Project-Based Learning

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An Innovative Teaching Group Members:
● My Bui

Method to the 21st

● Humeyra Altunkopru
● Saida Meidinova
● Emrah Kemer
Century ● Nazire Besli

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 Agenda
1. What is PBL…..
2. Project-Based Learning for the 21st Century: Skills for
the Future
3. Designing and Preparing Students for PBL Projects-The
Significance of Soft Skills
4. Designing and Preparing Students-Technology
Integration by PBL

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 What is PBL? Humeyra Altunkopru
Article: “Teacher, I had a dream: a glimpse of the spiritual
domain of children using project-based learning.”

● This paper offers a discussion of the importance of children’s dreams accompanied by teaching
opportunities using project-based learning to channel creative thinking and interconnecting
within a child’s culture and community, promoting balance, integrity and reciprocal
relationships.

● Project-based learning has the capability to offer responsive and holistic support of the
spiritual domain of children within a caring, welcoming community. Using project-based
learning in classrooms shapes the agenda to stimulate wonder, ask inquiring questions and
promotes creativity and encourages multiple ways to represent thinking in graphic, written and
oral language.

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 Humeyra altunkopru
What is PBL?
● Children’s dreams have the potential to awaken feelings, question attitudes and inspire new
learning experiences to deepen awareness of spiritual development. Both guidance and
spiritual environments created by nurturing educators and parents foster dreams that
captivate and motivate children to increase their spiritual self-awareness, leading them to ask
open-ended questions about what is real and what is make-believe.

● Project-based learning is a useful teaching method which helps students to improve their
knowledge by working on meaningful projects. The teacher’s role in project-based learning is
to guide students to learn. In other words, teachers serve as a facilitator for students during
their learning period.

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 Why PBL? Humeyra altunkopru

● Buck Institute for Education offers ‘PBL 101’ workshops across the United States and in other
countries to educate teachers. When they ask teachers to describe an ideal graduate from a
K-12 school, they get almost the same answer from teachers which includes the following skills
that an ideal graduate should possess:

❖ Working well in a group

❖ Being responsible
❖ Having problem solving ability
❖ Having critical thinking capability
❖ Managing time effectively
❖ Having good communication skills

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 HUMEYRA ALTUNKOPRU
Teachers used to think that students could learn the abilities listed above in a classroom where the
content has been delivered in a traditional way until they discovered the power of project based learning.
Students, teachers, and schools benefit from PBL in many ways including, but not limited to;
a) Motivating students: Motivation is one of the most important steps of being successful. If
educators want to motivate students in learning, they have to make the lesson more attractive
and exciting for students to learn. Asking students to work on meaningful projects or giving
students opportunities to show their own work can be some of the strategies to motivate
them. Researches, studies, and surveys show that students can learn much easier, be
well-behaved, and make connections between school and work when they are active in
learning process. So, PBL strategies increase the motivation.

b) Preparing students for their future life: Working on projects helps students to develop
21st-century skills that they need for their future lives such as critical thinking, problem solving,
communication, and being creative, etc. During a project, students play an active role and they
develop their skills that they will encounter in college, career or daily life.

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 HUMEYRA ALTUNKOPRU
c) Helping students to have in-depth knowledge and understanding: According to the Common
Core State Standards, PBL is well suited for students to reach their learning goals for two reasons.
First, PBL reflects the principles of standards. Second, it helps educators to teach several standards
in one context rather than presenting in new lessons.

d) Offering teachers to teach in a sufficient way: PBL is not only delivering the lesson shown and
planned in the textbooks. Rather, Project-based learning environment offers educators to plan their
own lesson in a more satisfying way. Educators guide students while they are working on a project.
Teachers will enjoy seeing students’ motivation and eagerness to learn new things.

e) Providing schools and district to have new communication with parents and communities:
Many schools use students’ projects as a means of communication. To find new ideas, resources, or
financial support, school staff may contact local businesses or organizations.

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 What is PBL? HUMEYRA ALTUNKOPRU
References and Recommended Resources
● Reference of the article:

Harris, K. (2013). Teacher, I had a dream: A glimpse of the spiritual domain of children using
project-based learning. International Journal of Children’s Spirituality, 18(3), 281-293.

● Recommended Resources:

Setting the Standard for Project-Based Learning: A Proven Approach to Rigorous Classroom Instruction
Dias, M. , & Brantley-Dias, L. (2017). Setting the Standard for Project Based Learning: A Proven
Approach to Rigorous Classroom Instruction. Interdisciplinary Journal of Problem-Based Learning, 11(2).

Project Based Learning in Higher Education. (n.d.).

Retrieved from http://www.shsu.edu/centers/project-based-learning/higher-education.html

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 Project-Based Learning for the 21st
Century: Skills for the Future
Saida Meidinova

“Mrs. Regent was erasing the board, getting prepared for the next lesson, when the new assistant
principal walked in. Introductions were made as the assistant principal perused the room. He stood for
a minute or two, just looking at the classroom. Finally, he spoke. “They are all so... engaged,” he said
with astonishment. The teacher paused for a moment, not sure what to say. She looked around, and it
was evident that each child was immersed and focused on his or her work. The only thing that the
teacher could respond to the assistant principal was, “Aren’t they supposed to be?” (Bell, 2010)

In project-based learning, high student engagement is routine.

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 Project-Based Learning for the 21st Century: Skills for the Future
Saida Meidinova
In PBL, students solve real-world problems.

Learning responsibility, independence, and discipline are three outcomes of PBL.

The organizational blueprint that students have designed for themselves guides them and allows
them to stay focused and on-task.

Goal setting helps students learn to manage their own time

Students learn accountability with PBL through the daily goal setting, as well as through expectations
of their peers. When students work collaboratively, there is an expectation that each child will
contribute to the project equally

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 Project-Based Learning for the 21st Century: Skills for the Future
Saida Meidinova

PBL promotes social learning as children practice and become proficient with the twenty-first-century skills
of communication, negotiation, and collaboration. As children work on these projects, they must brainstorm
ideas and act as good listeners to their group Project-Based Learning members.

It is important to teach students for active listening skills that enhances collaborative ability as well as
creativity. Students learn the fundamental skills of productive communication, respect for others, and
teamwork while generating ideas together. Negotiating how to collectively solve a problem is also part of
PBL. At the end of the project, students do a self-evaluation. They evaluate not only their learning, but also
the success of their social interactions. They reflect on their communication skills, if they felt they listened
well to other students’ ideas, and if they believed their own opinions were heard.

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 Project-Based Learning for the 21st Century: Skills for the Future
Saida Meidinova

Technology Enhances Creativity within Parameters:

Students can share with their audience through multiple forms of technology like blogs, podcasts, wiki etc.
These uses of technology provide instruction to the student by demonstrating innovative usage of various
applications.When students share their work or challenges, a brainstorming session often helps them build
on each other’s ideas for future possibilities.

Real-World Connections.

Real-world projects deepen learning for students and enhances their motivation.

In addition, it is very important to start PBL as early as possible because the more competent children will be
with the processes of PBL and implementation of skills.
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 Project-Based Learning for the 21st Century: Skills for the Future
Saida Meidinova

In the future, children will probably enter a workforce in which they will be judged on their performance.
They will be evaluated not only on their outcomes, but also on their collaborative, negotiating, planning, and
organizational skills. By implementing PBL, we are preparing our students to meet the twenty-first century
with preparedness and a repertoire of skills they can use successfully.

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 Saida Meidinova
Reference:

Bell, S. (2010). Project-Based Learning for the 21st century: Skills for the future. Clearing House, 83(2), 39-43.

A list of resources to the related topic:

1. Buck Institute for Education- the place which shows teachers how to use Project Based Learning in all grade levels
and subject areas. http://www.bie.org
2. High Tech High. Need even more inspiration? High Tech High teachers documented the success of their
project-based learning efforts to share with other educators. These in-depth projects can be recreated in your
classroom or can be used as a launching pad for projects of your own design. https://www.hightechhigh.org

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 Designing and Preparing Students for PBL
My Bui
Projects-The Significance of Soft Skills
Article: “Integrating Soft Skill Competencies Through Project-based
Learning Across the Information Systems Curriculum”
This article was written in regard of information system (IS) curriculum for graduate program. The authors
created an instructional module integrating soft skills into an IS workplace environment by placing students
in teams and clearly defining goals and parameters of the project.

The results reveal that this module enhances students’ soft skills and provides “a much more organic
learning experience than the more traditional combination of lecture and lab time” (Woodland, Sendall, and
Ceccucci, 2010, pg. 4)

Despite of the fact that the article was written to show that IS graduates’ performance is enhanced with
PBL, but it’s foundings can be generalized into K-12 system. Following are important ideas taken out from
the article.

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Designing and Preparing Students for PBL
Projects-The Significance of Soft Skills My Bui
● John Dewey believed that learning should be designed in a collaborative environment in which
students actively interact with community which also provides them with opportunities for
“guided real-life experience” (Woodland, Sendall, and Ceccucci, 2010, pg. 5). Therefore,
teachers should design and provide learning activities that consist of real-life tasks and
challenges.

● Students should be competent in soft skills to succeed in career (Woodland, Sendall, and
Ceccucci, 2010, pg. 4), including:

○ Interpersonal communication

○ Teamwork

○ Time management

○ Planning

○ Organizational skills 16
Designing and Preparing Students for PBL
Projects-The Significance of Soft Skills My Bui
● Teachers can teach, introduce and help students implement design process in PBL projects. The
procedure’s steps can be varied among subjects and projects, but it should contain the following
basic steps (Woodland, Sendall, and Ceccucci, 2010, pg. 6):
○ 1) Statement and analysis of goals
○ 2) Research investigating possible solutions
○ 3) Specification requirements
○ 4) Problem solving and conceptualizing the design solution
○ 5) Developing appropriate design documentation
○ 6) Development
○ 7) Testing
○ 8) Revision
○ 9) Implementation
○ 10)Reflection

● Even though the above recommended list is designed for IS students, K-12 teachers can
generalize and modify the steps to suit accordingly to their subjects and grade level.
○ For example: Teachers can change step 5-developing appropriate design documentation into 17
developing appropriate presentation methods.
Designing and Preparing Students for PBL
Projects-The Significance of Soft Skills My Bui
● Teachers should scaffold students with templates that outline the process, for groups would not skip
or overlook essential steps which will prevent students from being confused during the process or
having unsuccessful or incomplete product (Woodland, Sendall, and Ceccucci, 2010, pg. 6)

○ For Example: Teachers can provide groups with handouts of instructions, checklist and rubric for
teams to self-check.

● Teams need to be structured and conditioned to work cooperatively. Establishing cooperative

groups involves following elements (Woodland, Sendall, and Ceccucci, 2010, pg. 6):

○ Positive interdependence
○ Frequent opportunity for face-to-face interaction
○ Group member perception of individual and personal accountability toward the group goals
○ Consistent use of interpersonal communication skills
○ Ongoing group processing of progress and functioning for improved effectiveness.
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 Designing and Preparing Students for PBL
Projects-The Significance of Soft Skills My Bui
● The authors recommend teaching soft skills through experiential learning, including “planning,
setting goals, and thinking to actual experimentation, observation and a careful review of the
results.” (Woodland, Sendall, and Ceccucci, 2010, pg. 7).

○ For example:

■ Students can create posters, PowerPoint presentations or videos to solve and explain
problem or to summarize a lesson as performance task to show students’ mastery of
concepts.

■ Groups can write reflection on what they have learned, how he/she and his/her group
have collaborated and performed, strengths and weaknesses and what they could have
done instead to improve product and teamwork.

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Designing and Preparing Students for PBL
Projects-The Significance of Soft Skills My Bui

● Educators should incorporate soft-skills into curriculum by assigning “individual and group
classroom writings, group projects and presentations and involvement in student and professional
organization” and “comprehensive, holistic, and long-term team exercises and projects”
(Woodland, Sendall, and Ceccucci, 2010, pg. 7).

● To successfully implement PBL and improve soft skills, educators need to ensure that students
understand the task, grading system is fair and well-defined, and individuals are graded based on
participation besides their teams’ final products (Woodland, Sendall, and Ceccucci, 2010, pg. 8).

○ For example: At the beginning of the project, teachers can walk students through explaining
what is being asked from the project, what the rubric requires to be considered as
“satisfactory” etc.

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Designing and Preparing Students for PBL
Projects-The Significance of Soft Skills My Bui
● Teachers can guide students toward working cooperatively and having “cooperative mindset” by
providing them short exercises and activities. (Woodland, Sendall, and Ceccucci, 2010, pg. 6)

○ For example:

■ Teachers can have groups discuss and investigate GeoGebra activity and later share with
whole class what their partners said
■ Teachers can have students give positive feedback and a suggestion to improve work etc.

● “Prior to the PBL experience, instructors can enhance their students’ awareness of needed
content knowledge” (Woodland, Sendall, and Ceccucci, 2010, pg. 6).

○ For example:

■ Teachers can emphasize the importance of relevant lessons by stating the lesson will help
students solve coming up PBL project.
■ Teachers can pre-access students to see if they are capable with sufficient skills and
knowledge.
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Designing and Preparing Students for PBL
Projects-The Significance of Soft Skills My Bui
References and Recommended Resources
● Reference of the article:

○ Woodward, B. S., Sendall, P., & Ceccucci, W. (2010). Integrating soft skill competencies
through project-based learning across the information systems curriculum. Information
Systems Education Journal, 8(8), 1-15.

● Recommended resources:

○ Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing
House, 83(2), 39-43.
■ Retrieved at
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=5&sid=8b3621b3-eae1
-4b7a-83bc-488ce79cc6fc%40sessionmgr4007
○ Rice, M., & Shannon, L. J. Y. (2016). Developing project based learning, integrated courses
from two different colleges at an institution of higher education: An overview of the
processes, challenges, and lessons learned. Information Systems Education Journal, 14(3), 55. 22
■ Retrieved at: https://eric.ed.gov/?id=EJ1136184
Designing and Preparing Students-Technology Integration by PBL
Article: “Technology integration applied to project-based learning
in science ”
Emrah kemer
In this paper, the findings of a study that observed the use of technology (between 10-11 years) during
project-based learning activities in the science of the students was reported. As part of the overall
process of project-based learning, students used computer technology as a means to collect, organize,
and deliver information to their peers. Students conduct research, interact with peers, teachers and the
community, and exhibit insight through the presentation of Web pages. The results of the research
show that all students have reached their research goals. Students ' learning outcomes, skills
development and knowledge synthesis and detailing, scientific exploration tasks and their ability to
use technology to support and report research studies Observed. The support of teachers in providing
coaching skills is crucial to the success of students in a project-based environment.

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Designing and Preparing Students-Technology Integration by PBL
Article: “Technology integration applied to project-based learning
in science ”
Emrah kemer

The research described in this article examines the integration of technology to scientific project-based
learning. The activities used by teachers and students have been reported to synthesize information
from the fields of life sciences and information technology. The aim of this research was to observe the
process of integrating technology into scientific project-based learning among students. In particular,
this includes defining the content of the outcomes of project-based learning experiences and learning
activities as a result of the participation of students on each mission.

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Designing and Preparing Students-Technology Integration by PBL
Article: “Technology integration applied to project-based learning
in science ”
Emrah kemer
Method of The Paper

The most valuable finding from the project-based learning approach was to observe production. The
new information obtained from students ' own research and exploration revealed their success in the
electronic presentation of the students in relation to the discovery of new cases related to the world.
When included in the project task, both students and teachers benefited from teacher-student
interaction processes. Students learned from each other through collaborative learning and group
interaction. Although the dispute and conflicts between the members of the group occurred, the group
reflected a healthy internal growth among their peers.

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Designing and Preparing Students-Technology Integration by PBL
Article: “Technology integration applied to project-based learning
in science ”
Emrah kemer
Result of the Paper

In this study, the project-based learning approach was implemented in scicamp activity. Students have
been observed to learn from the project work – for example, to perform various group actions and
participate in high-level skills to organize, interpret and deliver information. Students have given great
value to their success in accomplishing the project. Most of the project-based learning initiatives have
been concluded that their goal has been reached. As young researchers, students learned their social
responsibilities in a group and obtained scientific knowledge through the various group actions
involved in research and study.

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Designing and Preparing Students for PBL-Improvement of
Student Laboratory Activities
Emrah kemer
● Reference of the article:

○ Chanlin, L. (2008). Technology integration applied to project-based learning in science.

Innovations in Education and Teaching International, 45(1), 55-65.
doi:10.1080/14703290701757450

● Recommended resources:

○ Barak, M., and Y.J. Dori. (2005). Enhancing undergraduate students’ chemistry
understanding through project-based learning in an IT environment. Science Education
89(1): 117–39.
○ Barron, B.J.S., D.L. Schwartz, N.J. Vye, A. Moore, A. Petrosino, L. Zech, and J.D. Bransford.
(1998). Doing with understand: Lessons from research on problem- and project-based
learning. The Journal of the Learning Sciences 7(3/4): 271–311.

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Project-Based Learning (PBL) By Nazire Besli

Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of

strategies critical for success in the twenty-first century. Students drive their own learning through
inquiry, as well as work collaboratively to research and create projects that reflect their knowledge.
From gleaning new, viable technology skills, to becoming proficient communicators and advanced
problem solvers, students benefit from this approach to instruction.

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PBL SOME EXAMPLES BY NAZIRE BESLI

For a closer look at what this looks like, consider just a few examples of the learning experiences that

happen more frequently in PBL classrooms:

● Students compare information from different sources before completing an assignment

● Students draw their own conclusions based on analysis of numbers, facts, or relevant
information
● Students try to solve complex problems or answer questions that have no single correct
solution

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PBL CONTINUE.. BY NAZIRE BESLI

● Students give feedback to peers or assess other students' work

● Students convey their ideas using media other than a written paper (such as posters, blogs, or
videos)
● Students answer questions in front of an audience
● Students generate their own ideas about how to confront a problem

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PBL CONCLUSION BY NAZIRE BESLI

These indicators paint a picture of students who are able to think on their feet, contribute to a team

effort, and work creatively when they confront new challenges.

What's more, all the PBL teachers in the study have provided professional development to colleagues.

These early adopters of PBL are walking the talk when it comes to collaboration and lifelong learning.

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REFERENCES

https://www.edutopia.org/blog/21st-century-skills-pbl-suzie-boss

https://sites.google.com/site/pblresearchresources/journal-articles

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