How to Make Remote Learning Successful Using Project-Based Learning
When schools were forced to resort to remote learning scenarios last spring due to COVID-19, teachers had to find creative ways to keep students engaged. Project-based learning (PBL) proved to be a successful instructional model—even with students learning at home. This fall, the reopening of schools once again calls for innovative teachers and resilient students who are able to adapt to new ways of teaching and learning. Enter PBL.
What is project-based learning?
According to Dr. David Hutchison, a professor in the Faculty of Education at Brock University and Director of Brock’s Centre for Digital Humanities:
“While there is no one agreed-upon definition of PBL, the following definition incorporates several of the key principles that define PBL in the literature: Project-based learning empowers learners to collaborate in teams, mentored by their teachers, as they research real-world questions, pose solutions to real-world problems, and design real-world products in a rigorous way.”
With PBL, students learn through doing. They try to answer a driving question about a real-world problem or issue that interests them. The driving question is open-ended with no single correct answer. Students collaborate in teams, take ownership of the project, practise critical thinking skills, and use creativity to craft a solution to the driving question. Then, they present their project and solution to classmates and the public.
The following video by Edutopia illustrates the difference between project-based learning and a regular project.
This video shows the difference between a regular project and project-based learning.
Tips to integrate project-based learning into hybrid learning and remote learning scenarios
1. Choose a real-world problem/issue.
Propose a few topics to your students that align with curriculum outcomes. Take a quick show of hands to see which one garners the most interest. Alternatively, choose a topic that you think students will be interested in based on past classes and conversations. Decide the duration of the project (e.g., 1 day, 1 week, 2 weeks).
2. Choose a driving question.
A driving question drives student inquiry. This type of question is open-ended, objective, and can have many correct answers. Examples include: “How can we welcome new immigrants to our country? What does a future green city look like? How can we reduce homelessness in our city?” You can also task groups with developing their own driving question.
3. Organize platforms for collaboration.
Collaboration is essential in PBL. Each student will be researching, gathering, and organizing information. Students will most likely have new questions and will want to discuss their findings. They will also need a way to decide who is responsible for certain tasks. Trello is a platform that students can use to record tasks. It’s like a digital corkboard where students can post ideas, make notes about things that spark their interest, and create lists of resources. They can prioritize what they want to do first and also add comments and attachments.
Students can use Trello during PBL to record ideas and questions
To share ideas, students can use videoconferencing platforms, such as Google Meet, Zoom, or Microsoft Teams. Students can also discuss ideas in a group chat using a free, school-approved chat app.
4. Check in with students—often.
Because students drive PBL, some may feel, at times, as if they are alone in their learning journey—especially those who are more comfortable taking cues directly from their teacher. It’s important to check in to see how their inquiry is going. Send a touch-point email or arrange for a group chat or video conference. A Google form lets you ask questions that students can quickly answer.
5. Encourage a variety of final projects.
Student groups will have different ideas on how they want to present their answer to the driving question. They may decide to submit a podcast, video, photo collage, photo essay, or slideshow. Ensure that students have access to the digital tools they need to help them succeed.
6. Provide opportunities for feedback.
A key part of PBL is giving students the opportunity to critique other group’s work and receive feedback on their own work. You can do this through a video chat, using Google Slides, or a discussion forum.
Students can provide feedback on other group’s work via a video chat, Google Slides, or a discussion forum.
7. Ask students to reflect on their PBL.
It’s beneficial for students to share their thoughts on the process. What did they find difficult? What worked out well? Set up a blog or discussion forum so the group can share their thoughts with each other and you.
8. Facilitate ways to share student projects.
Connect with people or organizations in the community that will be open to speaking with students about their project. This gives students the opportunity to show what they learned. For example, if a group’s driving question is “How can we welcome new immigrants to our country?” contact an organization that helps new immigrants settle in to the community.
9. Consider students’ access to technology.
Last, but not least, this point is something to consider at the beginning and throughout PBL. Some remote learners will not have easy access to computers, laptops, and high-speed Internet. It’s important to provide no-tech options so students can participate. You could send students articles, books, and other PBL resources or ask them to write scripts for podcasts or videos.
What are the benefits of project-based learning?
Students essentially improve their 21st-century skills using PBL. The diagram below, featured in an article on Big Deal Media, illustrates how using PBL will propel students to take ownership of their work, engage in collaboration with other students, use their creativity, and practise critical thinking skills.
Nicholas Provenzano, an award winning educator and bestselling author, states in an article on his website The Nerdy Teacher:
“Most kids are excited to do a [PBL] project because they finally see it as a chance to express themselves in a format other than a test or essay. The fun comes from the freedom students feel.Working with their friends (collaboration), taking charge of their learning (ownership), solving real problems (critical thinking),and allowing students to create (creativity) all lead to students learning in a fun environment.”
The following video by Dr. John Spencer, a current college professor and former middle school teacher, illustrates his thoughts on the benefits of PBL.
In this video, Dr. John Spencer describes what happens when students engage in project-based learning.
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Project-based learning is a creative way to engage students in your classroom and at home. We’d love to hear how you’re approaching PBL with your students. Please share your ideas in the comments section.
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REFERENCES
Hutchison, Dr. David.
“Project-Based Learning: Drawing on Best Practices in Project Management.” What Works? Research into Practice, September, 2015, http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_BestPractices.pdf
Edutopia.
https://www.edutopia.org/
Trello.
https://trello.com/en
Google Meet.
https://meet.google.com/
Zoom.
https://zoom.us/
Microsoft Teams.
https://www.microsoft.com/en-ca/microsoft-365/microsoft-teams/group-chat-software
Provenzano, Nicholas.
“Aspects of Effective Project-Based Learning.” Teaching4Tomorrow Blog, March 30, 2018, https://www.bigdealbook.com/blog/?show=aspects_of_effective_project_based_learning
“Why Project Based Learning? #EdChat.” The Nerdy Teacher, August 24, 2019, https://www.thenerdyteacher.com/search?q=fun+comes+from+the+freedom+students+feel
Dr. John Spencer.
http://www.spencerauthor.com/