Project-based learning

Project-based Learning Running head: PROJECT-BASED LEARNING ACTIVITY

Project-based Learning Activity Benjamin Stewart TEC 560 Ms. Gina Phipps January 28, 2007

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Abstract This paper discusses sex steps that one should consider when designing a project-based learning activity. These steps include forming essential questions, developing a plan, scheduling milestones, monitoring the process, assessing the outcome, and evaluating the experience. The inclusion of these six steps helps learners set a goal that is pertinent to their life experiences, that includes them in some of the decision-making processes, and allows for self-reflection on what they and others are doing. Project-based learning requires an alternative assessment method that focuses on the learner as an individual with his or her own set of learning styles and preferences. It was determined that in order to provide effective project-based learning activities, the learners’ belief system, background, and prior knowledge should also be considered.

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Project-based Learning Activity This project-based learning activity (PBLA) is targeted to upper intermediate/lower advanced Mexican English language learners studying English at the University of Aguascalientes (Universidad Autónoma de Aguascalientes) in Aguascalientes, Mexico. In the city of Aguascalientes, located in the state with the same name, there are many indigenous people that travel from southern parts of the Republic that are virtually entirely impoverished. It is common to see indigenous mothers with their babies wrapped around their backs, asking for money at most busy intersections.

There are those that claim that some individuals even provide transportation and meek living quarters (a kind of “patron”) to the indigenous people in Aguascalientes who then must collect money as repayment with interest back to these “patrons”.

Finding a solution to helping those indigenous people living in Aguascalientes is no easy task. It is this reason that this complicated topic was chosen as a PBLA for Mexican English language learners living in the city of Aguascalientes.

Essential Questions Forming essential questions on the topic of discussing a solution for helping the indigenous people living in Aguascalientes certainly is greater than the task itself (The George Lucas Foundation…, 2003). Their solutions to the question have a real-world effect and can positively address an issue the learners face every day. The value in forming essential questions is having the learners take part in forming them. McKenzie says, “New research is more like shopping and cooking. We expect students to select and gather the choicest raw ingredients with great care and then cook their own meal. No

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microwave research reports! No fast food! No simple cut-and-paste” (2000). Some possible essential questions for this particular topic might be: •

How can I be part of the solution in helping the indigenous people that reside in Aguascalientes?

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How can I get the community involved in addressing this problem?

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How can I bring more awareness to the public eye regarding this problem.

These questions pose no simple solution for the learner. There is no one correct

answer since everyone has certain opinions on the subject. This is a real-world problem that is local and will have meaning to the learner because they more than likely see this issue on a daily basis.

The Plan This PBLA focuses on standards taken from the WIDA’s English language proficiency standards. WIDA is a consortium of “Wisconsin, Delaware, the District of Columbia, Maine, New Hampshire, Rhode Island, Vermont, Illinois, Alabama, Georgia, New Jersey, Oklahoma, Kentucky, and North Dakota” (WIDA, 2006a) and stands for World-class Instructional Design and Assessment (WIDA) Consortium. Its objective is “to the design and implementation of high standards and equitable educational opportunities for English language learners” (WIDA, 2006b). The standards are from the 9-12 grade cluster and cover the listening, speaking, reading, and writing domains that apply to the Social and Instructional and Language Arts standards (WIDA, 2006c).

Learners will be part of the decision-making process through a series of group discussions and debates. Learners will work in small groups to brainstorm and form opinions on their beliefs. Later, learners will participate in a formal debate where they

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will take sides on the issue. Finally, they will decide as a group on a plan of action as to the best way to solve this problem. Obviously this will all be done in English (the learners’ foreign language).

Subject areas will focus on English as a second language (ESL), Mexican history, anthropology, sociology, and psychology. These subjects will be covered in general terms and will depend on the English level of the class.

Technology will be incorporated into the PBLA in the form of information gathering, assorting, and presenting (GAP). Microsoft Word, Excel, and PowerPoint will be used for assorting and presenting information, while the Internet will be the primary source for gathering information. Some websites that will be of some use include: •

http://www.indigenouspeople.net/CENSUSSTORY.htm

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http://www.houstonculture.org/mexico/aguas.html

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http://www.elbalero.gob.mx/kids/about/html/indigenous/home.html

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http://www.zmag.org/content/showarticle.cfm?SectionID=8&ItemID=3957

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http://www.indigenouspeople.net/zapata.htm The Schedule Based on the essential questions that are finalized with the assistance of the

learner, an approximate timetable follows: Milestones Discussion

Time allotment 2 hours

Total time 2 hours

Debate

2 hours

4 hours

Finalize essential questions (three) Essential Question 1

1 hour

5 hours

5 hours

10 hours

Rationale Brainstorming; forming opinions Taking sides; persuading discourse Collaborative/cooperative learning activity Gathering and sorting information individually and in small groups; reflecting on

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Essential Question 2

5 hours

15 hours

Essential Question 3

5 hours

20 hours

Final presentation

5 hours

25 hours

essential question and modifying if necessary Gathering and sorting information individually and in small groups; reflecting on essential question and modifying if necessary Gathering and sorting information individually and in small groups; reflecting on essential question and modifying if necessary Synthesizing and evaluating findings; present information

Monitor Setting milestones, as mentioned earlier, helps learners achieve incremental “successes� as they move towards the final goal of the project. It is equally important that learners and facilitators monitor their progress. Learners should decide what role each is to take and to also understand how each role relates to each other. This form of peer monitoring puts learner responsibility in perspective since the success of the project relies on the contributions of each of its group members.

Another important monitoring technique is through the use of rubrics. Rubrics can be developed by the facilitator or by the learner. The benefit of using a rubric is that it provides a qualitative grading system that gives the learner specific expectations the group should meet. The value of using rubrics is that these expectations are shared with the learner before the project begins. In this way, the learner knows what to shoot for as they progress through the project.

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Assess the Outcome Assessing outcomes can come from traditional forms through the use of standardized-types of questioning. But the real benefit of assessing outcomes is through the use of alternative forms of assessment. Fantegrossi mentions the following as just a few examples of alternative assessment methods: “Portfolio Assessment, Performance Testing, Project-Based Assessment, and Observational Assessment”. Fantegrossi goes on to say, “When assessing students’ projects, [facilitators] will get a glimpse into each students’ understanding of the topic” (An Alternative of Assessment Methods…2001).

This provides feedback in order to see if adjustments to the instructional design are necessary. This could also extend to the curriculum in case more drastic changes are required for future classes. Another important assessment method is through learner selfassessment. Learners should assess each other’s work as they progress through the project and at the end once the project has been completed. It is also beneficial that learners assess other group’s work.

Evaluate the Experience Evaluating the experience provides a reflective approach to one’s work – both from a facilitator’s point of view as well as a learner’s perspective. As mentioned earlier, reflecting on the successes and/or failures of the learners work can help determine if changes are required to the curriculum in the future. The PBL activity should also be flexible enough to account for unexpected outcomes or problems throughout the project.

More importantly, reflection from the point of the learner forces him or her to concentrate on metacognitive, “thinking about thinking” (Livingston, 1997), processes. Learners interpret information through various intelligences which can be more easily exposed

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through reflection. Sharing these learning styles through open dialog with the facilitator and the rest of the class also help understand how to better work together in a community-learning environment.

Conclusion If project-based learning activities are designed properly, they provide a meaningful learning opportunity for the learner. The steps in designing a productive project-based learning activity include asking the “big” question, developing a plan, setting up a schedule, monitoring the process, assessing the outcome, and evaluating the experience. Project-based learning activities should contain real-world issues that do not simply have one “correct” answer. They should provide a chance for the learner to construct his or her own meaning through gathering, assorting, and presenting information, according to their own point of view through collaborative and cooperative learning that fosters individual compromise and the ability to resolve compromise. Each learner has his or her own belief system, background, and prior knowledge, so the objective of conducting project-based learning activities should be to build on these as the learner constructs new knowledge.

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References Fantegrossi, D. (2001). An Analysis of Alternative Assessment Methods With and Eye towards their Alignment with the NCTM Principles and Standards for School Mathematics and Achieve Inc.'s Foundations for Success Middle Grades Expectations. Retrieved on January 27, 2007 from http://www.math.umd.edu/~dac/650/fantegrossipaper.html Livingston, J. (1997). Metacognitive: An Overview. Retrieved on January 27, 2007, from http://www.gse.buffalo.edu/fas/shuell/CEP564/Metacog.htm McKenzie, J. (2000). The Question is the Answer. Retrieved on January 20, 2007 from http://www.questioning.org/module/module1.html The George Lucas Educational Foundation. (2003). Retrieved on January 20, 2007 from http://www.edutopia.org/modules/pdfs/pbl.pdf WIDA. (2006a). Retrieved on January 20, 2007 from http://www.wida.us/about/WIDA_background/document_view WIDA. (2006b). Retrieved on January 20, 2007 from http://www.wida.us/ WIDA. (2006c). Retrieved on January 20, 2007 from http://www.wida.us/Resources/standards/wizard/classroom/domain/elp_files/class room_9-12_ds.pdf