Online Link: http://www.youtube.com/watch?v=LMCZvGesRz8
Online Link: http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/
Online Link: http://content.ebscohost.com.cucproxy.cuchicago.edu/ContentServer.asp?T=P&P=AN&K=47390405&S=R&D=a9h&EbscoContent=dGJyMNHX8kSeprU4xNvgOLCmr02eqK5Srq64SLaWxWXS&ContentCustomer=dGJyMPGuskm3qLFRuePfgeyx44Dt6fIA
Online Link: http://files.eric.ed.gov/fulltext/EJ980187.pdf
“Studies have shown that students who use project-based learning remember the material much longer and have healthier attitudes toward education” (Dauphin, 2013). Project-based learning begins with a real world problem and students are to find a solution using collaboration, communication (Dauphin, 2013), and critical thinking skills (Buck Institute for Education, 2010). Teachers act as facilitators, not lecturers. There are many resources to aid teachers in implementing project-based learning in their classrooms including Edutopia, GlobalSchoolNet.org, and ThinkQuest.org (Dauphin, 2013). The traditional way of schooling used to be boring, sitting in class memorizing facts. Project-based learning allows students to take problems and solve them, something that is needed and desired in the real world. The path of project-based learning deepens the knowledge of the content, providing a better retention of materials. Project-based learning creates fun when learning. Figure 1 is a screen shot of the Project Based Learning Explained video. This images shows illustrations of critical thinking, collaboration, and communication, all three skills that are utilized when using project-based learning (Buck Institute for Education, 2010).
Figure 1. Critical thinking, collaboration, and communication.
Project-based learning has been researched and tentatively supported that project-based learning using technology is advantageous when learning history content, but future research is still suggested. Hernandez-Ramos and De La Paz took two eighth grade history classrooms and taught about 19th century U.S. history (2009). Each condition completed a 6-week unit with equal number of lessons to teach all the content. The state standards played a large role in this study acting as a guide for the instruction. One class was taught using the traditional form of instruction whereas the other class was taught using project-based learning using technology. The students who received the project-based learning using technology approach showed significant gains compared to the more traditional form of instruction. There was also an increase in the ability to understand history versus just knowing facts, showing an improvement in thinking skills. “Regular opportunities to work with technology in PBL are more likely to result in sustained improvements in student achievement and lead to an even deeper understanding and appreciation of history” (Hernandez-Ramos and De La Paz, 2009).
Systemwide Implementation of Project-Based Learning discusses the benefits of project-based learning used within the out-of-school time (OST) programs managed by the Public Health Management Corporation (PHMC) (Schwalm and Tylek, 2012). 1,700 projects have been completed since 2009 and all the projects now share a similar methodology. PHMC specialists have noticed that project-based learning “have noted improvements in key areas of program quality as defined in local and national frameworks” (Schwalm and Tylek, 2012). There currently is no research on the use of project-based learning in OST systemwide programs, although there is evidence that implementing PBL has “a positive impact on the quality and rigor of program activities” (2012). Philadelphia uses project-based learning in a systemwide approach. Schwalm and Tylek believe PBL presents students with real-world, multidisciplinary problems that demand critical thinking, engagement, and collaboration” (2012). PHMC is currently in the process of analyzing whether PLB learning is impacting student’s ability to collaborate and have confidence in their learning abilities. The data already collected indicates gains in those areas.
These articles show commonalities in reference to project-based learning. Each of the resources uses common language when referring to the definition and student skills gained from project-based learning. The module readings discussed what project-based learning is, whereas Schwalm and Tylek discussed the definition as well as the benefit of using technology within project-based learning (2012). Technology is not a requirement of project-based learning, although it does enhance the experience for the students allowing for more collaboration amongst students (Hernandez-Ramos and De La Paz, 2009). There is a lot of research on project-based learning, although, there is not a lot of research on systemwide implementation of project-based learning in out-of-school time programs used within the Public Health Management Corporation. Research is in progress with this system, but the little data that has been collected indicates project-based learning is successful in PHMC’s systemwide OTS program. All four resources built on each other and provided more detailed information regarding project-based learning.
The project-based learning approach can be used within the health classroom in multiple ways. Within the anti-violence unit, the students currently create a presentation with assigned questions to address. Problem-based learning can enhance the learning experience for this unit by having the students create a public service announcement to address the dangers and concerns of their particular type of violence. The teacher will indicate each student is a member on the anti-bullying committee. The committee has been asked to create awareness about bullying. Each team is to design a project to raise awareness about bullying to lower the number of incidents of bullying in middle school. The administrators will vote and select only one project to display at the September assembly the following school year. The teacher will provide websites and resources for the students to get started, but the students are responsible for finding the information they would like to address. The students would have to address this question using technology outlets such as a public service announcement (video or podcast), webpage, formal letter, etc. Students, in groups of three or four, will have to collaborate on the assignment and communicate with their team on their decisions regarding the assignment and rubric. The students have choice within the project, but the content of the project is still consistent (Dauphin, 2013).
References
Buck Institute for Education. (2010, December
9). Project based learning: explained. [Video file].
Retrieved from https://www.youtube.com/watch?v=LMCZvGesRz8
Dauphin, S. (2013). 12
timeless project-based learning resources. Retrieved from: http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/
Hernandez-Ramos, P. & De La
Paz, S. (2009). Learning history in middle school by
designing multimedia in a project-based learning experience. Journal
of Research on Technology in Education, 42(2), 151-173. Retrieved from http://content.ebscohost.com.cucproxy.cuchicago.edu/ContentServer.asp?T=P&P=AN&K=47390405&S=R&D=a9h&EbscoContent=dGJyMNHX8kSeprU4xNvgOLCmr02eqK5Srq64SLaWxWXS&ContentCustomer=dGJyMPGuskm3qLFRuePfgeyx44Dt6fIA
Schwalm, J. & Tylek, K.S. (2012). Systemwide implementation of project-based learning: the
Philadelphia approach. Afterschool Matters, 2. Retrieved
from http://files.eric.ed.gov/fulltext/EJ980187.pdf
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