Training Guide for Engaged and Active Learning
Based on a Problem/Project

Developer

Hadas Huber

Advisors

Prof. David Edgar, Dr. Iwona Maciejowska & DavidaPollak

Rationale

Engaged and active learning inspired by projects and problems (PBL) is a teaching method based on mutual cooperation and collaboration on a project between teachers, students, and stakeholders in the community.

In order to make it realistic and beneficial, the process takes place within the particular relevant community.

The lecturer’s role is mainly to guide the students and coordinate the studies, while presenting the students with several options for the learning processes.

This way, we encourage the students to take full responsibility for their own learning. While they learn how to learn by themselves, they will also develop other skills like: creative thinking, asking questions, self-regulating, debating, initiating, and so on.

The finished products are shared with the community in exhibitions, articles in local newspapers, lectures, a workshop forthe community, or through the launch of an actual project.

This way, the PBL process creates a positive experience, for the students, as well as the faculty. Both faculty and students have to constantly develop their own knowledge, values, and skills.

Experiencing active and engaged learning can help clarify some important questions:

➔How do we define active and involved learning?

➔Why is it associated with projects and dilemmas?

➔What is the potential for students and teacher if we use it properly?

YOU CAN’T JUST TALK ABOUT IT. YOU HAVE TO DO IT!

Aims:

●Promoting meaningful emotional and cognitive learning

●Experiencing personal and interpersonal relationships based on three components simultaneously:

  1. Values
  2. Involvement
  3. Relevance

●Promoting knowledge, skills, and values required in the 21st century.

●Encouraging dialogue between all partners that cultivates action, transparency, trust, and autonomy.

Recommended Training Structure

The main purpose of this faculty training is to increase the use of teaching methods that are fostering active and involved learning specifically by using PBL/PjBL.

Problem-Based Learning (PBL) is an instructional method of hands-on, active learning centered on the investigation and resolution of messy, real-world problems.Project-based learning (PjBL) is a dynamic approach to teaching in which students explore real-world problems and challenges. In both types of active and engaged learning, students are inspired to gain a deeper knowledge of the subjects they're studying. The main difference between the two methods is that in PjBL, in addition to proposing a solution to a defined problem, the students apply a chosen solution in the field, affecting the community.

The training can take place in workshops, online courses, personal tutoring, extended training, or any combination of these, depending on the needs of your particular institution and team. We recommend a three step modular training (depending on participant ability) as detailed below:

Step 1 - Getting to know the method (2 hour session with up to 12 participants)

Step 2 - Deepening knowledge and practicing main principles (2-3 hour session with up to 12 participants)

Step 3 - Adapting relevant courses to be taught as PBL or PjBL (individual coaching).

The Module Theme/s (in connection to the five project domains)

Teaching via PBL/PjBL relates to all five TeachEX project domains, that were identified as meaningful for teaching excellence as described below:

Domain / How It Is Related to PBL/PjBL
Active teaching & learning / PBL is promoting active models of learning. The involvement of students in projects and dilemmas that are relevant to higher education and to the community, while increasing multicultural activities.
Internationalization of education / Training the academic staff at Gordon College, as well as nationwide
Bridging the generation gap / Developing a model of discourse that promotes collaborative teaching and learning
Managing diversity in the classroom / Enabling different participants to work together toward a common goal and expressing their different skills and abilities.
Educational technology / Using digital tools can be beneficial during all stages: brainstorming,planning, executing the learning process, documenting, presenting, and assessing.

Learning outcomes

At the end of the training, participants will be able to do the following (depending on their skills):

Step 1 - First Exposure to PBL/PjBL

●Explain PBL or PjBL and give examples.

Step 2 - Deepening Knowledge and Practicing Main Principles

●Present authentic and relevant dilemmas/questions/issues in a way that is beneficial to the relevant community and subject matter.

●Create fertile questions.

●Choose a meaningful and relevant dilemma.

Step 3 - Applying PBL/PjBL Principles and Model

●Adapt their courses to the presented method.

●Use PBL/PJBL and address “big questions.”

●Facilitate fine tuning processes that are meaningful for the student.

●Cope with students’ frustration during the process.

Training Guide for Engaged and Active Learning in Higher Education

This training guide include 3 steps according to faculty’s background in this subject.

Step 1:Work Plan Meeting - up to 12 participants (2 hours)

Getting to Know the Underlying Theories of PBL/PjBL and Its Educational Benefits

Duration in minutes / Activity / Materials and aids
10 min large group / Introducing ourselves and sharing our expectations,
Each participant will say what he/she expects.
5 min large group / Watching the video: Project Based Learning: Explained.
30 min / Discussing differences between active learning methods / Project-Based Learning vs. Problem-Based Learning vs. X-BL[1]
Basic theory[2]
PossiBiLities a Practice Guide to Problem-based Learning in Physics and Astronomy[3]
15 min- small group work -
2-4 participants / Building a mind map of the discussed concepts. Each group will make a map to organize the new knowledge and insights gained.
Participants may use paper or digital tools like Coggle
20 min - large group / Presenting the maps.
10 min - Summing Up / Which principles of PBL/PjBL did we apply in our session ?
Feedback / Questionnaire

Step 2: Work Plan Meeting - up to 12 participants (2 hours)

Deepening Knowledge and Applying Main Principles (basic knowledge of the method is required for this step)

Duration in minutes / Activity / Materials and aids
10 min - Opening / Presenting main principles of PBL/PjBL / Project-Based Learning vs. Problem-Based Learning vs. X-BL
Basic theory
20 min / How to formulate a relevant fertile question? / Teaching and learning in a community of thinking[4]
20 min -
Activity / Build a fertile question for your audience and add it to a shared document - Fertile questions
30 min / From theory to practice / Applying to Higher Education
The Basic 12 Steps to Build a Project
10 min / Discussion - what can you use in your course?
Feedback / Questionnaire

Step 3: Individual tutoring or small groups

- One long session building the course according to PBL/PjBL principles.

- A few short sessions during the semester.

Duration in minutes / Activity / Materials and aids
20 min / Presenting and discussing examples of adapted courses / Creative Use of Tablets in Kindergarten
Teaching Mathematics in Primary Schools
Project Based Learning (PBL) in an Academic Institution
20 min / Defining learning outcomes by lecturer to their course
and designing it accordingly. / The Basic 12 Steps to Build a Project
Fine Tuning Protocol
Engaged and Active Learning PPT
20 min / Discussion about the need of the student to determine their learning outcomes.
30 min / Adapting assessment of course and developing alternative assessments that takes into account the learning process and outcomes / Collaborative Problem Solving Empirical Progressions[5]

Training Materials

Bibliography

Link to Project Design Workflow

Example - Project presentation from the course: Self-awareness for Learning Process Children Communication.

Example- Project presentation from the course: Creative Use of iPads in Preschool

Mathematics in Primary Schools Miri Hilai Comparing traditional and adapted syllabus and learning outcomes

Material and TrainingEvaluation

Evaluation will be done by diverse methods: reflection, interviews, and questionnaire with a grade scale of 1 to 5, including questions like:

●How do faculty rate the training?

●Does the theoretical material given cover the need?

●Does the course you developed in the workshop apply the constructivist approach?

●Is the course adapted to a wide range of populations, assignment levels, and subjects?

1 Training Guide for Engaged and Active Learning Based on Project /Problem

[1] "Project-Based Learning vs. Problem-Based Learning vs. X-BL - Edutopia." 6 Jan. 2014, https://www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer. Accessed 13 Apr. 2017.

[2] "The Teacher's Guide to Project-based Learning - Innovation Unit." Accessed 13 Apr. 2017.

[3]Reine, D, & Symons, S. (2005.). Possibilities: a Practice Guide to Problem-based Learning in Physics and Astronomy. The Higher Education Academy Physical Sciences Centre. Accessed 13 Apr. 2017.

[4] "Teaching and Learning in a Community of Thinking." Accessed 13 Apr. 2017.

[5]Griffin, P. (2014) Collaborative Problem Solving: Empirical Progressions Version 1.1, Accessed 13 Apr. 2017.