PROJECT-BASED LEARNING

I Introduction
Project-Based Learning (PBL) is a student-driven, teacher-facilitated approach to
learning. Learners pursue knowledge by asking questions that have piqued their
natural curiosity. It is not a new concept in the world of education. It provides
students with practical applications of concepts that allows for them to make
connections between the content being learned and the real world. The connections
produced allow students to see there are opportunities for them to use information
gathered in the real world and provides students with multiple opportunities to
enhance skills that will be needed in the future. Students learn how to collaborate
and brainstorm ideas of each other. They will develop their critical thinking and
problem-solving skills. This allows them to learn different ways of thinking and how
to come to conclusions more efficiently and effectively.

In fact, PBL is not a new concept. In 20 th century, Dewey introduced the idea of
using real life problems during the education (Evenson & Hmelo, 2000). This idea
has taken its place in formal education in 1970s in medical education as problem-
based learning (Maudsley, 1999). Later, this approach became popular in
engineering faculties and high schools (Boud & Feletti, 2003). Its main focus was to
connect the content and its applications, in other words, it can be referred to as
‘learning by doing’. Later problem based learned started to be used as PBL in
compulsory education steps. Not only PBL but also problem-based learning deals
with real life problems and both of them start with a problematic situation or
question. Although these two approaches seem to be the same at a first glance,
they are different from each other in terms of various aspects (MEM, 2016;
Blumenfeld, Soloway, Marx, Krajcik, Guzdial & Palincsar, 1991; Fleming, 2000;
Dooley, 1997).

According to Salandanon (2021) preparing projects and collection guarantees

constructive and productive activities related to the unit being undertaken. It
likewise serves as a sure venue for the application of concepts and principles
learned. In addition, it develops students’ manipulative skills, measurement ability
and keen aesthetic sense. It also brings out students’ creativity and resourcefulness
in designing and choosing appropriate materials to be used for a neat and orderly
presentation of the finished projects. A completed project could be a source of
pride, joy and satisfaction. It could motivate them to continue collecting or
accomplishing projects through the years.
There are three challenging aspects to PBL to be aware of. First, classroom
management can change drastically for both the educator and the students.
Students need to talk to each other and maybe even move about the room
more than usual. This can influence classroom management. Roles switch as
students take control and responsibility for their education. It may be an
uncomfortable change for both the educator and the students. Negotiating
might also be challenging, especially for students who do not have
experience in cooperative groups. As an educator plans for PBL, it is vital to
keep these challenging aspects at the front of his/her mind.

The aim of this paper is the impact of using the project-based learning, its
usefulness and its impact on improving some skills for students such as critical
thinking, creativity, ownership and collaboration inside my own classroom. By using
Project-based learning method can enable you and your students to go beyond
content coverage and develop the deep understandings and success skills needed
to thrive in today’s complex world.

II Review of literature and studies (at least 6 research and studies)

The Project-based learning has been part of the educational practice approximately
at the beginning of the 1980s and it was greatly influenced by the communicative
approach. Nowadays, as an appropriate and effective method, it is widely used in
the teaching of English as a second language.

Project-based learning promotes cooperation between students and the teacher

acts only as a guide during the project (Greenier, 2020). It is an efficient method
for the development of the twenty-first century skills, because it supports critical
thinking and problem solving, interpersonal communication, information and media
literacy, cooperation, leadership (Chu et al., 2017), problem solving in a creative
way, flexibility and originality (Duchovicova et al., 2018). It also helps to develop
students’ abilities, skills, attitudes and values that enable them to understand the
global challenges in a changing global economy (Zaťkova, 2015). Self-education is
a part of project-based learning, which makes students more responsible for all
aspects of their tasks (Klopfenstein, 2003). They must plan their tasks and assess
the completeness of the tasks (Robertson, 2011). It also makes possible, to deepen
and expand knowledge, to integrate knowledge into a comprehensive system of
knowledge, to realize the meaning and purpose of knowledge.

Students will learn to work independently and creatively, plan and complete their
work, take responsibility for their work and overcome obstacles, work with
information, present their own work, express themselves correctly and argue,
cooperate, communicate, tolerate, accept other opinions, evaluate their work and
the work of others (Turek, 2008). Project-based learning is considered a very useful
tool for mobilization of students, interesting interpretation of educational content,
acquiring new knowledge, but also for developing personal features necessary for
cooperation with other people and solving problematic situations (Chmelárová &
Pasiar, 2017). It makes a strong connection between students’ engagement in their
own projects and their learning outcome (Pedersen & Hobye, 2020). By using PBL,
teachers reinforce learning (reinforcer), they extend learning (extender), they
initiate learning (initiator), or they can navigate among these three trends
according to need (navigator).

Project-based learning is a student-centred form of instruction which is based on

three constructivist principles: learning is context-specific, learners are
involved actively in the learning process and they achieve their goals
through social interactions and the sharing of knowledge and understanding
(Cocco, 2006). It is considered to be a particular type of inquiry-based
learning where the context of learning is provided through authentic
questions and problems within real-world practices (Al-Balushi & Al-Aamri,
2014) that lead to meaningful learning experiences (Wurdinger, Haar, Hugg &
Bezon, 2007). Blumenfeld, Fishman, Krajcik, Marx and Soloway (2000).

Research indicates that PBL: (a) has a positive effect on student content knowledge
and the development of skills such as collaboration, critical thinking, and problem
solving; (b) benefits students by increasing their motivation and engagement; and
(c) is challenging for teachers to implement, leading to the conclusion that teachers
need support in order to plan and enact PBL effectively while students need support
including help setting up and directing initial inquiry, organizing their time to
complete tasks, and integrating technology into projects in meaningful ways (Brush
& Saye, 2008; Krajcik, et al., 1998).

The successful implementation of project-based learning in the classroom lies on

the
teacher’s ability to effectively scaffold students’ learning, motivate, support and
guide
them along the way. Effective scaffolded instruction within high-quality
experiences
will help reduce students’ ‘cognitive load’ (Hmelo-Silver, Duncan & Chinn, 2007),
will
enable them to make small successful steps and ultimately achieve ‘cognitive
growth
just beyond their reach’ (Bell, 2010, p.41). Leaving scope for learner control of
the
learning process is crucial with teachers and students having to work together
to
reflect upon the purpose of the project, set clear and realistic goals,
and make
decisions regarding the pace, sequencing and content of learning (Helle
et al.,
2006). In scaffolding students’ learning, teachers may need to give students
insight
into the content of the desired response in project-based learning in order to allow
them to recognise and take up the learning opportunities afforded in the classroom
(Gresalfi, Barnes & Cross, 2012).
The successful implementation of project-based learning in the classroom lies on
the teacher’s ability to effectively scaffold students’ learning, motivate, support and
guide them along the way. Effective scaffolded instruction within high-quality
experiences will help reduce students’ ‘cognitive load’ (Hmelo-Silver, Duncan &
Chinn, 2007), will enable them to make small successful steps and ultimately
achieve ‘cognitive growth just beyond their reach’ (Bell, 2010, p.41). Leaving
scope for learner control of the learning process is crucial with teachers and
students having to work together to reflect upon the purpose of the
project, set clear and realistic goals, and make decisions regarding the
pace, sequencing and content of learning (Helle et al., 2006). In
scaffolding students’ learning, teachers may need to give students insight into the
content of the desired response in project-based learning in order to allow them to
recognise and take up the learning opportunities afforded in the classroom
(Gresalfi, Barnes & Cross, 2012).

Project-based learning is a student-centred form of instruction which is based on

three constructivist principles: learning is context-specific, learners are
involved
actively in the learning process and they achieve their goals through
social
interactions and the sharing of knowledge and understanding (Cocco, 2006). It is
considered to be a particular type of inquiry-based learning where the
context of
learning is provided through authentic questions and problems within
real-world
practices (Al-Balushi & Al-Aamri, 2014) that lead to meaningful learning
experiences
(Wurdinger, Haar, Hugg & Bezon, 2007). Blumenfeld, Fishman, Krajcik, Marx and
Soloway (2000),

III My/Your context

In the context of COVID 19, innovation at this level creates quality education for
the learner. Innovation at the classroom level is linked with the use of various
technologically advanced equipment for the purpose of quality learning. It includes
the use of computers, which provide both audio and visual aids to learning. It also
includes extended use of PowerPoint presentations on a small or big TV display. It
will essentially enhance the quality of learning and have a more powerful impact on
the learner’s memory and their learning experience. Smartphones, tablets, e-books,
open sharing resources, digitalized libraries, etc. are some of the new
advancements in the field of education that have facilitated the learners of today’s
time. But still, the teacher plays a very important role in the classroom sessions.
The teacher is the one who acts as a facilitator and gives instructions to their
students.

During PBL, many students use their knowledge to have fun while completing their
projects. Teachers want to have fun, and this type of instruction is one way for
education to be fun. PBL helps students work independently. The projects are fun,
but they also teach them time management skills and the skills they need to solve
problems. One of the many advantages of PBL is that it encourages students to
promote creativity in their projects. Learners learn best when they create a
sharable and thought-provoking artifact. They use prior knowledge to complete
each activity that will become a project. Making learning enjoyable for students can
be very rewarding and increase their understanding.

In the 10th grade, students at AWIHAO NATIONAL HIGH SCHOOL are expected to
generate a mini-research paper in preparation for their practical research 1 and 2 in
Senior High School. Before giving the task to my students, I gave a thorough
discussion on how to write a research paper and presented the different examples
of research. I grouped my students and then gave each group the task of choosing
an issue they were interested in. The project would involve coming up with a viable
solution. As a class, we brainstormed all kinds of big issues, including how social
media is changing students’ ways of learning, modular distance learning, teenage
pregnancy, LGBT rights, and bullying.

Next, students had to conceptualize possible resources and questions they needed
to answer. Therein lies the beauty of PBL: Since I couldn’t anticipate their every
need, they had to take responsibility for their own learning and solve problems as
they encountered them. I created rubrics and exemplars so students would know
what I wanted them to achieve. I didn’t want to be controlling, but I wanted high-
quality products. As the students continued their research journey, they faced
difficult times, but because of their passion, positivity, and perseverance, they did it
until the end. 
They were able to submit their output in good quality. I think PBL has an impact on
our lives and encourages students to step out of their comfort zones, so authentic
learning happens when they are doing it on their own.

As an English educator, I believe that my experience in giving my students’ projects

has enhanced the quality of their learning, creativity and developed their critical
thinking. They learned not only inside the classroom but also outside it. My
students can give more input by being allowed to explore outside the four corners
of the classroom. Their creativity and resourcefulness will come out. Therefore,
project-based learning molds the students to become competent and proficient
individual in the future.

IV Reflection

Teaching the learners is a great privilege because you are shaping their young
minds and molding their characters and personalities to become the best versions
of themselves in the future. We cannot deny that this is not an easy job, but seeing
your students' eagerness and willingness fills you with joy, makes you feel valued,
and gives you satisfaction. Inside the four corners of the classroom, you are the
captain of your own ship, which means that you must be prepared, more
knowledgeable, skilled, and a facilitator. As you sail your journey in teaching, you
will encounter different challenges that will test your patience, capabilities, and all
areas of your life, especially in the midst of COVID 19. Those challenges will
strengthen and develop your professional skills. The coronavirus caused numerous
changes in the field of education. Despite the changes from face-to-face classes to
virtual classes, we were able to surpass and adopt the changes in the world of
education. We have learned about different platforms of teaching, such as: modular
distance learning, blended learning, online learning, and flexible learning. Through
the different platforms, we are able to maintain the essence of education. There are
different types of flexible learning, and one of those is project-based learning. This
type of learning is a method that helps students connect to the real-world.

As an English teacher, I believe that this method of project-based learning is a

powerful tool in a teacher’s repertoire of strategies. Given the effort required to
design and implement a good project, I need to ensure that I am using the strategy
at the right time and for the right reasons. PBL is a lot of hard work to get started,
but it will make all the difference if implemented correctly. During PBL, I give my
students a lot of opportunities to apply information learned in the classroom to real
world situations and make deeper connections with the content. They demonstrate
their knowledge and skills by creating a product or presentation for a real audience.
This real-world application will allow students to build up their skill sets and further
prepare them for their lives after school. As a result, students develop deep content
knowledge as well as critical thinking, collaboration, creativity, ownership, and
communication skills. Project-based learning allows students to become critical and
independent thinkers, which results in students becoming responsible for their own
learning. Since students are responsible for their own learning, their ability to
apply, transfer, and retain information increases.  Therefore, project-based learning
increases students’ academic performances.
V Conclusion
Using project-based learning as an instructional tool for the teaching-learning
process is powerful and worthwhile for the enhancement of the students’ growth
and development because it provides students with practical applications of
concepts that allow them to make connections between the content being learned
and the real world. They are able to construct their own knowledge and reflect on
their learning projects. Though the process of project-based learning will take time,
effort, and planning, the outcome will be fulfilling. PBL exerts a great positive and
beneficial effect on the students’ academic achievements, namely their language
skills, critical thinking skills, and knowledge acquisition. In addition, it will
essentially enhance the quality of learning and have a more powerful impact on the
learner’s memory and their learning experience. 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. Moreover, PBL projects are often
impressive, grand undertakings created and presented with ultimate pride and care.
The project-based learning method inside the classroom is a great help and
meaningful to my students because authentic learning happens.

REFERENCES

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Definition and Process of Project-Based Learning and Other Relative Studies. A
Literature Review on the Definition and Process of Project-Based Learning and
Other Relative Studies. Retrieved December 17, 2022
Larson, J. (2022, August 7). Pros and cons of Project-Based Learning. A Tutor.
Retrieved December 17, 2022
Literature Review of Project Based Learning - Buffalo State College. (n.d.).
Retrieved December 17, 2022