Project-based Learning in Higher Education Elizabeth Betsy Lasley

Project-based Learning in Higher Education Elizabeth “Betsy” Lasley, Ph. D. Assistant Professor Language, Literacy and Special Populations Sam Houston State University

Purpose of this Presentation • Results of a fixed mixed-method pilot study of 82 undergraduate teacher candidates • Use of project-based learning to promote student engagement in critical thinking and intrinsic motivation. • The construction and implementation of project-based learning (PBL) in an undergraduate course. • Constructing the structural web for a PBL

Purpose of Study Critical Thinking & Motivation

Research Question: To what extent does project-based learning influence students’ levels of critical thinking, as measured by their changes in their levels of extrinsic and intrinsic motivation?

Theory and Motivation Constructs

Quantitative Results Mean Pre SD Mean Post SD Post Mean Change Autonomy 4. 52 0. 54 4. 63 0. 55 0. 11 Mastery 4. 31 0. 54 4. 31 0. 57 < 0. 00 Purpose 4. 18 0. 54 4. 31 0. 57 0. 20* Evaluating 4. 18 0. 57 4. 35 0. 57 0. 17 Perspective- 3. 93 Taking 0. 54 4. 19 0. 59 0. 25* Total Score 0. 43 4. 35 0. 45 0. 16* 4. 21

Qualitative Results The latent patterns that emerged were: • Movement and Change - stress, frustration, and confusion 30% • Critical thinking/metacognition - perspective-taking, sense of purpose 25% • Purpose – collaboration, continuous learning, selfdetermination, autonomy 15% • Persistence – managing impulsivity, reflection and revisions, perseverance 15% • Self-regulation - time management and organization (selfregulation - autonomy – 15%.

What do you know about project-based learning?

Key Differences

Why consider project-base learning?

Entering the 21 st Century

Habits of Mind (Costa and Kallick, 2009) • Persisting • Thinking and Communicating with Clarity and • Precision* • Managing Impulsivity* • Gathering Data Through all Senses* • Thinking Flexibly • Thinking about Thinking (Meta-cognition) • Taking Responsible Risks • Striving for Accuracy* • Finding Humor • Listening with Understanding and Empathy* • Questioning and Posing Problems • Creating, Imagining and Innovation • Applying Past Knowledge to New Situations • Responding with Wonderment and Awe • Thinking Interdependently • Remaining Open to Continuous Learning

Course Structure

8 Essentials for Project-based Learning • Driving question • A need/want to know • Significant content • Student voice and choice • 21 st century skills • Inquiry and innovation • Feedback and revision • Public involvement

1. How can you use this project to make a difference in your community? 2. How can you apply this project to a real-world situation? 3. How will this project have a personal impact on you?

Problem Solving in the Context of Learning

Student insight regarding critical thinking!

Collaboration, Communication, Creativity

Students response to such an approach!

How can one begin to construct a PBL?

Let’s begin to plan a PBL!

8 Essentials for Project-based Learning • Driving question • A need/want to know • Significant content • Student voice and choice • 21 st century skills • Inquiry and innovation • Feedback and revision • Public involvement

1. How can you use this project to make a difference in your community? 2. How can you apply this project to a real-world situation? 3. How will this project have a personal impact on you?

Think with the end in mind! • What do students need to know from this course (objectives)? • How may students determine the relevance and purpose for what they are asked to learn (research, interview outside sources, connect to real-life, real world problems)? • How may the objectives correlate with student-directed research and integrated into multiple products or performances constructed over time for mastery (debates, cases, dilemmas, develop videos, journals, poster sessions, models, etc. . )? • How will the outside world (community) be involved during and after – guest speakers, evaluators, collaborators? • How may students develop self-directed and collaborative learning (voice and choice, group contracts, peer critiques, peer assessment, action plans )? • What will be the final product or performance that will demonstrate learning – celebration of learning?

Student Reflection – Sustainable Learning

Sustainable Learning

Questions

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