Implementing Curriculum

Abstract

The question at hand is how can we effectively educate the professionals of tomorrow? At the outset of utilizing P.B.L. there is little if any level of comfort. One can liken it to the process of learning how to drive a car. The Journal of University Teaching & Learning Practice (J.U.T.L.P.) discusses studies done on this form of teaching and learning. Conversely, this style of instruction presents difficulty for teachers that are set in their ways and for those that lack comprehension on how to utilize it efficiently. The domains of practice, external, consequence, and personal requires balance in order for this form of teaching practice to be effective. What type of effect does this method of teaching have on students? Addressing the long term affects that it has on the administration classroom and time management. 

Introduction

Technological advances in our society have expanded exponentially and linked to meet our needs at home and in the workplace. However, education is lagging behind and the gap continues to grow. Esteemed colleagues and educators the question is how can we effectively educate the professionals of tomorrow? Equipping students with the knowledge and critical and creative thought process needed to be productive members of society. The primary solution from the prospective of yours truly is the use of a concept called Project/Problem Based Learning or the acronym P.B.L. The following proposal gives insight as to why it should be utilized more inside the classroom.

Experience With P.B.L.

One’s experience in utilizing P.B.L. is two-fold. First it was insightful, pleasant, and very beneficial. However, at the outset there was very little if any level of comfort and confidence. The Journal of University Teaching & Learning Practice states; Results indicate teacher satisfaction, but also point to higher class unpredictability and increased time/workload (Luis Roberto C. Ribeiro 2011 para. 1). As one became more experienced with the process of using P.B.L. what ensued provided valuable insight and surpassed expectations of yours truly, administrative staff, and the students. Conversely, the experience described coincided with the following portion of the J.U.T.L.P. article; P.B.L. appeared to foster teacher’s development of teaching knowledge base, especially regarding the knowledge of students, their reasoning mode and interests (Luis Roberto C. Ribeiro 2011, para. 1).

Cons of Using P.B.L.

This form of teaching does present itself as a challenge and difficult to comprehend and incorporate. Many teacher candidates may not have experienced authentic project-based learning, although they may have completed many assigned “projects” (Strevy, Olney,2014, pg 464). This is where the misunderstanding of what P.B.L. is and how it is utilized. According to the journal Teaching and Teacher Education; Teachers may struggle with adapting and implementing PBL curricula because PBL involves a complex web of teaching skills, pedagogical knowledge, and content knowledge (Adams, Lo, Goodell , Nachital,2017 para 5). This type of curriculum instruction requires a different approach. Some educators may not comprehend how to go about implementing P.B.L. into their practice. On the other hand, some may be too set in their ways or methodological practice to want to try a different approach.  

           

Pros of Using P.B.L.

One particular avenue of insight from the article Teaching and Teacher Education talks about four different domains, “ external, practice, consequence, and personal domain” (Adams, Lo, Goodell, Nachital, 2017. para 20). Maintaining balance between the domains will help with the transition and utilization of P.B.L. It is important to note, P.B.L. will not only take place only in the classroom, but also affects and benefits other areas of education. “In spite of its apparent simplicity, not only does the adoption of the P.B.L. process involve administrative and educational changes, but it also demands significant individual changes, such as different roles of students and faculty” (Luis Roberto & C. Ribeiro 2011, pg 3). Conversely, the J.U.T.L.P. also reinforces the importance of students becoming more active learners and as the role of the teacher changes. While students are required to take up more responsibility for their learning, teachers have to relinquish the role of imparter of established scientific knowledge and valuator of the knowledge reproduced by students (Luis Roberto & C. Ribeiro 2011, pg3).

Results From Utilizing P.B.L.

           The next area of importance is what type of effect does this method of teaching have on students? Does it produce the desired result? What makes it an effective pedagogical tool? “ The results of these meta-analyses point to important gains for students, such as the establishment of an intellectually challenging, flexible and enjoyable learning environment marked by camaraderie and collaboration among themselves and among them and their teachers” (Luis Roberto & C. Ribeiro 2011, pg 5). From one’s own personal experience the quote holds true. In addition, it makes the class and time management a lot easier. The students will be eager to learn and more actively engaged.

In essence, the additive “less is more” holds true. “The unit took on a life of its own as students posed questions and solved problems. When asked, “What was the most difficult part?” the teachers replied, “Not teaching the unit again.” Real problem-based and project-based learning demand new student questions every term” (Strevy, & Olney,2014, pg 465). Furthermore, the practice of P.B.L. changes the learning perspective mindset. Also, the analyses points to P.B.L. students acquiring better study habits (e.g., more focus, more commitment, and more effective use of educational resources) as compared to conventional methodologies, implying that it is capable of promoting life-long and self-directed learning (Luis Roberto C. Ribeiro 2011. Pg 5).

Conclusion

To summarize, Project Based Learning is a method of teaching that cannot be overlooked. From discussing ones personal experience and the effect that it had emotionally, to the studies and research done by fellow educators about its effectiveness inside the classroom. There are drawbacks, but the benefits far outweigh the disadvantages of using this method of instruction. Conversely, P.B.L. is the answer or the solution in helping to make our students efficient learners. Project Based Learning is not just a method or practice; it speaks to the development of the thought processes of both teacher and student.

References

Adams, C. M., Lo, J. C., Goodell, A., & Nachtigal, S. (2017). Shifting pedagogy in an AP US government & politics classroom: A DBIR exploration of teacher growth. Teaching & Teacher Education, 6479-92. doi:10.1016/j.tate.2017.01.011

Ribeiro, L. C. (2011). The Pros and Cons of Problem-Based Learning from the Teacher's Standpoint. Journal Of University Teaching & Learning Practice, 8(1), 1-17.

Strevy, D. (2014). Project-based learning; is there a problem-based difficulty? Childhood Education, 90(6), 462-465.  http://search.proquest.com.proxy1.ncu.edu/docview/1644636017?accountid=28180