Project Based Learning: What do They Really Learn

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Project Based Learning What do They Really
Learn?

• Megan Wieland
• University of Florida Graduate Student
• Practicum at Littlewood Elementary

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Background Project Context

• Fifth grade, Gifted classroom
• Worked with veteran teacher
• High level of technology integration
• Collaborative unit on plants and insects at
  Littlewood Elementary
• Students work in groups
• Create brochures and documentary

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Project Overview

• Brochures
• Four plants
• Four insects
• Information
• Scientific names/taxonomy
• Range
• Habitat
• Physical features
• Interesting facts (at least three)
• Environmental message

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Project Overview

• Documentary
• Five plants
• Five insects
• Each group completed one segment
• Included information in field guide
• Included additional research/interesting facts
• Environmental message-specific

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Background Wondering

• Thought about my own school experience
• Remembered project based learning experiences
• What did I really learn from these experiences?
• Developed from concern for student learning

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Wondering What is it?

• Will this project-based learning experience
  produce a significant impact on students
  learning at various levels of Blooms taxonomy?
• Will group dynamics influence how well students
  are able to learn and transfer knowledge to
  different levels of Blooms taxonomy?

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Data Collection

• Focused on three groups based on dynamics
• High
• Medium
• Low
• Extremely qualitative data

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Forms of Data Collection

• Digital photographs throughout unit
• Examples of components throughout unit
• Field guide and documentary storyboards
• Notes in composition books (students)
• Final products
• Informal questioning
• Observation journals

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Photographs
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Data Analysis Overview

• Distinct themes developed regarding
• What students learned
• How students learned
• Roles of students
• Transfer of knowledge

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Findings Overview

• Four overarching findings
• One sub-finding
• Three findings pertaining to higher order
  thinking
• One finding pertaining to group dynamics

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Finding 1

• Sophistication of student knowledge increased as
  students progressed through stages of project
  development.
• The use of composition books, clipboards, and
  field guide and documentary storyboards assisted
  students in researching and synthesizing
  information.

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Finding 2

• Writing the environmental message required
  students to evaluate the importance of plants and
  insects at Littlewood (i.e. balanced ecosystem).

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Finding 3

• Students felt they learned more through the
  project than they would have just studying from a
  textbook or listening to the teacher.

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Student Comments

• We learned a lot more because we werent just
  told what to do, but we had to do it ourselves.
• I learned a lot more than I would have just
  reading about things because it was right there
  for me to work with.

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Finding 4

• Group dynamics played a role in how efficiently
  the project was completed but not necessarily how
  much they learned from project.

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Comments/Observation

• High Group (dynamics)
• We all have three things in common we have a
  sense of humor, we want an A, and we want
  perfection.
• Group delegated jobs well

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Comments/Observation

• Low Group (dynamics)
• We are almost finished but I think we would have
  been way behind if I hadnt done the research at
  home.
• Despite group frustration still learned and
  enjoyed project

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Conclusions

• Extremely time consuming and work intensive for
  both students and teachers
• Not all students are necessarily learning exactly
  same thing
• How do you compensate for that?

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Conclusions

• Requires a great deal of planning and flexibility
• Technology and collaboration made this particular
  project possible
• Student motivation and learning increases

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Conclusions

• Most importantly, students took away from this
  project much more than I or my partner could have
  ever imagined!

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QuestionsComments
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Contact Information

• Megan Wieland? meganarie815_at_aol.com