Project Management:
Students learn how to manage projects and assignments
more efficiently.
Curiosity:
Students get to explore their curiosities, ask questions and form a new
love for learning.
Empowerment:
Students take ownership over their projects, reflecting on and
celebrating their progress and accomplishments.
1.2. Possible problems and difficulties of PBL
Although PBL has many advantages, there are some disadvantages as well.
Classroom Management. Teachers need to act as facilitators for the projects to be
successful; however, this doesn’t always occur, especially if teachers are new to
utilizing this teaching technique. Classroom management can become a problem
while students are working. If a teacher is conversating with another student to
develop ideas or answer questions, a student who is a behavior problem may take
advantage of the situation.
Missed Content. When using problem-based learning, missing content is possible. It
is probably one of the most significant issues with this type of instruction. In a
traditional classroom, teachers complete a curriculum map, teaching skills in a
specific order, and the material’s presentation occurs, no matter what. With this
problem-based learning, it may be challenging to get all the teaching into the
schedule as students develop their projects. At the end of a course, the assessment
can be quite time-consuming, primarily if a teacher doesn’t get to teach all the
content and material. Students who complete a course using PBL often fail fact-
based assessments because they have spent so much time completing the project that
they don’t engage in enough essential course content and information.
Working in Groups. If PBL occurs in groups, lazy students may take advantage of
the students working on finishing the activity. Group work can have numerous
issues, including staying on task. As a teacher plans for the instruction, it is essential
to figure out how to hold each student accountable through the process and planned
activities. Each classroom runs differently, so cooperative groups may not be
possible with one class but is possible with another.
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Most of the problems and cons of problem-based learning centers around group
work. If a teacher takes time to develop activities and a comprehensive class, most
of the cons will disappear.
There are three challenging aspects to PBL to be aware of. First, classroom
management can change drastically for both the educator and the students. Students
need to talk to each other and maybe even move about the room more than usual.
This can influence classroom management. Roles switch as students take control and
responsibility for their education. It may be an uncomfortable change for both the
educator and the students. Negotiating might also be challenging, especially for
students who do not have experience in cooperative groups. As an educator plans
for PBL, it is vital to keep these challenging aspects at the front of his/her mind.
After reading all the pros and cons of PBL, it comes down to is PBL effective? It
can be very effective. However, to be effective, classrooms must run like well-oiled
machines, and time management skills are a must. Teachers must predict issues
before they happen and plan accordingly throughout the school year. Classrooms
that implement PBL with fidelity will see a growth in knowledge and critical
thinking. To be effective, assessment should occur periodically throughout the year
instead of one final assessment at the end. This helps educators know what students
are learning and how to help them best.
If a classroom implements it half-heartedly and the teacher uses the time as a break
instead of a facilitator, PBL will not be effective. PBL is a lot of hard work to get
started, but it will make all the difference if implemented correctly. Keep in mind;
each class is different, so new problems may arise while teaching a group of students.
Adjust your activities for your students.
To effectively harness the magic that comes with Project-Based Learning, PBL
works has outlined seven critical components that must be included. All seven
components are described below. Some components are easier to implement than
others, which can lead to reluctance for many teachers.
Challenging Problem or Question. A PBL project is always based on a meaningful
problem to be solved, question to be answered, or challenge to be addressed. A well-
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designed question, problem, or challenge gives students room to elaborate and
explore throughout the learning process. Additionally, a compelling project is more
likely to increase motivation and engagement.
Sustained Inquiry. Students completing a PBL project engage in an extended and
rigorous research process that includes inquiry, research, and application. A high-
quality project requires students to think critically about the driving question,
problem, or challenge. Most PBL projects take longer than a few days to complete.
Students need enough time to find quality resources, apply learning, synthesize
results, and develop a solution.
Authenticity. An authentic project involves real-world context, addresses 21st
century skills, and speaks to relevant concerns, interests, and issues in the students’
lives. An authentic PBL also connects students to other people and communities,
creating a unique learning experience. Completing an engaging PBL project
transports students beyond the boundaries of a traditional classroom.
Student Voice and Choice. Project-Based Learning gives students the opportunity to
make decisions about what they create and how to express their ideas. This inherent
autonomy creates a strong sense of ownership in students, pushing them to work
harder and care more about their chosen project.
Reflection. A well-designed project includes structured time for reflection. Time set
aside for reflection gives students a chance to make necessary project adjustments
and grow from the learning experience.
Critique and Revision. PBL encourages students to give, receive, and apply feedback
to revise and improve their final product. The critique and revision process creates
opportunities for collaboration that might not otherwise take place.
Public Product. The final step of the project is for to students make their work public
by sharing, explaining, or presenting it to an audience outside of the classroom. A
public product encourages high-quality work and makes learning tangible. It also
allows for increased communication with parents and the outside community.
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