Pros and Cons of Project Based Learning

Project Based Learning

Project Based Learning is the departure from traditional lecture based learning. It requires the learner to become an active participant in the creation of knowledge. The learner must complete reality based exercises with other group members in order to achieve authentic learning. Students are challenged to complete projects with limited guidance from the teacher, rather than being told how to solve the problem. Although the benefits of project based learning are clear, there are many obstacles and issues inherit in this type of teaching method (Ellis, K. 2009).   http://www.edutopia.org/project-based-learning-introduction-video  

The Scenario

The teacher stands alone at the head of the class room. She writes information and instruction on the board. She assigns work from a text book. The students sit in silence at their desks. They copy the information and read the instructions on the board. They complete the assignment in the text book independently. 

Did the students interact with one another? Was the knowledge learned or was knowledge simply transfered? Did the students demonstrate a skill or did they regurgitate information?

To Team or Not to Team

Proponents of project based learning argue that knowledge gained from real life scenarios stays with the learner longer. Working in groups and learning the material for themselves is one of the main benefits of project based learning if the students are able to work together. ("If" being the operable word.) Working in teams does mimic the workplace, but it does come with its own set of issues. Disagreements between group members may arise and there may be an uneven distribution of work load. These are issues that usually don't occur in a traditional classroom setting.

Constructive

Project Based Learning is student-centered while traditional learning is teacher-centered. What does this mean? It means that in a teacher-centered classroom the instructor is the distributor of solutions. In a student-centered classroom the teacher is the distributor of problems. A creative solution is now the responsibility of the student. The purpose of project based learning is to mimic real life working situations. When learners are able to find reality based solutions, true learning does occur. However, if a solution does not present itself, students often become frustrated and disengage themselves from the project altogether. This issue is common and often does derail the intent of project based learning.http://www.edutopia.org/beginning-journey

Variability

Variability is one of the key components of project based learning. New situations and change always enhance the leaners' skills and reaction time. Conversely, variability is also the biggest obstacle, so projects may take more time then initially anticipated. Unforeseeable problems may occur while attempting to solve a problem, additional recourse may be needed, and constant updates to timelines need to be made. In short, less teaching does not mean less work. It does mean more prep time before and after the class is done. Project Based Learning

Attitude

Student attitudes toward project based learning also play a key role in the success of a lesson. Many students respond well to reality based projects and become truly engaged, but this is not always the case. If students are unfamiliar with this type of teaching method, they may see it as gimmicky. Students often don't see the big picture because the classroom doesn't look like the classroom they are accustomed to.Pros and Cons of Project Based Learning

Before Implementation

Let's say you are an educator, you see the value in Project-Based Learning, and you want to get started today. Before you implement project-based learning in your classroom, there are some important points to consider in order for the project to be a successful learning experience for your students. An article written by Larmer and Mergendoller (2010) lays out eight essentials for project-based learning. These guidelines will help you develop a project that your students will see worth completing. These essentials are:

• Incorporate significant content into the project;

• Create “A Need to Know” entry event to generate student engagement before introducing the project;

• Have students generate a driving question in order for the project to have a purpose;

• Give students a “voice and choice” in order for the project to continue to have meaning;

• Make sure the project demands 21^st century skills;

• Must foster student self-inquiry and innovation;

• Formulate a process for feedback and revision;

• Have student publically present their project.

Any educator who is serious about implementing project-based learning should read the Larmer and Mergendoller article in it's entirety. For more information and free resources on project-based learning, go to the Buck Institute for Education website. 

References

Boss, S. (2011). Project-Based Learning: A Short History. Edutopia. Retrieved from http://www.edutopia.org/project-based-learning-history

Ellis, K. (2009). An Introduction to Project-Based Learning. Edutopia. Retrieved from http://www.edutopia.org/project-based-learning-introduction-video 

Hamilton, S. (2011). The Pros Vs. Cons of Project-Based Learning. eHow. Retrieved from http://www.ehow.com/info_8396796_pros-vs-cons-projectbased-learning.html

Larmer, J., & Mergendoller, J. R. (2010, September). 8 Essentials for Project-Based Learning. Educational Leadership, 68, 52-55. Retrieved from http://www.bie.org/images/uploads/useful_stuff/8_Essentials_EdLdr_2012_version.pdf

Real World Instructional Design (1st ed.). Belmont, CA: Wadsworth/Thomson Learning.

Why Is Project-Based Learning Important? (n.d.).Edutopia. Retrieved from http://www.edutopia.org/project-based-learning-guide-importance