PROJECT BASED LEARNING

CONCEPT : 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 developing a public product or presentation for a real audience.
As a result, students develop deep content knowledge as well as critical thinking, creativity, and
communication skills in the context of doing an authentic, meaningful project. Project Based Learning
unleashes a contagious, creative energy among students and teachers.

OBJECTIVES :
A. Development of clinical reasoning skills
Upon reading a case study you should be able to:
1. Generate a number of hypotheses to explain the pt's problem.
These hypotheses should refer to anatomical locations, pathophysiological (or disease) processes, etiological
mechanisms down to the organ, tissue, cellular, or molecular level as appropriate to guide investigation into
the pt's problem.
2. Through a focused inquiry, you should obtain the information necessary to determine the correct
hypothesis(es).
3. Analyze the data obtained in light of the hypotheses considered, in terms of the basic mechanisms
responsible for all symptoms and signs and laboratory findings.
4. Synthesize the significant data acquired in this inquiry/analysis process into an organized, developing
picture of the pt's problem. This synthesis should be in terms of pathophysiological mechanisms at the
appropriate level (organ, tissue, cellular, moelcular). The organization should be in a cause and effect
scenario if possible to describe the chain of events, processes and structures involved.
5. Design an appropriate pharmacological intervention and justify in terms of mechanism of action of
drug(s).
6. Determine what epidemiological, pt care, health care, moral or ethical issues might be involved in the Dx
or Rx of this pt.

B. Development of self-directed study skills

During the problem-solving process, you should be able to recognize when more knowledge is needed to
better define and understand the pathophysiological mechanisms responsible for the pt's problem, and how
they might be managed.
1. The most appropriate resources for obtaining this new information should be determined and
appropriately used.These might include, but are not limited to:
a. Primary library sources
b. Computer sources, including bibliographic searches
c. Faculty (be considerate of their time!)
2. The accuracy, adequacy and timeliness of resources should be critiqued.
3. The new knowledge acquired should be combined with prior knowledge and applied to the pt's problem.

C. Depth and focus of knowledge acquired

Using the reasoning and self-directed process outlined above, you should be able to analyze the
pathophysiology of the pt's problem down to the organ,tissue, cellular and subcellular level, if possible. The
normal form and function (anatomy, physiology, behavior) of the structures and processes involved should
also be understood.

D. Development of conceptual skills

The new knowledge acquired during each case study must be organized into an overall understanding of the
different organ systems. The understanding of the dynamics of disease processes as well as their
pharmacological management is imperative to the resolution of future problems in these systems. Newly ac-
quired knowledge should be reviewed in the light of related problems from the past to see if larger principles
can be derived.

E. Development of team skills

Each student should contribute to and support the group in its tasks with pt problems by:
1. Actively contributing to the group problem-solving process.
2. Learning from and accepting help from others in the group.
3. Teaching and helping others in the group as appropriate in the learning process.
4. Accepting constructive criticism from others in the group.
5. Providing constructive criticism to others.
6. Taking responsibility for tasks required in the group's ongoing work.
Adapted from: Practiced-Based Learning: Problems-Based Learning Applied to Medical Education, H.S.
Barrows, Southern Illinois University School of Medicine, Springfield, IL, 1994.

FEATURES :

1. Engages students in complex, real-world issues and problems; where possible, the students select and
define issues or problems that are meaningful to them.
2. Requires students to use inquiry, research, planning skills, critical thinking, and problem-solving skills as
they complete the project .
3. Requires students to learn and apply content-specific skills/standards and knowledge in a variety of
contexts as they work on the project .
4. Provides opportunities for students to learn and practice interpersonal skills as they work in cooperative
teams and, whenever possible, with adults in workplaces or the community .
5. Gives students practice in using the array of skills needed for their adult lives and careers (how to allocate
time/resources; individual responsibility, interpersonal skills, learning through experience, etc.)
6 . Includes expectations regarding accomplishments/learning outcomes; these are linked to the learning
standards and outcomes for the school/state and are stated at the beginning of the project.
7. Incorporates reflection activities that lead students to think critically about their experiences and to link
those experiences to specific learning standards .
8. Ends with a presentation or product that demonstrates learning and is assessed; the criteria could be
decided upon by the students .

STEPS :

Whether students work individually, in pairs, or in groups, having them design something from scratch taps
their creative abilities. When using the project-based learning strategy, it is almost guaranteed that the
endeavor will be interdisciplinary. The teacher's role is to serve as coach, guiding students to use a variety of
resources, employ a strategy that is fun and motivating, and uncover content with depth and breadth.
If we examine project-based learning in the most general way, we can break it down into the following nine
steps (of course, teacher-coaches should modify the steps accordingly to suit the task and the students):

Step 1: Setting the Stage with Real-Life Examples

With the help of the school's science teacher, Mr. Jordan set the stage for his students to study the arch
bridge. He explained that the major advantage of the construction was that it had a large passage for vessels
to pass through. The Roman transportation system was a key priority for continuous military campaigns, as
well as for the trade that was carried to all corners of the empire. Mr. Jordan showed the students different
types of bridges, demonstrating the differences between the arch bridge and the primitive structures that
existed prior to its invention.

Step 2: Taking on the Role of Project Designers

Having his goal in mind, Mr. Jordan assigned the students their roles as engineers for Roman firms. He
explained that they were commissioned by the emperor, but had to use paper materials for their model
constructions. Each group of two to three students was to be a firm competing with other groups to build a
bridge that would meet predetermined specifications and be subjected to heavy weight.

Step 3: Discussing and Accumulating Necessary Background Information

Students conducted research on the arch bridge and learned that the center keystone was critical to
distributing weight evenly to each side. They saw the advantage of the Roman arch bridge over post-and-
lintel constructions, which did not offer as much clearance for whatever passed beneath. The even
distribution of weight created by an arch bridge's keystone made the structure more reliable, adding a degree
of stability and security.
Mr. Jordan and his students determined the parameters of the construction, setting strictly defined limits to
the length of the bridge and the roadway above.

Step 4: Negotiating the Criteria for Evaluation

Mr. Jordan and his students decided that the projects should be assessed by asking the following questions:
Did the group design and construct a bridge that employed the Roman arch concept?
Did the “engineers” try to keep their expenditures low?
Did the bridge support the weight that was placed upon it?
Once the criteria were clearly defined, the students realized that they might have to be modified in the
future.

Step 5: Accumulating the Necessary Materials

The students decided that they would use paper or soft balsa wood and glue or tape to make their arch
bridges. Mr. Jordan told them that any material they needed would have to be purchased at a mock store, and
they were expected to keep track of their expenditures on an expense sheet. For example, a sheet of paper,
representing stone, “cost” $1,000; a tablespoon of glue, representing cement, “cost” $2,000. Mr. Jordan
reminded students that construction commodities were very expensive in Ancient Rome. Students decided
that the bridge that withstood the most weight and was most cost-effective would win.

Step 6: Creating the Project

Students in each group worked on preliminary sketches and graphic organizers until they decided on a final
design. During this stage, Mr. Jordan served as coach, moving from group to group to guide the students'
work. As he did so, he asked himself the following COACHing questions (reflective of the COACH Model
in Chapter 3):
Do the students have a clear understanding of the task?
Does each student have ownership of her role within the group?
Are the students attentive and working together cooperatively?
Are the resources that students use geared to their comprehensive level of understanding?
Are any groups stumbling in a way that is blocking their work due to heightened emotions?
Mr. Jordan's role as coach obtained a clarity of purpose throughout this process. Prompted by the
COACHing questions and the GOPER Model, the students used their own intellects to solve problems while
attaining a higher level of learning.

Step 7: Preparing to Present the Project

The students in each group prepared for the final stages, discussing whether or not the presentations needed
to be rehearsed, or whether display cards had to be written. They also made note of the following:
Who designed and built the arch bridge
The cost expended on materials
What made their design aesthetically appealing
What they thought was unique about their design
What made their arch bridge strong enough to hold the weight that was placed on it.

Step 8: Presenting the Project

During this stage, students become aware of the ways their presentations meet the criteria of assessment.
The teacher-coach observes how engaged they are in presenting their projects. Each group in Mr. Jordan's
class showcased its arch bridge to the class, explaining how the design was achieved. Testing one bridge at a
time, weight was placed on top of it, to determine how much stress the bridge could bear without collapsing.
Not one student was absent on the day of the competition.

Step 9: Reflecting on the Process and Evaluating the Process

In this simulation, the students discussed what they enjoyed about working in pairs or small groups, and how
one student's idea would spawn another student's idea. They discussed what they liked about the materials
and what they found to be frustrating. Students shared their reflections to note what they had in common and
what was special to each pair or to each individual personally. They reviewed the criteria of assessment and
discussed how well they met them.

EDUCATIONAL APPLICATION :
10 benefits of project-based learning and how it can better prepare our kids with life skills that set
them up for future success.
1. Collaboration: Relationships formed during collaboration is a huge part of PBL. Not only do
students learn how to work better in groups—providing their own input, listening to others, and
resolving conflicts when they arise—they build positive relationships with teachers, which reinforces
how great learning is. Students also form relationships with community members when working on
projects, gaining insight for careers and beyond.
2. Problem Solving: Students learn how to solve problems that are important to them, including real
community issues, more effectively—even learning from failure and possibly starting over.
3. Creativity: Students apply creative thinking skills to innovate new product designs and possibilities
for projects.
4. In-Depth Understanding: Students build on their research skills and deepen their learning of
applied content beyond facts or memorization.
5. Self-Confidence: Students find their voice and learn to take pride in their work, boosting their
agency and purpose.
6. Critical Thinking: Students learn to look at problems with a critical thinking lens, asking questions
and coming up with possible solutions for their project.
7. Perseverance: In working on a project, students learn to manage obstacles more effectively, often
learning from failure and possibly starting over from scratch.
8. Project Management: Students learn how to manage projects and assignments more efficiently.
9. Curiosity: Students get to explore their curiosities, ask questions and form a new love for learning.
10. Empowerment: Students take ownership over their projects, reflecting on and celebrating their
progress and accomplishments.

RFERENCE :

www.olemiss.edu/
https://wegrowteachers.com/

Barisha Manna

M.ED – III Sem