About Problem-based Learning

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Design Project:Problem-based Learning in Math through Technology

(Unit 1) What is problem-based learning?

Excerpt from: http://www.ct4me.net/math_projects.htm#AboutPBL Problem-based learning for math projects:

One of the greatest benefits of project-based learning is gains in students' critical-thinking skills. However, as Bryan Goodwin (2010) found in reviewing the literature, a major shortcoming in many student projects is that educators tend to assign projects just for the sake of doing them. "Educators can avoid this phenomenon and realize the potential of projects to promote students' critical-thinking by framing projects around a driving question" (p. 81). This driving question is just one of seven essential elements of meaningful projects, according to John Larmer and John R. Mergendoller (2010) of the Buck Institute for Education. In every good project, students also need to perceive the work as meaningful to them. A clear connection to an entry event adding this meaning might be via almost anything: "a video, a lively discussion, a guest speaker, a field trip, or a piece of mock correspondence that sets up a scenario" (p. 35). Students need a voice and choice in fulfilling project requirements, keeping in mind that limited choices be considered and that "teachers should design projects with the extent of student choice that fits their own style and students (p. 36). Projects should give students opportunities to build 21st century skills and to use technology that will be useful to them in life and the workplace. Projects should enable learners to conduct real inquiry, as with "real inquiry comes innovation--a new answer to a driving question, a new product, or an individually generated solution to a problem" (p. 37). Learners should receive feedback to use in revision, thus learning that real-world work often involves revision. Finally, students should publicly present their work, as they will be more motivated to produce a quality product when knowing a real audience will view it.

Key Questions

Thus, projects should result from students' attempts to answer essential questions. They can take many forms: products, presentations, performances. They might fit any of three structures: interpersonal, information sharing, or problem-solving. When selecting an existing project, or creating one of your own, consider the following. In terms of math projects:

Is the project devoted only to mathematics (or a single subject area), or is there a link to other curricular areas?

Is the project tied to standards for the curricular areas addressed, such as those from the National Council of Teachers of Mathematics and the National Education Technology Standards?

Does the project come with classroom instructional materials (e.g., teacher resources, student activities, rubrics and assessment tools)?

Can all students in your class participate? Projects should not be reserved for your talented and gifted students, as all students should be able to benefit.

What is the total time for project completion?

Is the project collaborative in nature? A collaborative project, particularly involving students outside your own school setting, will take more time and monitoring to help students learn how to be a part of a team and communicate appropriately with others.

How will students benefit both academically and personally from their involvement in the project? Consider that when students interact with other students and experts across the country or internationally, they get a broader feel for diversity. Their participation in an actual real world activity might encourage them to do their best work, and see the relevance of mathematics in their daily lives. If students have input into project selection, and like the topic, they will tend to become more involved and excited about their learning.

Is there a cost involved to participate?