Module 8 Independent Research Project Project Based Learning for ALL Students Meagan Ireland EDU 600 Teachers

as Leaders Justin Roy Thursday, August 18, 2011

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Project Based Learning for ALL Students

Recently having read Dennis Littkys The Big Picture: Education is Everyones Business, I have been fascinated with project-based learning, wondering how it could work in my classroom. In his book, he outlines the primary goals of education and discusses how his Big Picture schools attain these goals through projects, work studies and travel. Many of Littkys stories are about students who have at some point struggled with school. Many of my students struggle with school. I began to make comparisons between Big Picture schools and my own could project-based learning be an effective tool for my students? On average, 70% of my students are working one to three years below grade level. With every student being different, some areas of struggle include: reading comprehension, writing, working memory, attention, low motivation,
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application of knowledge to different contexts and cognitive strategies for problem-solving. If allowed to direct their own learning, would my students be motivated to work cooperatively and responsibly with a group to solve a real-life problem? In the last month of school, I felt it necessary to put Littkys ideas to the test and try a mini-project in my classroom. For our final science unit on plant life from the grade three curriculum, students were assigned to make their own plant poster and then present what they had learned to the class. They were asked to choose any topic related to plant life, formulate three research questions and then create a poster to share. Despite some challenges, the final products were astounding and the presentations demonstrated a much deeper level of understanding then I had anticipated. Thankfully, my learning journey has continued as I have now been able to further develop my understanding of project-based learning through my independent research project. Having had both experiences, I now have a deeper understanding of project-based learning and its effectiveness for all students. For the purpose of this study, I will examine the three themes that became evident in my readings. The research suggests that it supports students with learning difficulties in three main areas: motivation and engagement, integration and application of skills and social interactions.

Motivation and Engagement

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Yuen (2009) observed that students were motivated and engaged in learning when allowed to make decisions about what they wanted to learn. In her study, kindergarten students learned about feet and shoes. Young learners were actively participating in discussions and eager to bring samples from home. Students listened to non-fiction material as it would answer their questions and enjoyed participating in group discussions revolving around their topic. When given the power of choice in regards to learning, students develop a sense of ownership for their education (Littky, 2004). During my classs experience with our plant poster project, I observed a change in climate when our projects came out. Students were excited and eager to share ideas while still focused on completing the task at hand. Project-based learning has the potential to integrate a variety of learning activities and styles. Traditional methods of teaching are used to a lesser extent when projects are happening, allowing for a variety of learning styles to be incorporated. By meeting the needs of all students through hands-on, experiential learning, students are keen to become active in the learning process (Curtis, 2002). By using a different approach to learning, students are given the opportunity to learn in way that is appealing to them while completing work at their own level and pace. Project-based learning is a student-centered approach that allows teachers the flexibility to meet the needs of their students and differentiate lessons. As noted in Guven and Dumans study (2009), teachers found it necessary to adjust activities to meet the developmental needs of their
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children. Because the learning was at each students individual level, they continued to be engaged. Filliaptou and Kaldi (2010) noted that low-literacy levels can hinder students motivation; however, they discuss the benefits of students working in trained, mixed ability groups. Often students are able to learn from each other as they are able to explain ideas and theories in terms that peers can understand. As well, teachers must be aware of their students needs. Using strategies such as readers, reading pictures, adapting texts and minilessons; will help to maintain motivation and engagement (Yuen, 2009).

Integration and Application of Skills Using projects as a learning tool in a student-centered classroom, allows for a top down approach to learning. Students apply skills in an authentic context thus making the process more meaningful and relevant. While my plant poster project was limiting in some respects, my students had the opportunity to ask questions, read for a purpose, take notes, use graphic organizers, practice nonfiction writing, use a computer programs, and present to an audience. My students learned valuable skills that can be later applied to a variety of topics and themes. By providing them with the ground work, they will know how to learn about their own passions later in life (Littky, 2004). When students are intrinsically motivated to accomplish a task, the learning potential is endless. Project-based learning hinges on a deeper exploration of a topic. In order to successfully accomplish this, students must use and develop a
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variety of skills. According to Guven and Duman (2007), all students were engaged during their study. As well, they discussed the benefits of small cooperative groupings that allowed all students to construct knowledge on their own terms and think creatively (Guven & Duman, 2007). In 2009, Yuen noted that students learned to use reading and writing as tools, making the development of literacy at a young age meaningful and relevant. By changing the focus of learning to read and write to reading and writing to learn, students are learning skills in an authentic context rather than in isolation. (Routman, 2008). Many of my students have difficulties solving problems that involve a multistep approach and applying knowledge to different situations. For this reason, it is imperative that they be given ample opportunity to practice and demonstrate these skills. Developing abilities through authentic tasks helps students to maintain their level of motivation, while applying skills and knowledge in different situations. Diffily (2001) observed through her review that students were able to solidify their learning when the expectation included the sharing of knowledge. Being able to demonstrate or display their skills will help students internalize what they are learning. As students learn to pose open-ended questions, they then make cross-curricular connections and use a wide variety of skills in order to find answers (Curtis, 2002). Dufour, Dufour and Eaker (2008) discuss the need for essential outcomes, claiming that our current curricular demands are not feasible. Project-based learning encourages teachers and students to pare down the curriculum to
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essential outcomes. While learners are covering fewer outcomes, they are gaining a more in-depth knowledge with applicable skills. Littky defines this as the real goals of education (2004, p. 1). Allowing students to learn skills as they need them encourages them to be life-long learners.

Social Interactions and Self Esteem Filippatou and Kaldi (2010) observed during their study of the effectiveness of project-based learning for students with learning difficulties that they had a deeper understanding of the material covered, but still struggled with memory retention and vocabulary. The greatest gains were made in the childrens attitude towards learning and school. During the interviews, students expressed that they were happier and felt more confident. As well, it was observed that project-based learning helped build a sense of community within the classroom and the children with learning difficulties were more socially accepted. Cooperative groupings support project-based learning and social interactions. Students are motivated to learn with their peers through authentic tasks. Trained, mixed ability groupings allow students to teach and learn from each other, often in a manner that is more effective than from teachers. When working in cooperative groups, students learn to be interdependent, have positive interactions, develop interpersonal skills and reflect upon how the team is functioning (Marzano & Polluck, 2005). By developing these skills, student will be
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prepared for social interactions with peers and later in life workplace relations. Yuens (2009) research also supported the positive relationships that developed as students learned to share ideas and responsibilities. As well, students were observed offering each other suggestions, compliments and immediate feedback. It was noted during Filippatou and Kaladis (2010) study that often their subjects needed to be taught specific group skills and cognitive strategies during the project. These learners benefitted from directed instruction as their work was immediately affected. My experience with our plant poster project supports this conclusion. Students required mini-lessons that met immediate needs to help move their project to the next stage. By helping students with positive dialogue and teaching them how to act interdependently, they learned to support and learn from each other.

Project-based learning (PBL) is defined as a process where students are involved in their learning, formulate questions, investigate widely and then build new understanding, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view (Alberta Learning, 2004, p.1). Learning becomes personal and meaningful, as students are motivated through their own interests and allowed to choose the direction. Through project-based learning, students integrate and apply a variety of skills in natural contexts. Many studies recognize that when students are encouraged to become active learners, focus
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on higher-order thinking, study less topics in a more in-depth manner, have more choice and learn & teach each other, they are better able to internalize knowledge. If used consistently, I believe my students will develop the necessary skills to direct their own learning that in the bigger picture will encourage them to be passionate, life-long learners.

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References
Alberta Learning. (2004). Focus on inquiry: A teachers guide to implementing inquiry based learning http://education.alberta.ca/media/313361/focusoninquiry.pdf Retrieved August 3, 2011, pg 1

Curtis, D. (2002). The Power of Projects. Educational Leadership, 60(1), 50-53. Retrieved from EBSCOhost. Diffily, D. (2001). Real-World Reading and Writing through Project-Based Learning. Retrieved from EBSCOhost. Dufour, R., DuFour, R. & Eaker, R. (2008). Revisiting professional learning communities at work. Bloomington: Solution Tree Press. Filippatou D, Kaldi S. The Effectiveness of Project-Based Learning on Pupils with Learning Difficulties Regarding Academic Performance, Group Work and Motivation. International Journal of Special Education [serial online]. January 1, 2010;25(1):17-26. Available from: ERIC, Ipswich, MA. Accessed July 30, 2011. Guven, Y., & Duman, H. (2007). Project Based Learning for Children with Mild Mental Disabilities. International Journal of Special Education, 22(1), 77-82. Retrieved from EBSCOhost. Littky, D., Grabelle, S., (2004). The Big Picture: Education is Everyones Business. Alexandria, VA: Association for Supervision and Curriculum Development.

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Marzano, R., Pickering, D., & Polluck, J. (2005). Classroom instruction that works: Research-based strategies for increasing student achievement. New Jersey: Pearson Routman, R. (2008). Teaching Essentials: Expecting the most and the getting the best form every learner. New Hampshire: Heinemann Yuen, L. (2009). From Foot to Shoes: Kindergartners', Families' and Teachers' Perceptions of the Project Approach. Early Childhood Education Journal, 37(1), 23-33. Retrieved from EBSCOhost.

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