2 Project Based Learning Handbook
2 Project Based Learning Handbook
2 Project Based Learning Handbook
HANDBOOK
“Educating the Millennial Learner”
ISBN: 983-3244-31-9
Published by:
Communications and Training Sector
Smart Educational Development
Educational Technology Division
Ministry of Education
Pesiaran Bukit Kiara
50604 Kuala Lumpur
Malaysia
Tel: 603-2098 7788/7870
Fax: 603-2092 3763
Contents
Foreword (v)
Introduction 1
ontents
Checklist for framing an effective question 28
Contents
ontents
Why do we need essential questions? 29
Examples of EQ 31
Ten functions of essential questions 32
Alternative Assessment
Characteristics of alternative assessment 35
Assessment Tools 36
Types of alternative assessment 36
Alternative assessment in Malaysia 38
iii
Rubrics
What are rubrics? 39
Why use rubrics? 43
Creating rubrics 46
Tips on rubrics 47
iv
Foreword Foreword
F o r e w o r d
F o r e w o r d
Foreword
Foreword
in areas of teaching and learning by integrating technology.
This handbook is timely as it gives a brief overview of Project-
based Learning (PBL), how it can be used to achieve 21st
century skills, and activity-based learning to encourage
self-directed, self-paced and self-accessed learning among
students.
v
Introduction Introduction
I n t r o d u c t i o n
Introduction
Introduction
Introduction
learning process. It is touted to be the approach and means
to achieve the 21st century skills. Moving away from rote
learning and memorisation, Project-based Learning builds
on individual strengths, and allows individuals to explore
their interests in the framework of a defined curriculum.
1
Introduction
2
Project-Based
Learning
(PBL)
ject-Based Le
Project-Based Learning (PBL)
Project-Based Learning (PBL)
Project-Based Learning (PBL)
3
According to Sylvia Chard, the Project-based Learning
approach is an “in-depth investigation of a real-world
topic worthy of children’s attention and effort.” Hence,
field trips, experiments, model building, posters, and the
creation of multimedia presentations are sample activities
within PBL where students with differing learning styles
demonstrate their knowledge by means of inquiry.
(Source: http://www.edutopia.org/modules/PBL/
whatispbl.php)
4
PlanningProducts
ConstructionProducs Question
TrainingProducts Plan
MediaProducts Schedule
TechnologyProducts Monitor
PresentationProducts Systematic Assess
WrittenReports Teachingand Evaluate
LearningMethods
Productand
taskoriented
Engaged
Learning
Project-based
LearningDefinition
Searching
ActiveExploration
Solving
Creating
Skills-based Sharing
ResourcesSkills
InterpersonalSkills
InformationSkills
Authentic SystemSkills
Assessments TechnologySkills
BasicSkills
UseRubrics Listening
Processoriented Thinking
EndProduct PersonalQualities
Conformtostandards
Bothformativeandsummative
5
Why Is Project-Based Learning Important?
6
As outlined in their report, What Work Requires of Schools
(1991), a high-performance workplace requires workers to
have solid foundation in basic literacy and computational
skills, in thinking skills necessary to put knowledge to
work, and personal qualities that make workers dedicated
and trustworthy. High-performance workplaces also
require other competencies such as the ability to manage
resources, work amicably and productively with others,
acquire and use information, master complex systems,
and work with a variety of technologies.
7
Project-based Learning and the use of technology
bring a new relevance to the learning at hand.
8
Project-based Learning promotes lifelong learning.
9
Project-Based Learning in Malaysian Schools
10
Documented in the “Malaysian Smart School: A
Conceptual Blueprint” (Ministry of Education, 1996), the
ideal curriculum is:
11
• GLOBAL. The curriculum develops in students
an awareness of global interdependence in all
aspects of life including the environment and the
economy.
12
Furthermore, these skills are to be infused into the
curriculum:
• Personal skills
• Social Skills
• Knowledge Acquisition Skills
• Mathematical Skills
• Thinking Skills
• Scientific Skills
• Generic Skills
• Environmental Skills
• Creative Skills
• Information Technology Skills
13
To initiate this change in making PBL viable in Malaysian
schools, four design principles needs to be adhered
strictly.
• Define learning-appropriate goals that lead to
deep understanding;
• Provide scaffolds such as “embedded teaching,”
“teaching tools,” sets of “contrasting cases,” and
beginning with problem-based learning activities
before initiating projects;
• Ensure multiple opportunities for formative self-
assessment and revision; and
• Develop social structures that promote
participation and a sense of agency.
14
Students in action…
“Yeah… we
can start to
communicate
with our
friends in
Japan…”
15
Virtual Field Trip to New Zealand: “Blue Duck”
16
Students at work...
17
How to Implement Project-Based Learning?
18
The school’s strategy:
• To learn collaboration, work in teams.
• To learn critical thinking, take on complex
problems.
• To learn oral communication, present.
• To learn written communication, write.
• To learn technology, use technology.
• To develop citizenship, take on civic and global
issues.
• To learn about careers, do internships.
• To learn content, research and do all of the
above.
19
Teddy Bear Project
2004 Malaysia-Taiwan
Teddy Bear Project (English
Language)
2005 Malaysia-Taiwan
Teddy Bear Project
(Chinese Language)
20
1945 - My Hometown Project
21
Steps in Project-based Learning
There are six (6) steps to Project-based Learning
6 Evaluate
5 Assess
4 Monitor
3 Schedule
2 Plan
1 Essential Question
Step 1
Start with the Essential Question
The question that will launch a Project-based Learning
lesson must be one that will engage students. It is greater
than the task at hand. It is open-ended. It will pose a
problem or a situation that the students can tackle
knowing that there is no ONE answer or solution.
To start off,
• Take a real-world topic and begin an in-depth
investigation.
• Question is based on situations or topics that are
authentic.
• Make students feel that they are making an impact
by answering the question or solving the
problem.
• Make the question relevant for students. The
question should have meaning in their lives at
that moment of time.
22
Step 2
Design a Plan for the Project
When designing the project, it is essential to select
content standards to be addressed. Involve students in
the planning process. Students feel ownership of the
project when they have an active role in deciding activities.
Base on the curriculum, select activities that support the
question. Know what materials and resources to be made
accessible to students. Be prepared to delve deeper into
new topics and issues as students become more involved
in pursuit of answers.
Step 3
Create a Schedule
Design a timeline for project components. Realise that
changes to the schedule will happen. Be flexible, but help
students realise that a time will come when they need to
finalise their thoughts, findings, and evaluations. Allow
students to go in new directions. Guide them when they
appear to be going in a direction that has no connection
to the project. Help students to stay on course but don’t
accidentally set limitations.
23
Step 4
Monitor Students and Project Progress
Facilitate the process and inculcate love for learning.
Teach students how to work collaboratively. Designate
fluid roles for group members. Let students choose their
primary roles but assume responsibility and interactivity
for other group roles. Remind students that every part
of the process belongs to them and needs their total
involvement. Provide resources, guidance and assess the
process through creating team rubrics and project rubrics.
Team rubrics state the expectations of each team member
while project rubrics refer to evaluation requirements of
the projects. As such, these requirements must be made
clear to students to ensure success in their projects.
Step 5
Assess the Outcome
Assessment provides diagnostic feedback and helps
educators set standards. It allows one to evaluate progress
and to relate that progress to others. It gives students
feedback on how well they understand the information
and what they need to improve on. Assessment also helps
teachers design instruction to teach more effectively.
Whenever possible, allow self-assessment among students.
If student’s and teacher’s assessment contradicts, a
student-teacher conference to justify learning outcomes
should be held.
24
Step 6
Evaluate the Experience
In the busy schedule of a school day, there is often little
time for reflection. Yet, reflection is a very important part
of the learning process. Set a time for reflection of daily
activities. Allow individual reflection, such as journaling,
as well as group reflection and discussion. Share feelings
and experiences, and discuss what worked well and what
needs change. Share ideas that will lead to new questions,
thus new projects.
25
Question (EQ)
Question (EQ) The Essential
The Essential Question (EQ)
The Essential Question (EQ)
26
Level of complexity in an essential question
A good essential question makes a project intriguing,
complex, and problematic. Although standard classroom
assignments and homework pose questions that students
must answer, an essential question requires multiple
activities and the synthesis of different types of information
before it can be answered.
27
The elements of “Trinity of PBL” comprising: (1) content,
(2) skills, and (3) personal strengths have to be identified
by educators when they frame the essential question.
t
en
Sk
nt
ills
Co
Personal Strengths
(Source: www.pbl-online.org)
28
Why do we need essential question?
EVALUATE
Make a thoughtful choice between options,
with the choice based upon clearly stated
criteria
SYNTHESISE
Invent a new or different version
ANALYSE
Develop a thorough and complex
understanding through skillful questioning
29
Students must construct their own answers and make
their own meaning from the information gathered. Only in
this way, they create insights. Answering such questions
may take a whole lifetime, and even then, the answers
may only be tentative.
(Source: www.FNO.org )
30
Examples of Essential Question (EQ)
Table 1: Sample Essential Question
31
Ten Functions of Essential Questions
32
RememberthatEQ
requirebrainstormingandrevision
linktothe"bigidea"
mostchallengingtaskinplanningPBLprojects
bepreparedtobesurprisedbystudents
CraftingtheEQ
Framing
developprojectidea
validatewithHSPandcurriculum
Process identifyPBLproject'strinity
completethequestion:
whatmustweas....do....sothat....
sothat....
Refining
engagestudentsinreallifesituation
esituation
multidisciplinary
answerscan'tbefoundbut
needtobeinvented
requirestudentstoEVALUATE,
ANALYSE,SYNTHESISE
33
The Refining Process
34
Assessment
Alternative
Alternative Assessment
Alternative
Alternative Assessment
Alternative Assessment
Assessment for learning starts with outcomes, proceeds
with projects, products, and performances that map to the
outcomes, and completes the loop with assessment and
feedback to students. Alternative assessment provides
avenues to assess projects effectively.
Alternative Assessment
Alternative assessment assesses acquisition of knowledge
and skills in ways other than the conventional methods
such as traditional paper-and pencil tests. It actively
involves students in a process that combines what is
taught, how it is taught, and how it is evaluated.
35
Assessment Tools
Types of Assessment
Example:
In a science class, students conduct a lab
experiment and write about their process
and choices in a lab report instead of
taking multiple-choice tests about scientific
experiments.
36
Authentic Assessment assess “real-life” and planning
skills, creativity, knowledge integration, and collaboration
abilities outside the school environment. This can be
achieved by using a pre-determined set of criteria for
instance rubrics, a scoring scale incorporating a set of
essential criteria for the task and appropriate levels of
performance for each criterion used.
Example:
The Biology teachers assess students’
understanding of the scientific process and
collaboration by having students take part
in the “Save the Mammals” campaign and
analysis of local dugong population.
(Source: http://www.teachervision.fen.com/educational-
innovation/educational-testing)
37
Alternative Assessment in Malaysia
Characteristics Benefits
38
Rubrics Rubrics
R u b r i c s
Rubrics
RUBRICS
Rubrics
Rubrics are authentic assessment tools designed to
simulate real-life activity where students are engaged
in solving real-life problems. It is particularly useful in
assessing complex and subjective criteria. Formative
assessment best describes rubrics and it becomes an
ongoing part of the whole teaching and learning process.
Its assessment tools comprise the rating scale, a set of
evaluation criteria and descriptors.
39
Sample Rubrics 1
Rubrics
CATEGORY 4 3 2 1
Data Professional Accurate Accurate Data are not
looking and representation of representation shown OR are
accurate the data in tables of the data in inaccurate.
representation of and/or graphs. written form,
the data in tables Graphs and but no graphs
and or graphs. tables are labeled or tables are
Graphs and and titled. presented.
tables are labeled
and titled.
Visual The visual is The visual clearly The visual The visual is not
colourful and represents the is somewhat representative of
also clearly data and is meaningful. the data.
represents the meaningful to
data shown. It the project.
is meaningful to
the project.
(Source: http://rubistar.4teachers.org/index.php?screen=
ShowRubric&rubricid=90622)
40
Sample Rubrics 2
Rubrics
CATEGORY 4 3 2 1
Checking The work has The work has Work has been Work was not
been checked by been checked by checked by checked by
internet site and internet site and internet site but internet and no
all appropriate most corrections corrections were corrections were
corrections made. not made. made.
made.
Working with Student was Student was Student Student did not
Others an engaged an engaged cooperated work effectively
partner, listening partner but had with others, with others.
to suggestions trouble listening but needed
of others to others prompting to
and working and/or working stay on-task.
cooperatively cooperatively.
throughout
lesson.
Neatness and The work is The work is The work is The work
Organization presented in presented in presented in an appears sloppy
a neat, clear, a neat and organized fashion and unorganized.
organized fashion organized fashion but may be hard It is hard to
that is easy to that is usually to read at times. know what
read. easy to read. information goes
together.
(Source: http://rubistar.4teachers.org/index.php?screen=
ShowRubric&rubric_id=407816)
41
Sample Rubrics 3
Rubrics
CATEGORY 4 3 2 1
Body There are 3 There are 3 There are only 2 There really
clearly defined somewhat clear somewhat clear aren’t any
body paragraphs paragraphs that paragraphs that paragraphs and
that tie into the tie into the main tie into the main they don’t seem
main idea. idea. idea. to tie into the
main idea.
Grammar & Writer makes Writer makes Writer makes Writer makes
Spelling no errors in 1-2 errors in 3-4 errors in more than
grammar or grammar or grammar or 4 errors in
spelling that spelling that spelling that grammar or
distracts the distracts the distracts the spelling that
reader from the reader from the reader from the distracts the
content. content. content. reader from the
content.
Neatness Paper is neatly Paper is neatly The writing Many words are
written with written with 1 is generally unreadable OR
no distracting or 2 distracting readable, but there are several
corrections. corrections (e.g. the reader has distracting
dark cross- a hard time corrections.
outs; bumpy reading some of
white-out, words the words.
written over).
(Source: http://rubistar.4teachers.org/index.php?screen=
ShowRubric&rubric_id=405583)
42
Why Use Rubrics?
43
To ensure effective use of rubrics, involve students in the
following:
(Source:http://kancrn.kckps.k12.ks.us/Harmon/
breighm/rubrics.html)
44
In sum, rubrics:
• Allow assessment to be more objective and
consistent
• Allow teachers clarify his/her criteria in specific
terms
• Show students how their work is evaluated and
what is expected
• Promote students’ awareness on criteria to used in
assessing peer performance
• Provide useful feedback on effectiveness of
instruction.
• Set benchmarks against what to measure and
document progress
• Set specific performance characteristics in levels
to indicate the degree to which a standard has
been met.
45
Creating Rubrics
Step 1
List the criteria used in assessing performance
and determine learning outcomes.
Step 2
Determine performance levels.
46
Step 3
Write a description for each performance level
Step 4
Use, evaluate and revise rubric
47
For Project-Based
Learning Users
For Project-Based Learning Users
Project-Based Learning
ect-Based Le
For Project-Based Learning Users
“Dos and Don’ts in PBL”
48
Dos () Don’ts ()
49
Dos () Don’ts ()
Allow students time to Don’t rush students.
reflect and discover.
50
Frequently Asked Questions (FAQ)
51
Why should I use Project-based Learning?
PBL is extremely effective as a method for engaging
students in their learning. With engagement comes
focus, discipline, and mastery of academic content.
Further, students have the opportunity to work on
problems and issues relevant to their lives, as well as
learn vital work and life skills necessary to succeed in
schools or in working environments.
52
How long should projects last?
A period of 2 - 6 weeks is recommended for projects
as it ensures maximum effectiveness and solid
assessment.
53
I do projects in my classroom. Does that mean I’m
doing PBL?
No. Nearly every teacher does projects, usually as
the culmination of a unit of study. Some teachers
initiate a project but do not allow students to focus
on activities, lectures, films, readings and group
work. In a PBL, every activity, every word spoken by
the teacher and student, every book read, every film
watched, every lab completed is contextualised by the
project’s driving question. Students examine, explore
and analyse content to solve problems, present
findings and informed opinions.
54
How can I increase the depth of learning issues by
students?
Teacher’s prompts are helpful as it encourages
students to probe and pursue issues in-depth to add
to their understanding of subject matter. The on-
going learning issue list should be posted somewhere
obvious in the classroom to inform and remind
students of what is lacking and what is still pending.
As students progress in their research and findings,
the informed list will become non-existent.
55
How can I effectively monitor the many project groups
engaged in PBL?
Assigning and rotating students’ roles in small groups
are useful ways to allow groups to progress without
having the teacher within the group most of the
time. This will allow teachers to circulate at a slower
pace. Rotating roles among students, and teachers
providing feedback on how they performed in their
roles will allow each student to experience having to
both talk and listen as well as to lead and follow.
56
Often argued, “There is no individual accountability
in group learning as advocated in PBL.” How is it so?
PBL requires students to use specific skills,
such as collaboration, teamwork, time and task
management, or presentation skill, to conclude a
project successfully. These skills cannot be practiced
or learned through traditional transmission models
of education. This approach maximises student’s
individual accountability.
57
Do I have to train my students to participate in a PBL
classroom?
Not only do you have to train your students in soft
skills, e.g. collaboration, facilitation, oral presentation;
the habits of mind like inquiry and resilience but
their parents, administrators and fellow teachers as
well. PBL is an excellent way to get the community
into the classroom to function as tutors, experts,
guest speakers and panel members. Transparency
is the key to a PBL classroom, “We want the public
in our classrooms.” If teachers in traditional schools
complain about the lack of parental involvement, it is
not true in a PBL classroom.
58
Resources
List Of
L i s t O f R e s o u r c e s
List Of Resources
Of Resources
List Of Resources
BIE. About PBL. Retrieved May 16, 2006, from URL: http://
www.pbl-online.org/mod1/pathway1.htm
vi
Of Resources
Markhan, Thom, Larmer, John, & Ravitz, Jason. (2003).
Project-based Learning (2nd Edition): A guide to standards-fo-
cused project-based learning for middle and high school teach-
ers. Buck Institute for Education, Navato, California.
vii
Novel Approach Consulting Group. Retrieved June 2006,
from URL: www.novelapproachpbl.com
http://www.teachervision.fen.com/educational-testing/
teaching-methods.Retrieved June 2006
http://kancrn.kckps.k12.ks.us/Harmon/breighm/rubrics.
html. Retrieved June 2006
viii
Appendix Appendix
Appendix
Appendix
Appendix 1
PBLiscurriculumfueledandstandard-based
PBLasksaquestionorposedaproblemthatALLstudentscananswer.
Concrete,handsonexperiencescometogetherduringproject-basedlearning
PBLallowsstudentstoinvestigateissuesandtopicsinreal-worldproblems.
PBLfostersabstract,intellectualtaskstoexplorecomplexissues.
Fieldtrips,experiments,modelbuilding,posters,reportsandfolio.
Creationofmultimediaareexamplesofviablestudentsactivities
EssentialQuestions
Engagingstudents
Poseaproblemorasituation
Real-worldtopic,authentic
WhatisPBL?
Studentsfeelanimpactwhilesolvingproblem
Plan
Project-Based
Learning Contentstandardsidentified
Involvestudentsinquestioning,planningandprojectbuilding
Studentsfeelownershipoftheproject
Integrateasmanysubjectsaspossible
SamplePBL
Appendix
Howto Ensurethatmaterialsandresourcesareavailable
projects
implementPBL
Schedule
Designatimelinefortheproject
WhyPBL? Timeallotment:schoolhours,orotherdedicatedtime
Givedirectionforstudentstomanagetime
Studentsworkindividuallyofingroups Helpstudentstomeetdeadlines
constructingknowledgeandbuilding
understanding Monitor
Studentsareabletothink"outsidethe Facilitatetheprocess-Makerequirementsclearforeveryprocess
box" Mentortheprocess
Utiliserubrics-teamrubricsformember
Studentscanworkingroupsandwork -projectrubricsforproject
withothersthroughcollaborative
learning
Assess
Studentsutilisedthe3pillarsofSmart Makeassessmentauthentic
Schoolself-directed,self-accessand Typesofauthenticassessment
self-paced
Evaluate
Studentshaveopportunitytowork
withreal-lifeissuesandpractices Individualreflection
Groupreflection
Studentsareabletoacquireself- Whatworks
managementskillssuchastime Whatneedschange
management,resourcemanagement Shareideasthatwillleadtonewinquiries
andstressmanagement
Abletoacquirelife-longskills
Globalisationanddigitisationof
livingenviromenthascreatedricher
lifestyles
Digitallifestyleshasbrokendown
bordersandlearninghasbecomeany
place,anytime,anyhowwithmultiple
channels.
ix
Appendix 2
PBL
row on row
collaboration
authentic tasks
repetitive tasks
Circular Living
Task Document
63
x
Contributors Contributors
Contributors
64
Contributors
CONTRIBUTORS
Advisor
Editorial Board
xi
School
SMK Batu Empat, Gerik
Perak Perak State Education Department,
School Division
SK Putrajaya 2, Putrajaya,
Selangor Selangor State Education
Department, School Division
xii