RSA 2: Project Based Learning

Peer Reviewed Articles:

Filippatou, D., & Kaldi, S. (2010). The Effectiveness of Project-Based Learning on Pupils with Learning Difficulties Regarding Academic Performance, Group Work and Motivation. International Journal Of Special Education, 25(1), 17-26.

Ching, Y., & Hsu, Y. (2013). Peer Feedback to Facilitate Project-Based Learning in an Online Environment. International Review Of Research In Open And Distance Learning, 14(5), 258-276.

Online Resources: http://bie.org/about/what_pbl

There are constantly new learning strategies being flooded into the classrooms. Many of them go quick and are given up on. One strategy that should be implemented and used is project-based learning (PBL). PBL is a research proven strategy that benefits all learners. In my previous blog, I discussed PLCs and that the mission statement of most schools is for ALL learners to make growth and succeed. PBLs should be discussed among peers. The research is clear and as the YouTube clip “Project-based Learning Explained” students will be more prepared for the 21st century and life as citizens.

In the article, The Effectiveness of Project-Based Learning by Filippatou, D., & Kaldi, S. (2010), they address the issues of the impact project-based learning (PBL) has on students who exhibit learning difficulties in both their academic performance and attitudes toward school. The Buck Institute for Education (BIE), an institution that focuses on educating teachers on PBL and the benefits it has for students, defines PBL as, “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge” (2015). Filippatou, et. al, (2010) reiterates that students gain knowledge through inquiry, decision-making, and making real world connections to the content. On top of this, Filippatou, et. al, (2010) also mentions that the different ways students communicate with one another and develop their presentation has a positive impact on students with disabilities in the way they learn and their ability to learn new content as well as their motivation in school work. Another benefit of PBL that was pointed out through other studies was the ability for students with disabilities to work at their own pace, work with peers who were higher, and it lead to a greater increase in knowledge. Filippatou, et. al, (2010) then conducted their own study of students with learning difficulties in the fourth grade. They studied each student’s case individually to develop a “theme”. The study was done using interviews, pre and post tests on academic content, and attitude scales to collect data on the students. The researchers compared the pre and post tests after the students went through PBL. Filippatou, et. al, (2010) found that the students with learning difficulties did significantly better on the post-test after going through the PBL. They also discovered that the students attitudes changed after PBL and students found a belief in themselves that they had a greater chance for success. Overall, the research done by Filippatou, et. al, (2010) showed that students with learning difficulties made improvement across all areas when PBL was implemented.

In the article Peer Feedback to Facilitate Project-Based Learning in an Online Environment by Ching, Y., & Hsu, Y. (2013), the researchers focus on the impact of peer feedback in an online learning environment. This research focused specifically on a group of graduate students. After conducting the research, Ching, Y., et al., (2013) found that the students significantly benefited from added peer feedback to their PBL. One way that students benefited was that they were constantly using higher level thinking. They were doing this in analyzing their peers work as well as furthering their own understanding of the content. Students also benefited from each other when they felt their own ideas and work were validated. One difficulty found in this study was the quality of peer feedback. Overall, the benefits from peer feedback in PBL was beneficial for the students involved.

In conclusion, PBL is a great way to prepare students for their present and future. It helps students with learning difficulties with not only their academics, but their view of schooling, motivation, and self-efficacy. Peer feedback is also leads to benefits when paired with PBL. Students should be taught how to give peer feedback ahead of time for greater benefits. Students learn and work on real-world tasks in PBL that further their 21st century learning. Once again, as Dauphin (2013) confirms what the research has been saying, PBL leads to students remembering content longer and better attitudes towards schools. Overall, PBL should be implemented within the classrooms; the research is clear.

Buck Institute for Education (2015). What is PBL? Retrieved February 07, 2015, from http://bie.org/about/what_pbl

Ching, Y., & Hsu, Y. (2013). Peer Feedback to Facilitate Project-Based Learning in an Online Environment. International Review Of Research In Open And Distance Learning, 14(5), 258-276.

Dauhpin, S. (2013). 12 Timeless Project-Based Learning Resources. Teach Thought. Retrieved February 05, 2015, from http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/

Filippatou, D., & Kaldi, S. (2010). The Effectiveness of Project-Based Learning on Pupils with Learning Difficulties Regarding Academic Performance, Group Work and Motivation. International Journal Of Special Education, 25(1), 17-26.

Project Based Learning: Explained. (n.d.). Retrieved February 07, 2015, from https://www.youtube.com/watch?v=LMCZvGesRz8