Project-based learning involves students investigating and responding to an engaging question, problem or challenge over an extended period of time. It is student-centered and results in a tangible product or presentation. Key characteristics include being problem-focused, inquiry-based and self-directed. The teacher acts as a guide, while students work individually or collaboratively to conduct research, find sources, and take responsibility for their own learning. Project-based learning develops important skills for students' future like problem solving, collaboration, and lifelong learning. It also makes teaching more authentic and accommodates different learning styles.

1. Project-based learning –
a well rounded learning
experience for students
LILIANA NEDERITA,
English teacher at “Ion Creanga” Lyceum,
National consultant for eTwinning Plus program in Moldova

2. A good
teacher’s
credo

3. Are you using PBL at your lessons?

4. What is
project-based
learning?
Project Based Learning
is a teaching method in which students gain knowledge and
skills by working for an extended period of time to investigate
and respond to an engaging and complex question, problem,
or challenge.
Project-Based Learning is an individual or group activity that
goes on over a period of time, resulting in a product,
presentation, or performance.

5. Characteristic
s
Enquiry-based learning

6. Characteristics
Problem focused
Problem focused
The presence of an
essential question

7. Characteristic
s
Student-centred

8. Characteristic
s
Self-directed

9. Characteristic
s
Publicly exhibited output

10. Work Process

11. 1. Get an idea
-
Find a problem
to research
The final product of a project should be a clear outcome that
gives the Ss a feeling of purpose and value - it can be an artwork,
a performance (theatre, debate), a service (giving a lesson to
younger students)
Curriculum based project – design projects that help Ss to master
the content that they are required to learn.
Examples:
6th Form – Moldovan Codri, Save our Nature: “How does human
activity affect Moldovan Codrii?”
10th Form – “The Country of Traditions” “The Land of Promise”,
“The Land of Paradise”, “Made in Moldova”, “Transportation
system in London”
You can also talk to local businesses, charities, and government,
and find out what your students could do to help them. Or there
may be an area of the curriculum that you want to address with a
project based in the community.

12. 2 main
questions to
ask yourself
1. Will this project engage my students?
The 4 Ps of Deep Engagement:
Is the project -
◦ PLACED (is it located in a place that is important for Ss? E.g.
Moldova, Chisinau, virtual environment)
◦ PURPOSEFUL (will it result in an authentic product)
◦ PERVASIVE (will the Ss take the project outside school and school
hours)
◦ PASSION-LED (does it tap into Ss’ passions)
2. Will my students learn something meaningful from this
project?
(there are highly engaging, enjoyable projects from which Ss
will not learn much)

13. The essential
question of the
project
The best projects always start from an “essential question”
there are three criteria for a compelling essential question:
• It should be a question that people ask in the ‘real
world’
• It should be a question that has no easy answer, and
stretches students’ intellectual muscles
• It shouldbe a question that ignites students’
imaginations.
Base your question on an authentic situation or topic.
What is happening in your classroom? In your community?
Select a question about an issue students will believe that, by
answering, they are having an impact on. Make it relevant for
them. The question should be a "now" question -- a question
that has meaning in your students' lives.

14. 2. Design the
project
A. Make a list of learning goals:
◦ knowledge on topic-specific content,
◦ skills – working in teams, critiquing
drafts, special, topic related skills,
◦ personal attributes – self-confidence
B. Make contacts with experts outside
school
C. Make a project plan – set the project
timelines
D. Plan the assessment – ideally the
assessment should be done throughout the
process

15. Personalise
the project

16. 3 Tune the
project
Presentation of the project plan to a group of Ss who will give
constructive feedback
Ss introduce the project
Clarifying questions (What are you going to investigate in the
second part?)
Probing questions (What if you find no method to investigate
your topic?)
Discussion
Presenter’s response

17. Project
Assessment
Questions that the final assessment should
address:
Does the project meet all the requirements and
criteria set in the beginning?
Have the Ss mastered the skills to complete the
project?
Have the Ss learned the curriculum content required
for this project?

18. Sources of
assessment
Self-assessment
Peer assessment
Teacher’s assessment
Outside expert/audience
E.g. Evaluation Chart

19. The role of the student
Students are “self-managers”
Students:
◦ work individually or in small, collaborative
groups
◦ find sources
◦ conduct research
◦ hold each other responsible for learning and
the completion of tasks.
http://www.learnnc.org/lp/pages/4753

20. The role of the teacher
The teacher is more of a
"guide on the side" rather than a "sage on the stage.“
http://pages.uoregon.edu/moursund/Math/pbl.htm
The teacher
◦ gives guidance and feedback
◦ thoroughly explains all tasks that are to be completed,
◦ provides detailed directions for how to develop the project,
◦ answers questions and encourages student motivation.
http://www.learnnc.org/lp/pages/4753

21. Why there is a need for it?

22. Competences
for future
employees
What work requires of schools. On achieving necessary skills. U.S. DEPARTMENT OF LABOR,
https://wdr.doleta.gov/SCANS/whatwork/whatwork.pdf

23. Basic skills +
thinking skills

25. Why PBL? Because it develops learner’s
autonomy

26. Why PBL? Because it develops Problem
Solving Skills

27. Why PBL? Because it makes out teaching
AUTHENTIC

28. Why PBL? Because it develops Skills for
Living in a Knowledge-Based, Highly Technological Society

29. Why PBL? Because it
accommodates students with various
Learning Styles and Differences

30. Why PBL? Because it encourages cooperative
learning

31. Why PBL? Because it promotes LIFELONG
LEARNING

32. Tips
If it is a group project avoid “group marks” (giving the same mark to everyone in the group)
Encourage the students to share the projects using an online tool (E.g. Padlet)
Show the Ss a model of a project with a product (set clear expectations)

33. Could you share your experiences (both successes and
failures) in making use of Project-Based Learning?

34. Feedback/Formative Assessment

35. References
The Importance of Project Based Teaching
http://bie.org/blog/the_importance_of_project_based_teaching
PBL http://8847multimedia-tech.wikispaces.com/file/view/PBL.swf
http://darkwing.uoregon.edu/~moursund/PBL/
http://pages.uoregon.edu/moursund/Math/pbl.htm
http://www.edutopia.org/blog/world-language-project-based-learning-education-curriculum-
don-doehla

36. Task:
Group discussion
Case 1.
You are a teacher. Do you think your job is different now (in the 21 century) from how it used to be in
the 19th century? Are there any new skills that are required from a teacher now? Justify your answer.
Case 2.
You are a fashion designer. Do you think your job is different now (in the 21 century) from how it used
to be in the 19th century? Are there any new skills that are required from a fashion designer now?
Justify your answer.
Case 3.
You are a journalist. Do you think your job is different now (in the 21 century) from how it used to be
in the 19th century? Are there any new skills that are required from a journalist now? Justify your
answer.