PBL Article

In this article, the author provides information about what project-based learning is. She writes that definitions vary but that PBL activities share many characteristics. During PBL, students should identify a real-world problem, develop guiding questions about it, investigate the issues, formulate a solution, create artifacts to the solution, present their solution to others, assess student work throughout the project, and reflect on accomplishments. PBL activities should be standards-based, tie directly to the curriculum, be multi-disciplinary, be open-ended, and be conducted over a set period of time. The author acknowledges that there are three potential "roadblocks" to the design and implementation of PBL activities: the amount of work required, that students must be able to work independently as they conduct research and manage information, and the fact that PBL activities often require communicating with people off-site. This is where various technologies can help. For example, teachers could use software and Web-based tools to design the activity and manage the logistics. Students could use wordprocessors, spreadsheets, and the internet to complete the research and record information. Technologies such as e-mail and blogs could be used to communicate with people off-site.

This article is a valuable resource for me and my group because it explains what a good PBL activity should do. It should begin with a problem and lead to possible solutions. Our group did not focus on a problem for the students to try to solve, However, we focused on a problem we see everyday- unmotivated students who do not see the importance of learning. The author of this article provides ideas of how various technologies can be used to make the development and implementation of PBL easier. It concludes with listings and descriptions of some helpful Web-based resources, including software programs and websites.

Brooks-Young, S. (2005, April). Project-based learning: technology makes it realistic! Today's Catholic Teacher, 38(6), 35-39. Retrieved November 8, 2009, from ProQuest Education Journals. (Document ID: 818009381).