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What is PBL? Definitions of Project-Based Learning
Fistful, we must understand What is PBL? Project-based learning (PBL) is a student - centered pedagogy that involves a dynamic approach in the classroom, in which students are considered to acquire deeper knowledge through active study of real-world issues and problems. Students study a subject by working over a long period of time to research a complex question, task, or problem and answer them. This is a style of active learning and query-based learning. PBL contrasts with paper-based, rote memorization, or teacher-led instructions that present established facts or depict a smooth path to knowledge, instead asking questions, problems, or scenarios.
Thomas Markham (2011) describes project-based learning (PBL) as follows: "PBL combines knowledge and action. Students learn the knowledge and elements of the core curriculum, but also apply what they know to solve genuine problems and achieve meaningful results. PBL students Take advantage of digital tools to produce high-quality collaboration products. PBL is refocusing education on students rather than the curriculum - a change sanctioned by the global world that rewards intangible assets such as drive, enthusiasm, creativity, empathy, and resilience. you can't teach it from a textbook, but you need to activate it through experience ." James G. Greeno (2006) linked project-based learning to the perspective of "situational learning" and to the constructivist theories of Jean Piage. Blumenfeld et al. describe PBL processes in detail: "Project-based learning is a comprehensive perspective focused on learning by involving students in research. Within this framework, students seek solutions to non-trivial problems by asking and refining questions, discussing ideas, making predictions, developing plans and / or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and conclusions to others, asking new questions, and creating artifacts." PBL is based on the validity or practical application of the study. Students working in a team are given a "main question" that they must answer or answer, and then they are asked to create an artifact (or artefacts) to present their acquired knowledge. Artifacts can include various media, such as letters, art, drawings, three-dimensional images, videos, photos, or technology-based presentations.
Proponents of project-based learning note the many benefits of implementing its strategies in the classroom, including a deeper understanding of concepts, a broader knowledge base, improved communication and interpersonal / social skills, improved leadership skills, increased creativity, and improved writing. skills and abilities. Another definition of project-based learning includes a type of learning where students work together to solve real-world problems in their schools and communities. Successful problem solving often requires students to learn from several disciplines and apply them in practice. The promise of seeing a very real impact becomes a motivation to learn.
Project based learning is a dynamic approach to teaching in which students explore real-world problems, issues and challenges, are inspired to obtain a
deeper knowledge of the subjects studying and more likely to retain the knowledge
gained through this approach far more readily than through traditional textbook-centered learning. In addition, the students develop confidence and self-direction as they move through both team-based and independent work.
The purpose of PBL is to foster students’ abilities for lifelong learning through
contextualizing learning by presenting them with problems to solve and/or artifacts to create; in doing so, students’ motivation and enthusiasm, their problem-solving abilities, research skills, sense of collaborations, resource management skills, longing for communication and information sharing, and language use
awareness is progressively evident, and more important, such a process of engaging in various levels of projects may turn their life experiences to advantage.
In language instruction, PBL is a flexible methodology allowing multiple skills to be developed in an integrated, meaningful, ongoing activity. A major goal of project-based instruction is comprehensible output which generally, occurs both during the project and as the final product of the project.
Key moments of PBL in EFL classroom. How it works?
The name of the method makes it clear that the key point in training is the project. The project can be a market analysis, research in any area (scale according to your time and resource capabilities), organization of an exhibition, creative work such as creating a video/mini-movie, etc.
Students are given a topic, limited time, and clear assessment criteria. And no more limits. For example, students may be asked to conduct research on the impact of technology in communication between people. For a limited time (from a few hours to several weeks or more), you will have to study a lot of materials in this issue. it is very important to rely on scientific research, articles and works on a given topic. Since the work is a team effort, each member has a role to play. Focusing on a specific task allows students to learn a lot of nuances of the issue in a short time, so this method can prepare almost any person for a particular job, if you give clear instructions, criteria for evaluating work, limited time, but do not limit the style of work and approach.
In the study of a foreign language, in our case English, an even greater advantage of this method is the fact that the preparation for the task is carried out in the target language. Imagine that your students have to analyze the real estate market in Almaty. Find out all the details and problems of the market, interview brokers, talk to landlords and tenants of private housing and commercial properties (experts) and prepare a report with a presentation. For more interest, you can add an animated video or video with details of the work done to the report. Based on the results of the work, most likely, so much useful information and data with an interesting presentation will accumulate that students can draw conclusions - this area is interesting and worth trying to work in it, or students can identify risks that make this area unattractive for them. A vivid example of working in our educational center: the guys made short videos-remakes of popular Kazakh films in English.
Now imagine that the students have to do all this work in English. Along the way, they will learn a lot of specific terms, encounter foreign literature and media, and look for ways to adapt other people's experience to their own.
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