Differentiating Project-Based Learning and Problem-Based Learning

Differentiating Project-Based Learning and Problem-Based LearningMegan Moscato HoffModule 2 ApplicationCourse DL5103Sunday, March 6th 2016

Project-based learning is a student-driven, teacher facilitated approach to learning (Bell, 2010, p. 39).According to the BIE (2010), PBL is a systematic method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks (Ntombela, 2015, p. 32). PBL can be defined as an individual or group activity that proceeds over a period of time, resulting in a product, presentation, or performance (Catapano & Gray, 2015, p. 3).

What is Project-Based Learning?

Video - Project-Based Learning: ExplainedBuck Institute for Education, 2010

According to Pi-Hsia, Gwo-Jen, Yueh-Hsun, Tsung-Hsun, Vogel, Milrad, & Johansson(2014), PBL focuses on spontaneity, collaboration, and flexible problem-solving skills, is such an approach that engages students in problem-solving scenarios (p. 316). There are five main characteristics of problem-based learning: problem-driven instruction, authentic and ill-structured problems, problem structured curriculum, self-directed learning, and reflective learning (Hung, 2013).

What is Problem-Based Learning?

Video - Problem-Based Learning5kumarkak, 2011

How are problem and project-based learning the same?English & Kitsantas, 2013

Usually done in small groups Presentations and performances are typically the final result Instructional model can easily be tailored to fit students needs and interestsTends to be done more in a communal settingMain focus is to solve a problem Uses theory, hypothesis, and observations to solve the problemProject vs. Problem-Based LearningGalvan & Coronado, 2014

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PBLs: What makes them different?Schultz, 2014

Video - PBL: Project or Problem?IDE Corp, 2016

Big Idea: FormStudents will become composers and record producers to create their own pop song. Groups will be comprised of 2-3 students.Students will be able to utilize various technology tools and recording devices to create their final product (Garage Band, Soundation, Flat, etc.).To create the final product, students will need to identify what they already know and what other resources and knowledge is needed to successfully complete this project as a composer and record producer. Students will present the their final product - the completed pop song - in various forms. A music video or midi file are some examples of the final product.

Project-Based Learning Project In the music classroom

Big Idea: FormTodays music all sounds the same due to almost every pop song consisting of the same form. What makes this form so appealing to the ear? As composers, can you construct a new popular form of music that will appeal to your audience? Why will this new form be a hit with your fan base?Students will use theories, come up with a hypothesis, and conduct research to answer this question. In addition, students will work communally and collaboratively through group work and discussion.The final product will not necessarily be a project or performance that can be presented. Problem-Based Learning in the music classroom

No matter which one you choose, students be actively learning and engaged throughout the learning process. Problem-Based or Project-Based Learning

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. Clearing House, 83(2), 39-43. doi:10.1080/00098650903505415Catapano, S. & Gray, J. (2015). Saturday School: Implementing Project-Based Learning in an Urban School. Perspectives On Urban Education, 12(1), 88-99.English, M. C. & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal Of Problem-Based Learning, 7(2), 127-150. doi:10.7771/1541-5015.1339Galvan, M. E., & Coronado, J. M. (2014). Problem-Based and Project-Based Learning: Promoting Differentiated Instruction. National Teacher Education Journal, 7(4), 39-42.References

Hung, W. (2013). Problem-Based Learning: A Learning Environment for Enhancing Learning Transfer. New Directions For Adult & Continuing Education, 2013(137), 27-38. doi:10.1002/ace.20042Ntombela, B. S. (2015). Project Based Learning: In Pursuit of Androgogic Effectiveness. English Language Teaching, 8(4), 31-38.Pi-Hsia, H., Gwo-Jen, H., Yueh-Hsun, L., Tsung-Hsun, W., Vogel, B., Milrad, M., & Johansson, E. (2014). A Problem-based Ubiquitous Learning Approach to Improving the Questioning Abilities of Elementary School Students. Journal Of Educational Technology & Society, 17(4), 316-334.References Continued

IDE Corp (2016). PBL: Project or Problem. Retrieved from https://www.youtube.com/watch?v=xJIzphbNI70Buck Institute for Education (2010). Project-Based Learning: Explained. Retrieved fromhttps://www.youtube.com/watch?v=LMCZvGesRz85kumarkak (2011). Problem-Based Learning. Retrieved from https://www.youtube.com/watch?v=sNhismExIwUSchultz, A. (2014). PBL vs PBL. Retrieved from http://artschultz.blogspot.com/2014/12/pbl-vs-pbl.html

References Continued