Project-based learning is an ever-changing approach to teaching students new ways to find solutions to the problems they encounter with both their studies and real-life experiences. Problem-based learning involves developing cross-curriculum skills for students while they work in small groups. In addition, project-based learning provides an active and interactive learning environment that enables students to master various subjects quickly where they experience difficulty as its purpose is to let students retain knowledge as compared to other approaches used for teaching purposes (Edutopia, 2015).
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Overview of the General Problem to Be Established
The general problem for the case study is that pupils in a particular class are not gaining from the experiences being delivered to them by their classroom educator. From the student’s data collected, it is recorded that a good fraction of them are always frustrated through the lessons, bored, and not understanding the concepts being presented to them by their classroom educator. Therefore, the problem to be established in this case study is to get the teacher to try to use project-based learning towards her students to enable them to grasp the core concepts being passed in the classroom lessons. The intuition behind this is that project-based learning provides students with an opportunity to be evaluated based on their projects while enjoying the greater flexibility of project learning.
Overview of How Students Will Be Assigned and Monitored
Students will be assigned and monitored through groups created by the classroom educator. They will be allocated according to complex series where they experience difficulty or challenges, and they will be controlled through how well they interact with team members over time and their personal participation in the group. Moreover, the assignment process may also involve group inclusions with the external academia to assist them in areas where they encounter difficulty to help in developing their professional skills and networks within and outside classroom lessons (Larmer, Mergendoller, & Boss, 2015).
Description of the Problem Developed By the Group and Presented In Class
As a result of the project-based learning, formed groups developed problems responsible for them not understanding the concepts being passed by the classroom educator as follows; Initially, they lacked flexibility in learning as the former instructional method used by their teacher did not give them room to assess their traditional participation in various activities. Secondly, the students also came up with a problem that the former instructional method used by the classroom educator did not allow them to integrate technology with their studies as the majority of them were well versed in technological matters.
Lastly, through their groups, students also developed the problem that their former instructional method was grading them based on comparatively narrow rubrics that are defined by activities done in class rather than classifying them on the basis of their projects (Savery, 2012).
Common Characteristics of Problem Based Learning
The common characteristics of problem-based learning are that the project should make sense when applied to one’s personal life. This implies that the task related to it should only be things or activities that matter. Secondly, problem-based learning should also explore problems that exist. This implies that the problem being researched should be something that exists as the aim of the PBL is to find solutions to existing problems in real-life situations. Thirdly, the PBL should also be flexible and accommodating to one’s opinion as the results should be based on the accuracy and effectiveness of those tasked with the core. Lastly, the PBL should fulfill all the goals and objectives of the curriculum in question (Stephen & Gallagher, 2013).
Addressing an Open-Ended Question Posed To Each Group
In discussing an open-ended question posed to each group, the classroom educator should be at the forefront because the success the PBL greatly relies on his or her input. The classroom instructor should work to guide the groups in her classroom as facilitation is an excellent job when success is desired amongst the groups formed in a classroom.
How the 21st Century Skills Are Learned or Applied To the Project
In the case study project, 21st-century skills can be used to equip students with the expertise needed by the current employers. This is because the job market today has become highly competitive, and such things like technology control practically all functional government, industry, and professional accreditation centers. In using PBL, students can work with computers and other related technologies to match the employer’s needs for new recruits in the job market.
Moreover, the 21st century is witnessing institutional rebranding, and only when the classroom educator applies PBL as an instructional tool can the students acquire skills of institutional rebranding needed by job seekers in the century (Wardle, 2013).
How Culturally Relevant Strategies Are Included or Applied Within the Project
Culturally appropriate strategies can be incorporated into the project inform of effective strategies used by the classroom educator on her students. The issues of diversity in culture are an issue that, when not properly addressed, affect the student’s performance negatively. Therefore, the classroom educator should be culturally aware of her students to incorporate their different cultures into the learning process. Likewise, students should also be accommodating enough to show cultural responsiveness in their studies (Wardle, 2013).
In conclusion, developing project-based learning is an important aspect of classroom lessons as it stimulates students in different learning environments through a changed curriculum that enables them to study, restore and grasp core concepts that they could not understand through traditional approaches.
Edutopia, K. (2015). How does project-based learning work? Web.
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project-based learning.Alexandria: Association for Supervision and Curriculum Development.
Savery, R. (2012).Overview of problem-based learning: Definitions and distinctions. Thousand Oaks: Sage Publications.
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Stephen, W., & Gallagher, A. (2013).Problem-based Learning. New York: Springer Publishing.
Wardle, F. (2013). Human relationships and learning in the multicultural environment. San Diego:Bridgepoint Education.