Project-Based Learning PDF

Basic Conceptions of Project-Based Learning Course Instructor: Kymbat SMAKOVA, PhD.,  THEORETICAL FRAMEWORK Historical Background of Project-Based Learning (PBL) “I want to connect school with life, make it, f...

Basic Conceptions of Project-Based Learning Course Instructor: Kymbat SMAKOVA, PhD.,  THEORETICAL FRAMEWORK Historical Background of Project-Based Learning (PBL) “I want to connect school with life, make it, for a child, a residence where it learns directly through life, instead of school being just a classroom where a child is given tasks, a school should be a place where a child would really live." (Dewey, 1904: 20, 51)  What is Project-Based Learning? (PjBL) Project Based Learning is a teaching method in which students actively gain knowledge and skills by engaging in real-world and personally meaningful projects to investigate and respond to an authentic and complex question, problem, or challenge (Dewey, 1938; Thomas, 2000; Polat, 2010; Boss, 2012; Yakovleva, 2014; Larmer et al. 2015;Lenz, 2015; Rahmawati et al. 2018; Murtazina, 2019; BIE, 2019) PBL leads to deeper understanding and greater retention of content knowledge. Students are better able to apply what they know to new situations (BIE, 2019).  Project- Based Learning as a Contemporary Approach in Education “Project Based Learning is an instructional strategy that enables students to learn meaningful content and practice skills needed for 21st century. If we are serious about reaching 21st century educational goals, Project Based Learning must be at the center of 21st century instruction”. (Buck institution)  Project- Based Learning as a Contemporary Approach in Foreign Language Education Organizing language projects is an effective way to create opportunities for foreign language learners to develop their abilities in the target language by interacting and communicating with each other in authentic contexts ( Fried-Booth, 2002). Project-Based Language Learning allows students to set and evaluate their own language learning goals, as well as content learning goals and other related skills and learning strategies ( Stoller,2006). The Distinguishing Features between Project-Based Learning and Traditional Projects The Distinguishing Features between Project-Based Learning and Traditional Projects  What are Benchmarks in PBL? What are Benchmarks in PBL? BENCHMARKS are the sub-tasks or building blocks needed to complete the final end product in a PBL Unit. They are a piece of the PBL that every student or group must complete and are often assessed. In PBL, benchmarks are simply the digestible chunks that break down your project and allow students to provide you with deliverables that they reflect on and you formatively assess  Project-Based Teaching Project Based Teaching Beginning PBL Developing PBL Gold-Standard PBL Practice Design & Plan Align to Standards Build the Culture Manage Activities Scaffold Student Learning Assess Student Learning Engage & Coach Gold- Standard PBL/ High-Quality PBL What theories is PjBL based on? Project-Based Learning (PjBL) is primarily based on several educational theories that emphasize active, experiential, and social learning processes. Here are the main theories underlying PBL: Constructivism- (Piaget, 1963; Bruner, 1990) Social Constructivism: Lev Vygotsky (1978) Experiential Learning Theory: David Kolb (1984) Inquiry-Based Learning: Influenced by John Dewey (1986)  Constructivism Constructivism Students construct their own understanding and knowledge of the world through experiments and experience. Project-Based Learning Inquiry-Based Learning Students develop solutions to complex and Students construct understanding driving questions. based on a “need or want to know” Students work in groups seeking multiple sources of information and creating authentic products.  Vygotsky’s Contribution “learning occurs through social interaction and environment that encourages individuals to develop cognitive challenges; he strongly believes that community plays a central role in the process of "making meaning." (Vygotsky, 1987; Wertsch, 1985).  PBL in Kazakhstan To explore and analyze Kazakhstani literature regarding the situation of the PBL implementation in Kazakhstani education. To analyze the awareness of authors/researchers of the Gold-Standart PBL essentials To analyze the compliance of Kazakhstani PBL with the Gold-Standart PBL