Project-Based Learning helps to develop applicable knowledge and critical real-world skills, like communication and problem-solving

Courtesy of learningexchange.nsw.edu.au

Project-Based Learning (PBL) is an innovative approach to learning that encompasses a variety of skills that are critical to future success. The approach is built upon learning activities that are typically designed to answer a question or solve a problem.  These activities generally reflect the types of learning and work people do in the everyday world outside the classroom. 

Students design their own inquiries, organize their research, and implement a multitude of learning strategies.   As a result, PBL teaches students content as well as 21st century skills, including communication, time management, research, and leadership skills.  These skills are useful far beyond the boundaries of the classroom, which better prepares them for the future.

Project-Based Learning is effective due to its ability to engage students' interest and increase their motivation

According to an article on educational strategies, PBL promotes student motivation, as the process begins with the student researching a topic that interests him.  They have freedom in their pursuit of knowledge, but their learning is facilitated by the teacher who oversees the student’s progress.

Additionally, projects allow the opportunity for students to work together as a group.  This encourages cooperation among peers and develops communication skills, which are vital to future collaboration.  The article also makes it clear that “PBL is not a supplementary activity to support learning”.  It is the foundation of the curriculum since most projects incorporate reading, writing, and mathematics in some capacity.

Students solve real world problems and implement a variety of learning strategies throughout the process. Overall, the result of PBL is greater understanding of a topic, deeper learning, and increased motivation to learn. Dr. Linda Valli, who has a Ph.D. in Educational Policy Studies, believes that projects based on real life situations are more personally meaningful to students, which better motivates them to learn.

Project-Based Learning positively effects teacher performance and increases attendance rates of students

A review of research on Project-Based Learning found additional benefits of the PBL method that extended beyond the students. Results from classroom observation, teacher interviews, and analyses of teacher reports in ten PBL schools revealed a positive impact on teacher performance as well.

According to this report, the PBL program increased participating teachers' beliefs in their ability to teach students of different ability levels and to conduct assessments.  They also saw an overall boost in confidence in themselves as teachers and learners.

Furthermore, the improvement in teacher confidence and classroom environment resulted in an increase in attendance as well. The report found attendance to be high in all the PBL schools, with an average attendance rate across all schools of over 90 percent. Attendance at a participating elementary school in Cincinnati increased from 75 percent before the implementation of PBL to over 95 percent after two years. Additionally, the report found rates of retention, suspensions, and other disciplinary problems to be unusually low in PBL schools. 

Project-Based Learning also improves test scores due to its promotion of critical thinking

While many of the skills developed by PBL cannot be measured by tests, there are additional learning benefits that reflect in improved test scores. According to the previously mentioned article on educational strategies, standardized testing shows that students engaged in PBL outperform their traditionally educated peers.  The article examines multiple studies that support this finding. 

In a British study conducted over three years, students were taught under a traditional math curriculum at one school, while PBL was implemented at another school.  Three times as many of the PBL students achieved the highest possible score on the national exam than the traditional students.  Furthermore, the study concluded that the PBL students had equal success with procedural questions that used formulas, but were superior in answering applied and conceptual questions.

Similar findings occurred in a study at a Maine middle school where a PBL approach was adopted.  After just one year of the approach, students significantly improved in all achievement areas on the Maine Educational Assessment Battery.  The gains made by the school were three to ten times higher than the state average.

In another study, elementary students in three Iowa schools that used PBL raised their Iowa Test of Basic Skills scores from “well below average” to the district average in two schools and to “well above the district average” in another school. Furthermore, in the span of three years, reading gains ranged from 15 percent in one school to over 90 percent in the other two schools, while the district average remained the same.

This research concludes that the problem-solving skills and critical thinking fostered by PBL results in tangible improvements in test scores.

As a result of PBL success, educators are reevaluating the traditional approach of testing.

While tests have been a staple in education for centuries, some educators see flaws in a solely test-centered education.  One perceived flaw is that tests only facilitate the retention of material, and do not show students how to practically apply the information.  Dr. Valli voices similar concerns that recall tests promote memorization of facts, which she does not believe to be the most effective method of learning.  

Furthermore, with the pressure of producing high test scores, many teachers are forced to teach to the test.  This has become a standard operating procedure in the classroom, and can stifle critical thinking. 

Due to the apparent weaknesses of a test-centered curriculum, some teachers are looking for a more dynamic, engaging learning experience for students. Educators see PBL as an opportunity to introduce an innovative method that goes beyond the traditional learning methods. 

PBL is growing in popularity among the educational community due to its effectiveness as an alternative to test-based learning. Dr. Valli is a strong proponent of this learning method as she believes it enables students to connect their learning to real life situations.

Brandon68

In the case of short answer tests, long-term retention is dependent on corrective feedback of the answers

Daily leagues are rapidly growing in popularity among fantasy sports players, and are becoming a thriving sector of the fantasy sports market.

Daily fantasy sports leagues have exploded onto the fantasy scene over the last couple of years.  The main reason for its rapid growth is that participants enjoy the instant gratification of competing in daily-play, rather than a traditional league that can last several months.  Daily fantasy sports companies, like FanDuel and DraftKings, have found great success and are continuing to recruit new users from the traditional fantasy sites like ESPN and CBS Sports.

Studies show that cell phones and social networking sites are the most popular modes of communication among students

Despite the potential learning benefits, using iPads in the classroom does not translate to increased productivity without the proper environment

Since its debut in 2010, the iPad has quickly been introduced into classrooms across the world. No longer just a device for entertainment, the tablet has also become a tool for education.  Due to its versatility and mobility, the iPad provides students with countless learning aids with the touch of a finger. However, while the potential learning benefits are numerous, does that necessarily translate into increased productivity in the classroom? I believe that the use of iPads in educational environments would not supplement students’ learning and could even have a negative effect.  I do not think that students have enough digital self-regulation to use the iPad primarily for academic purposes.  They would instead use it for entertainment and web-surfing, which could distract them from learning.  This opinion is supported by a study conducted by several doctoral students at Southern Illinois University. 

The study examined what undergraduate students used their iPad for and the impacts the use of iPads had on their learning. The participants of the study were 32 undergraduate students, specifically freshman business majors, and they were given iPads nearly one semester in advance of the study.  The data was ultimately collected through three methods which consisted of interviews with the students, logs of participants’ iPad use in their dorms, and logs of their iPad use in classrooms. The interviews were analyzed to look for key words and common trends.  They found that the three main reasons that the students enjoyed using the iPads were convenience, immediacy and expediency.  The term “convenient” was mentioned with the highest frequency in participants’ responses, as most echoed that it was extremely convenient to be able to check email or watch a movie whenever and wherever they wanted.  Immediacy and expediency were mentioned less frequently, but several of the participants mentioned that they felt as though “the iPad made them act and respond more quickly” due to its portability. 

The numerical data came from the logs of their iPad use, which were broken down into four categories: 1) entertainment, such as listening to music or playing games, 2) internet surfing, such as checking social media or popular websites, 3) academic purposes, such as reading assignments or checking email, and 4) other activities.  When the study was completed, the data indicated that among the four categories, entertainment and Internet surfing were the two purposes the participants used their iPad for the most.  When in their dorm, participants used their iPad primarily for entertainment (65%).  But when in the classroom, they used it mainly for surfing the Internet (68%).  Most importantly, combining data from the logs in the dorm and classroom revealed that participants used their iPad for academic purposes the least among the four categories. Only 5% of iPad use in the dorm was for academic purposes, and this statistic only rose slightly to 8% when in the classroom.  Furthermore, entertainment and Internet surfing not only accounted for the high frequency of iPad use, but also took significantly more time than academic purposes. On average, participants spent 30 minutes per day using their iPad for either entertainment or Internet surfing, while they only spent five minutes per day for academic purposes. 

These findings are not surprising and support my opinion that the use of iPads would not bolster learning since most students do not have the digital self-regulation needed to use it primarily for schoolwork. Overall, while the iPad offers convenience and portability, the students did not take advantage of these benefits in their studies.  One of the reasons the study believes this occurred is because instructors did not encourage the use of iPad for schoolwork nor did they incorporate it into their lessons.  Therefore, in order for the iPad to be a successful educational tool, the study suggests that schools need to offer an environment and infrastructure for students to use their iPad for academic purposes.

Brian 58

Buffalo Sabres owner Terry Pegula is finalizing a deal to purchase the Buffalo Bills. According to Forbes, Pegula has won the bidding war for the Bills for about $1.1 billion, beating out the likes of Donald Trump and the Toronto Group.