|Project Based Learning|
Welcome to Project Based Learning: (PBL).
This on-line training is designed to familiarize you with Project Based Learning and to enable you to create your own PBL lesson plans. You will accomplish these tasks by studying the background of PBL, including theories and techniques utilized to create an active learning classroom. You will also read and on-line book written by Dr. Charles R. Bacon dealing with teaching and learning in the information age.
You will submit responses to learning inquiries that occur at the end of each topic area. You will also create or modify your own PBL lesson plan. Submitting a completed lesson plan for review will be the final demonstration of your successful completion of the on-line training.
If you have questions during the training, you may email them to Charles_Bacon@ferris.edu.
Students learn by analyzing selected
Students work in tutorial groups
recording key areas for learning
Learning is active and student-directed
*Self-directed learning skills are
developed and enhanced
*Teachers guide and facilitate rather than
*Discovery and application of knowledge
emphasized over recall
*Assessment focuses on reasoning and
self-directed learning as well as recognition and recall of facts
Problem-based learning is a phrase that
describes acquiring knowledge, information, and learning techniques and
processes while working toward the solution to a problem, on an
investigation, or toward the production of a product.
Knowledge, information, techniques, skills, and processes gain
instant relevance and meaning within the problem’s context.
Within any discipline, courses may deal
with curricular activities that integrate a broader range of knowledge.
When sub-disciplines or related subjects are combined in projects
or problems, and each is considered in the curriculum, the term
A phrase that describes the effort to
create greater student connections between the skills and knowledge
taught in the classroom and the skills and knowledge required in
Active learning is poorly defined,
however Bonwell and Eison state “…that students must do more than
just listen: they must read, write, discuss, or be engaged in solving
problems. Most important, to be actively involved, students must engage
in such higher-order thinking tasks as analysis, synthesis, and
evaluation. Within this
context, it is proposed that strategies promoting active learning be
defined as instructional activities involving students in doing things
and thinking about what they are doing.”
Read Chapter One of Do Something!