Project-Based Learning - Coaching Style Preparing Learners for Success in the Real World - Literature review Example

Project-Based-Learning-Benefits Name Course Date Introduction Project Based Learning is an instructional based prototypical that engage learners in examination of captivating challenges that end in reliable products. The introduction of projects into the school syllabus is not a fresh idea or revolutionary in education, according to Weatherby, (2007). For the past couple of decades, project based learning methods and techniques have advanced into a lawfully defined teaching policy. Project based learning (PBL) has gained a bigger position in the lecture halls as scholars have documented what educators have long agreed. The Project Based Learning approach has shown that learners become more engaged in learning when they have the opportunity to dig into multifaceted, thought-provoking, and sometimes even disorganized problems that closely look like real life (Bransford and Brown, 2007). PBL techniques does not only focus on generating learner interest. According to Thomas, (1998), well developed and planned projects inspire active investigation and higher level of thinking. The learners’ ability to understand and retain fresh knowledge relies heavily on the connection to a meaningful challenge-solving activities, and the assistance that the learner gets in understanding how, when and why are such skills and facts relevant. Knowledge construction in relevance to the course Project learning, habitually referred to as project based learning, is a dynamic method to teaching in which learners discover real world challenges and problems instantaneously developing cross-syllabus abilities while working in small team groups. Because PBL is fully filled with engaged and active learning, it motivates learners to acquire a bottomless knowledge of the topics they are learning. According to research carried out by Thomas, (1998), learners are more probable to keep in mind the knowledge achieved through this method far more eagerly than through the old-fashioned textbook centered type of learning. Research has shown that students quickly develop self-direction and confidence as they go through both independent and collaborative-based work (Weatherby, 2007). In the course of finalizing their projects, learners also improve their directorial and investigation techniques, achieve improved communication with their classmates and adults, and frequently work within their communities while experiencing the optimistic effect of their effort. Since learners are assessed on the foundation of their assignments, rather than on the reasonably narrow introductions defined by written reports, exams and essays, assessment of project based work is regularly more important to them, (Railsback, 2002). In such a case the students quickly connect academic work to the real life challenges and problems and in many cases most of them are inspired to pursue a profession or involve in activism that in a way relates to the scheme they established. Development of critical thinking and problem solving skills Critical thinking is a very important foundational skill that has been recognized by various scholars and project based learning approach is the best method to use when teaching the students how to be critical thinkers – to exercise reasoned judgments and make thoughtful decisions (Thomas, 1998). Project based learning method is one way that has proven to promote creativity, memory and critical thinking. According to Bransford, Brown and Cocking, (2000), this is possibly one of the most remarkable advantage of project based learning technique. It has been seen in many cases that when the learners’ main aim is to overcome a fight, rather than circumvent it completely, techniques such as memory and reading understanding rise, (Bransford, Brown and Cocking, 2000). Similarly, researchers reports that mind research underlines the value of important problem answering as a means of coming up with natural creativity, inquiry and higher level of thinking. In Project Based Learning approach, students cannot learn anything new by just looking up for information in the libraries or internet, they have to do something more than that for them to come up with a solution (Railsback, 2002). PBl involves the type of projects that create critical thinking and problem solving competencies because they are designed around reasoning tasks that necessitate planned thought- making judgments amid substitutes, finding out the best approach to come up with a solution, evaluating evidence, re-examining preliminary ideas, creating a strategy for solving a problem, and shortening an arguments’ important points. PBL Life-Long Learning The project based learning approach promotes life-long learning, (Thomas, 1998). For many years education has been an activity carried out behind closed entrances amid abstemiously consenting members. The use of technology and Project Based Learning permits the learners, supervisors and teachers, to reach out beyond the school building. According to Thomas, (1998), learners also become involved creators of a fresh knowledge base and grow into active, life-long learners. A project based learning method teaches pupils or learners in this case to be in control of their education, which is the first step as an all-time learner. Technology also has assisted students in carrying out research concerning the projects they are given to study in school. PBL and technology allows the learners access to research carried out by renowned researches and experts. According to Bransford, Brown and Cocking, (2000), we are living in a fresh economy which is powered by discoveries, and technology, fueled by information, and driven by knowledge. It is well known that students have different abilities when it comes to learning. Students build their information on wavering experiences and backgrounds. Researchers also acknowledged that learners have a wider range of competences than they have been allowed to demonstrate in normal learning places with an old-fashioned text based focus. Project based learning provides a solution to such differences, simply because learners have to make use of all modalities in the course of investigating and answering problems, then providing the solution. The moment students develop interest in what they are studying and are in a position to use their areas of power, they attain at a higher level (Weatherby, 2007). PBL increases engagement and motivation The project based learning approach as it has been seen by most of the scholars, is a comprehensive perspective which focuses on teaching by involving or engaging the learners in investigation. In project based learning technique, learners approach the solution to complex challenges by finding and analyzing information, asking questions, discussing the discoveries and ideas and developing artifacts, debating the ideas with the other students, and deriving conclusions (Railsback, 2002). These objects acts as depiction of the learners challenge solutions and they imitate the developing knowledge which students have established in the process of the projects. Very important thing in the project based learning method is the learners’ sovereignty to ask question and approach the challenge. The project based learning approach is designed in a way that it motivates the students partaking in the course. Learners are more inspired to come up and test their knowledge and increase their level of understanding when they are challenged with dependable projects and problems. Responsibilities that have clear conclusion are dependable and composite enough, and task that permit freedom to select how to work, have advanced likelihood to raise and withstand learners’ motivation for a very long time. In addition, learners might feel possession towards the project when they are given the opportunity to raise the enquiries to resolve the project on their own. PBL Enhances collaboration The other greatest benefit of project based learning is the ability to enhance students’ relationship or teamwork and its effect on the learners’ interpersonal skills. Projects in most cases are so large and multifaceted, therefore the need to group the learners into small teams and each group is assigned a task to work. This kind of project approach enhances the communications skills and definitely encourages learners with diverse and perhaps contradicting personalities to find a collective ground, or at the very least to come up with a way of working together without relentless tension (Railsback, 2002). Part of this collaboration building assists in introducing the learners to the specialization and designation that are tremendously noticeable in the real world. According to Thomas, (1998), specific learners will unsurprisingly be more skillful at certain challenge solving techniques than others, therefore learners will have to find out the easiest way of assigning resources optimally by having portion of the team work on one subsection of responsibilities while another portion works on another subsection. Conclusion Embracing a project based learning approach in a teaching space or school can energize the curriculum with a real-world importance, invigorate the learning environment, and sparking learners desire to explore, explore, and understand their world. Generally, project based learning inspires students to develop a balanced, varied approach to cracking real-world problems, both as individual and as a team. Project based learning prepares learners for success in the real world like no other coaching style can. References Weatherby, K. (2007). Project-Based Learning around the World. Bransford, J., Brown, A., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Railsback, J. (2002). Project-based instruction: Creating excitement for learning. Portland, OR: Northwest Regional Educational Laboratory Thomas, J.W. (1998). Project-based learning: Overview. Novato, CA: Buck Institute for Education. Read More