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GROUP 3
DAGUINOTAN,
GWENDOLYN
CASPE, BRANDON TROY
CARDEJON, ALEYAH
COSA, MARK JERICK
CAUTIBAR, RUTH
PROJECT BASED-LEARNING
WHAT IS PBL?
Project Based Learning (PBL) is a teaching
method in which students gain knowledge
and skills by working for an extended
period of time to investigate and respond to
an authentic, engaging, and complex
question, problem, or challenge.
IN PROJECT BASED LEARNING, TEACHERS
MAKE LEARNING COME ALIVE FOR
STUDENTS.
Students work on a project over an extended period of time –
from a week up to a semester – that engages them in solving a
real-world problem or answering a complex question. They
demonstrate their knowledge and skills by creating a public
product or presentation for a real audience.
As a result, students develop deep content knowledge as well
as critical thinking, collaboration, creativity, and communication
skills. Project Based Learning unleashes a contagious, creative
energy among students and teachers.
HOW DOES PBL DIFFER FROM “DOING A
PROJECT”?
PBL is becoming widely used in schools and other educational settings, with
different varieties being practiced. However, there are key characteristics
that differentiate "doing a project" from engaging in rigorous Project Based
Learning.
We find it helpful to distinguish a "dessert project" - a short, intellectually-
light project served up after the teacher covers the content of a unit in the
usual way - from a "main course" project, in which the project is the unit. In
Project Based Learning, the project is the vehicle for teaching the important
knowledge and skills student need to learn. The project contains and frames
curriculum and instruction.
In contrast to dessert projects, PBL requires critical thinking, problem solving,
collaboration, and various forms of communication. To answer a driving
question and create high-quality work, students need to do much more than
THE GOLD STANDARD FOR HIGH-QUALITY
To help ensure your students are getting the main course
PBL
and are engaging in quality Project Based Learning,
PBLWorks promotes a research-informed model for “Gold
Standard PBL.”
The Gold Standard PBL model encompasses two useful
guides for educators:
1) Seven Essential Project Design Elements provide a
framework for developing high quality projects for your
classroom, and
2) Seven Project Based Teaching Practices help
teachers, schools, and organizations improve, calibrate,
WHAT ARE THE TECHNIQUES OF
PBL?
The method for distributing a PBL
problem falls under three closely related
teaching techniques: case studies, role-
plays, and simulations. Case studies
are presented to students in written form.
Role-plays have students improvise
scenes based on character descriptions
PROJECT-BASED LEARNING
EXAMPLE
One example of PBL in a K-12 classroom
might be an activity on environmental
pollution. Students might be asked to
research different types of pollution,
create a presentation about their findings,
and then design an action plan for
reducing pollution in their community.
Challenging Problem or Question
A PBL project is always based on a
meaningful problem to be solved,
question to be answered, or
challenge to be addressed. A well-
designed question, problem, or
challenge gives students room to
elaborate and explore throughout the
learning process. Additionally, a
compelling project is more likely to
increase motivation and
Sustained Inquiry
Students completing a PBL project engage in an
extended and rigorous research process that includes
inquiry, research, and application. A high-quality
project requires students to think critically about the
driving question, problem, or challenge. Most PBL
projects take longer than a few days to complete.
Students need enough time to find quality resources,
apply learning, synthesize results, and develop a
solution.
Authenticity
An authentic project involves real-world context,
addresses 21st century skills, and speaks to
relevant concerns, interests, and issues in the
students’ lives. An authentic PBL also connects
students to other people and communities,
creating a unique learning experience. Completing
an engaging PBL project transports students
beyond the boundaries of a traditional classroom.
Student Voice and Choice
Project-Based Learning gives students the opportunity
to make decisions about what they create and how to
express their ideas. This inherent autonomy creates a
strong sense of ownership in students, pushing them
to work harder and care more about their chosen
project.
Reflection
A well-designed project includes structured time for
reflection. Time set aside for reflection gives students
a chance to make necessary project adjustments and
Critique and Revision
PBL encourages students to give, receive, and apply
feedback to revise and improve their final product. The
critique and revision process creates opportunities for
collaboration that might not otherwise take place.
Public Product
The final step of the project is for to students make their
work public by sharing, explaining, or presenting it to an
audience outside of the classroom. A public product
encourages high-quality work and makes learning
tangible. It also allows for increased communication with
parents and the outside community.
THANK YOU

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