PROJECT BASED LEARNING

            Project Based Learning

           I would like to give information about the instructional strategy “project-based learning” which is a technique used for effective communication of STEM (Science, Technology, Engineering, and Mathematics) concepts in our school.  Our school is a big supporter of STEM education. The previous year we (the science team) were asked to work on weekly (small projects) and termly (big projects) with our students focusing on STEM concepts.

         At this point, I would like to make some deep analysis about project based learning referring conducted researches on this subject. Coffey H. (2008) defines PBL (project based learning) as follows “Project-based learning is a teaching approach that engages students in sustained, collaborative real-world investigations. Projects are organized around a driving question, and students participate in a variety of tasks that seek to meaningfully address this question.” What is the history of PBL? According to the Buck Institute for Education (BIE), project-based learning has its roots in experiential education and the philosophy of John Dewey.  The method of project-based learning emerged due to developments in learning theory in the past 25 years (project based learning, 2008). 

PROJECT BASED LEARNING

STUDENTS IN ACTION

          I would like to examine the school/classroom setting, the role of the teacher and the role of the learner in PBL strategy. The project-based learning approach is often used in small school settings, like charter and magnet schools, because they are affected to a lesser degree by the high-stakes state-mandated testing movement. Project-based learning is only possible in classrooms where teachers support students by giving sufficient guidance and feedback. With crowded classrooms it may be difficult, on the project days teacher must have a teacher aid.

        What is the role of the teacher?The teacher must thoroughly explain all tasks that are to be completed, provide detailed directions for how to develop the project, and circulate within the classroom in order to answer questions and encourage student motivation. In order to create successful units focused on project-based learning, teachers must plan well and be flexible. In this approach to instruction, teachers often find themselves in the role of learner and peer with the students. Teachers can assess project-based learning with a combination of objective tests, checklists, and rubrics; however, these often only measure task completion. The inclusion of a reflective writing component provides for self-evaluation of student learning.

ROLES OF TEACHER AND STUDENT IN THE PBL

What is the role of the learner? Students generally work in small, collaborative groups in the project-based learning model. They find sources, conduct research, and hold each other responsible for learning and the completion of tasks. Essentially, students must be “self-managers” in this approach to instruction. The gender of the students does not make any difference while using this strategy but the personality and culture of the learner are very important. He or she must be responsible and open to group work who can manage his peers.

      To conclude, as a STEM instructor I am a big fan of Project Based Learning. Although it is tiring for a teacher to prepare these projects but it is a very useful way for students to get ready for the real life. Having them actively engaged learning about things in their community and doing projects that they care about is giving them that ownership of their learning, it’s making them life-long learners, it’s giving them the critical thinking and problem-solving skills that they need as soon as they walk out of your classroom into the real world.

                                                      References

Coffey H. (2008). Project-based learning.Retrieved from

                              http://www.learnnc.org/lp/pages/4753

Fogarty, R.(1999).Architects of Intellect. Retrieved from                                                                                                     https://wilmu.blackboard.com/bbcswebdav/pid-8961113

"Project-based learning (2008).” Buck Institute for Education. Retrieved from  

                             http://www.bie.org/index.php/site/PBL/pbl_handbook_introduction/#history

Maker Space

Makerspace is a physical space that is used to create and learn through practical hands-on experience. Here, people gather to share resources and knowledge, work on projects, network and build (Makerspace, (n.d.). Makerspace provide tools and space where students, investors, teachers, and teachers can come together and collaborate. It is sometimes referred to as hackerspace. Makerspace is often associated with fields of science, technology, engineering and mathematics (STEM).  Education and arts are also starting to embrace makerspace (“7 Things You,” n.d.).

Makerspace are primary places for idea prototyping, technological experimentation, and hardwaredevelopment. There are several types of equipment that can be found in a makerspace ranging from welding machines, soldering machines, microcontrollers to 3D printers (Makerspace, 2016). And supplies include metal, plastic, cardboard, gears, wood, and batteries. With this vast array of material and equipment, different types of projects can be done in a makerspace. Some of the projects that can be done include coding, 3D printing, sewing, laser cutting, soldering, robot building/robotics, woodcarving, among many others (“7 Things You,” n.d.). Makerspace, therefore, provides a workspace to tinker, experimentation, project-driven and self-driven learning.

Makerspace has positive implications for teaching and learning. Here, students can take control of their own learning while teachers can act as connectors. Instead of students depending on teachers as a source of information, teachers can connect students to one another when they need to learn a new technique, how to use a machine or how to make a functional circuit. Teachers can also connect students to external experts who can help students learn better (Lessons from the Makerspace, (n.d.). This way, makerspaces provide an opportunity to enhance students’ learning experience.

The future of makerspace is bright. Many universities are taking up the idea of building makerspaces.

Makerspaces have also found their way into public libraries, community centers and to elementary

schools (Hertz, M. B. 2012).  With rapidly improving technology, virtual participation and teleoperation of machines can be possible. With that, many experts from different geographical locations can be involved in project collaboration. And eventually, makerspaces may become linked from campus to campus, encouraging joint project collaboration. And one day, project work done in makerspaces may be accepted and reviewed for college credit(“7 Things You,” n.d.).
After describing and defining makerspaces I would like to share my personal experiences as an Engineering & Design Teacher. Last year my school district organized a MakerFaire, it was a big success and this year we started Enginering&Design Class. We converted the computer classroom into a makerspace.So far I can say that our students are doing well and did very nice projects.

                                                   iLearn Schools Maker Faire Video.

Please watch this TEDx talk about makerspaces in Education .It  is really worth it.

    References 

        i.            7 Things You Should Know About Makerspaces. (n.d.). Retrieved January 25, 2017, from https://library.educause.edu/resources/2013/4/7-things-you-should-know-about-makerspaces

      ii.            Hertz, M. B. (2012, November 06). Creating Makerspaces in Schools. Retrieved January 25, 2017, from https://www.edutopia.org/blog/creating-makerspaces-in-schools-mary-beth-hertz

    iii.            Lessons from the Makerspace. (n.d.). Retrieved January 25, 2017, from https://www.gse.harvard.edu/uk/blog/lessons-makerspace

    iv.            Makerspace. (2016, September 15). Retrieved January 25, 2017, from http://www.lib.ncsu.edu/techlending/makerspace

Makerspace. (n.d.). Retrieved January 25, 2017, from http://library.curtin.edu.au/facilities/makerspace

Makerspace

Visit my PiktoChart : makerspace.
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