21st Century Education: Project Based Learning. Turkey Alzahrani. Marshall University

Transcription

1 1 21st Century Education: Project Based Learning Turkey Alzahrani Marshall University

2 2 21st Century Education: Project Based Learning Introduction: Many educators think that the way of teaching and schools' standards need to be changed. Therefore, integrating technology in classrooms has been an essential tool for teachers in today's classrooms. Because of this, 21 st century education has emerged as an idea that aims to teach students in classrooms through appropriately technological and instructional strategies. 21 st century requires teachers to use technology to enhance their methods of teaching. There are six pillars of 21 st century. These pillars are critical thinking, language acquisition, global studies, project based learning, math and science, and character education. In this paper, one of these pillars will be discussed which is project based learning. The definition and the importance of project based learning will be addressed, how it applies to 21 st century will be explained, an example of its application, and the role of technology will be provided. Project Based Learning: Project based learning is one of the pillars of 21 st century. The idea of project based learning is to provide students with educational opportunities to integrate with knowledge, collaborate with their peers, and examine new thoughts (Bradford, 2005). Markham (2011) thinks that students need not just to learn, they even need to apply what they have learned through projects and research the knowledge that they have gained. In other words, when students learn about a certain topic, teachers have to ask them to research and produce a project about this subject. Students should take an advantage from digital tool to produce high quality and collaborative work (Markham,

3 3 2011). It means that they should benefit from technologies provided for them to learn and develop new ideas. The Definition of Project Based Learning: Project based learning has been defined differently in many resources. According to Robinson (2013), "Project based learning is a systematic teaching method that engages students in learning essential knowledge and life enhancing skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and tasks" (p. 7). In fact, PBL can be defined as "An extended learning process that uses inquiry and challenge to stimulate the growth and mastery of skills" (Markham, 2011, p. 39). In Project-Based Learning (PBL), students discover serious problems, work with each other collaboratively, develop new ideas, and learn valuable skills (Edutopia, 2008; Hopper, 2014). Project based learning is a creative approach to teaching a variety of methods vital for success in the 21st century. Project-based learning shifts away from the traditional classroom with teacher-centered lessons allowing students to go through an extended process which teaches them to explore real-world problems, challenges and think critically. The Importance of Project Based Learning: Using project based learning as a method to enhance students' knowledge is a professional method that supports these students for future life. Project based learning empowers teachers to teach, observe, and measure the growth of students' skills (Markham, 2011). To succeed at project based learning, students must practice and demonstrate the exact skills necessary in life, the workplace, and in any environment

4 4 requiring self-starting, self-managing, and skillful individuals (Markham, 2011). Project based learning is important for students because of its benefits. In fact, there are many advantages of using project based learning in classrooms. The first benefit of project based learning is that this method keeps students' attention (Bradford, 2005; Markham, 2011). In other words, when students learn through project based learning, they become engaged in the process of learning (Bradford, 2005; Markham, 2011). Therefore, they will be focused during classroom time because they feel productive. When students learn by project based learning, they become highly active and reflective learners (Gultekin, 2005; Hopper, 2014). The second advantage of project based learning is that students can acquire new skills such as research and problem solving skills. Bradford (2005) believes that project based learning helps students to be skillful in research and problem solving. When students conduct a research about any topic, they learn new research skills and how to solve problems quickly (Markham, 2011; Hopper, 2014). Hence, students who learn through this project based learning become independent learners (Bradford, 2005; Markham, 2011; Hopper, 2014). The third benefit of project based learning is that students learn how to think critically which helps them to have a deeper understanding about the topic researched (Hopper, 2014). Having a deeper understanding about a subject increases students' appreciation of the knowledge that they learn. Therefore, students become motivated and active to learn and participate in class (Acar, 2013). Hopper (2014) stated that project based learning is powerful method that motivates students to gain knowledge and work collaboratively with others.

5 5 Applying Project Based Learning to 21 st Century: Project based learning should be used as the structure of a unit not the assessment at the end of the unit. To apply project based learning effectively, the project should be introduced as the first point of the unit. All lessons within the unit should teach a kills that will empower students to complete the project. This format makes the lessons directly relevant to real life because the students will immediately take the information and apply it to their project. Throughout the project, technology should be integrated into the unit which will help students produce a high quality project. Example of Project Based Learning: There are many examples of project based learning that effectively teach 21 st century skills. An example of project based learning can be taught through an Architecture Unit. In general, the goal of architecture unit is to create a professional quality blueprint. Each lesson teaches an aspect of creating a professional product such scale, and using the program AutoCAD. After each lesson, students will apply the lesson's content to develop their drafts. Specifically, an example found in Ron Berger's "An Ethic of Excellence" introduces the goal of an architecture unit as making blueprint for a playhouse. This playhouse will be made and given to the local kindergarten. The first lesson for the students is to meet with kindergarten students to collaborate with them about what they want their playhouse to include. This creates a line of communication between the maker and consumer. This collaboration teaches the students that most real world projects are aesthetically chosen by the consumer not by the creator.

6 6 The students' first draft should be completed during the collaboration process with the kindergarten students. After the students have created their first draft, the teacher should provide examples of previous projects, so the students have a frame of reference to know what is expected from them by their final draft. The next lesson will be about scaling. Students will learn the formulas for making models to translate to real size buildings. This concept directly applies to the first draft of the playhouse because it will be a real building. At the end of this lesson, students will create the second draft of the playhouse to scale. Classmates will critique each other in a constructive way, and students will reflect on their draft. Some students may want to revise their second draft based on the feedback. The subsequent lessons will deal with the various aspects of architecture. Students will learn about AutoCAD through classroom computers and they may use Secondlife online program to build a model of their playhouse. After each draft, there should be classmates' feedback and students' reflections. Throughout the process, the teachers should allow the kindergarten students to collaborate with the advanced drafts. Also, an architecture professional should come to the class to critique and support students with their project. At the end of the unit, each student will have a professional quality draft of his/her playhouse. The kindergarten students will vote for their favorite playhouse and it will be built (by a local carpenter or high school woodshop teacher). The Role of Technology: AutoCAD will be used by every student to create his/her final draft. AutoCAD allows students to create professional quality drafts of their playhouse. Online tutorials will teach students how to navigate the AutoCAD program. Online tutorials

7 7 can be accessed to teach the students the specific skills needed to create their personal playhouse within the AuotCAD program. In addition, students can access Secondlife's building function to visualize their playhouse throughout the unit to see if their playhouse can be feasibly built. Secondlife's building feature will help the studnets to see if their draft lines up in real life. It also allows critiques from outside viewpoints because it is an online game that can be seen by others players. Other professional architecture technology will be used throughout the unit.

8 8 References Acar, G. (2013, March). The effect of project-based learning on students' motivation. International Journal of Academic Research, 5(2), Berger, R. (2003). An ethic of Excellence: Building a culture of craftsmanship with students (pp ). Portsmouth, NH: Heinemann. Bradford, M. (2005, January). Motivating students through project-based service learning. T H E Journal, 32(6), Hopper, S. (2014, May). Bringing the world to the classroom through videoconferencing and project-based learning. TechTrends: Linking Research & Practice to Improve Learning, 58(3), Markham, T. (2011, December). Project based learning. Teacher Librarian, 39(2), Robinson, J. (2013, January). Project-based learning: Improving student engagement and performance in the laboratory. Analytical & Bioanalyti Chemistry, 405(1), 7-13.