is shared with an audience beyond the classroom.

Maybe that's professionals in a related field.

>>Woman: I appreciated how thoughtfully you responded.

>>Narrator: Or it could be the kids in the class next door.

When students spend an hour exploring the four forces of flight

by crafting a Mars lander out of paper, that's a project.

When they spend a month simulating a Mars landing, analyzing the math

and physics at work, and discussing their work

with real aerospace engineers...

>>Engineer: And it sounds like you've done a little bit

of testing to see if that works.

>>Narrator: That's project-based learning.

>>Teacher: [speaks Italian] >>Students: [speak Italian]

>>Narrator: Research shows that rigorous PBL can result in higher engagement

and deeper content knowledge.

>>Teacher: You're rocking it, keep it up, okay.

>>Narrator: Learn more about project-based learning at Edutopia.org