Reflection: The Appropriateness of
Project-Based Instruction
Author: Santosh
Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan
My teaching is based on multiple strategies
that I employ in the classroom to engage students and motivate them through a variety
of strategies, as I just don’t rely on one or two approaches while teaching. However,
the approaches mentioned in this unit are all relevant to my classroom teaching
and are the most important tools to make teaching effective. I use them most
frequently to add variety to my teaching processes. Traditional teaching has to
be replaced by the decentralized method of teaching and learning in which
inquiry-, project-, or problem-based approaches can do so. I learned from my
reading that inquiry--, project-, or problem-based approaches are influenced by
Piaget’s theory of constructivism, which focuses on student-centered approaches
(Kimberlin Education, n.d.).
Although they share the common purpose of
encouraging students to engage in active learning and critical thinking, they
are different and depend on how the teacher implements them in the classroom.
According to my teaching style, choosing one approach over another depends not
only on factors like teacher comfort, number of students, available time, desired
outcomes, etc. but also on the nature of the content that will be delivered in
the classroom. For instance, when deciding to choose between inquiry-based and
problem-based learning, although students are offered an interesting problem to
solve in both cases, as a teacher, if I intend to make my students develop
solutions for the problems given, I would opt for problem-based learning in my
classroom, but if my emphasis is on the process, I would go for inquiry-based
learning. Similarly, in deciding between inquiry-based and project-based
learning, if my goal is to make my students find the solution based on the
stated problem and I want them to come up with the solutions in the form of
visual or multimedia materials, I would go for project-based learning.
Therefore, they depend on the nature of the content we are dealing with and, of
course, the learning objective that we have designed. However, all of them are
appropriate and effective models for teaching and learning.
I find all three approaches the most
effective for my learning environment and instructional goals, as I have been
using them and have always found them successful for effective teaching. But,
the most preferred one for me is the project-based instructions because, as a
literature teacher, I often need to engage students in groups to do research
and learn the literature to align it to the content for the formation of new
knowledge, skills, and values, and I always find that this model is slightly
better than others, especially for academic achievement (Introduction to
project-based learning, n. d.). By using this approach, I can lead my students
out of the box for an in-depth exploration of history in the context of the
present situation. Students are actively involved in information gathering from
internet research and the library, which finally presents their work with
reasoning. It allows students to learn through experience and also allows me to
create a forum in my classroom for necessary feedback and suggestions.
Moreover, assessments are performance-based assessments that demand knowledge
and ideas from the learners. I believe that by choosing this approach, I can
carry out the processes that are involved in inquiry-based and problem-based
learning because, while engaged in project-based learning, students engage
themselves in the investigation. Moreover, my students are helped not only to
know but also to do.
They become more responsible during the
process and develop the habit of taking responsibility because they are engaged
in collaborative tasks that enable them to meet their needs with the help of
their learning style. On the other hand, I allow my students to reflect on
their learning so that they can set an appropriate level of challenge so that
they become good problem solvers and develop creative, collaborative, and
self-leadership skills that are necessary for today’s educational needs
(Learning by Inquiry, n.d.). It is because of this that my students are sound
with their content because they have gained a good level of content knowledge
with better communication skills. Motivation is the major thing that students
gain through this approach. Finally, the most important essence of the approach
is that it relies on more cognitive, affective, or psychomotor features, which
are essential for any teaching and learning process. That’s the main reason
that I am drawn to this approach.
As a student, since my education was based
on teacher-centered approaches in the past, I regret today that I never got an
opportunity to experience such methods. I used to be inside the four walls
where my teachers used to lecture, and we kept on listening. We were simply
involved in memorizing what we were taught. Such teaching methods at present
will never allow learners to meet even the basic needs of life.
References
IBL, PBL and PJBL, what's the
difference? (n.d.). Kimberlin Education.
http://kimberlineducation.com/ibl-pbl-and-pjbl-whats-the-difference/.
Introduction to project-based learning.
(n. d.). http://www.leadingpbl.org/f/Introduction+to+PBL+-+Handbook.pdf http://www.leadingpbl.org/f/Introduction+to+PBL+-+Handbook.pdf
Learning by Inquiry. (n.d.). What the Heck
is the Difference Between IBL and PBL? https://www.learningbyinquiry.com/what-the-heck-is-the-difference-between-ibl-and-pbl/
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