project-based learning in higher education elizabeth “betsy” lasley, ph.d. assistant professor...

Project-based Learning in Higher Education

Elizabeth “Betsy” Lasley, Ph.D.Assistant Professor

Language, Literacy and Special PopulationsSam Houston State University

Purpose of this Presentation• Results of a fixed mixed-method pilot study of 82 undergraduate

teacher candidates

• Use of project-based learning to promote student engagement in critical thinking and intrinsic motivation.

• The construction and implementation of project-based learning (PBL) in an undergraduate course.

• Constructing the structural web for a PBL

Purpose of Study Critical Thinking & Motivation

Research Question:

To what extent does project-based learning influence students’ levels of critical thinking, as measured by their changes in their levels of extrinsic and intrinsic motivation?

Theory and Motivation ConstructsDeci & Ryan -1985 Deci - 1995

Pink - 2006 Goleman - 1995 Wagner - 2012 Glasser- 1998 Jung (Deci & Ryan 1985)

Wealth Fame Physical attractiveness Competence Autonomy Relatedness (social connectedness)

Autonomy (self-directed) Mastery (strive to improve) Purpose (making a contribution)

Excellence Engagement Ethics Empathy

Curiosity Collaboration Asking questions Listening with empathy Integrative thinking Action Experimentation Play Passion Purpose 21st Century skills

Satisfy self-directed needs – need satisfaction Purpose – work is useful – adds quality to their lives Always improving Need for control – power and belonging

Self-awareness – self-directed Societal influence – religion, culture, history - relatedness Need for approval Need for control - power

Demographics __________________________________________________________________________________ % % % % % % % Age 11% (18-19) 52% (20-21) 11% (21-22) 6% (22-23) 2% (24-26) 2% (27-28) 16%(29 & older) Ethnicity 79.2% Caucasian 12.2% Latino 8.5% African American 2.4% Multi-racial 1.2% Arabian 3.7% not identified Academic Status 57.8% Juniors 30.5% Sophomores 12.2% Seniors Marital Status 79.2% Single 18.3% Married 2.4% Divorced Gender 93.9% Female 6.1% Male Disability 7% Learning 3% Vision 1% Hearing 90% without an identified disability __________________________________________________________________________________________________________________

Quantitative Results Mean Pre SD Mean Mean Post SD Post Mean Change

Autonomy 4.52 0.54 4.63 0.55 0.11

Mastery 4.31 0.54 4.31 0.57 < 0.00

Purpose 4.18 0.54 4.31 0.57 0.20*

Evaluating 4.18 0.57 4.35 0.57 0.17

Perspective- Taking

3.93 0.54 4.19 0.59 0.25*

Total Score 4.21 0.43 4.35 0.45 0.16*

Quantitative Descriptive StatisticsNote. *p < .05

Qualitative Results

The latent patterns that emerged were:•Movement and Change - stress, frustration, and confusion 30%•Critical thinking/metacognition - perspective-taking, sense of purpose 25%•Purpose – collaboration, continuous learning, self-determination, autonomy15%•Persistence – managing impulsivity, reflection and revisions, perseverance15%•Self-regulation - time management and organization (self-regulation - autonomy – 15%.

What do you know about project-based learning?

Key Differences

Why consider project-base learning?

Entering the 21st Century

Habits of Mind (Costa and Kallick, 2009) • Persisting

• Thinking and Communicating with Clarity and

• Precision*

• Managing Impulsivity*

• Gathering Data Through all Senses*

• Listening with Understanding and Empathy*

• Creating, Imagining and Innovation

• Responding with Wonderment and Awe

• Thinking Flexibly

• Thinking about Thinking (Meta-cognition)

• Taking Responsible Risks

• Striving for Accuracy*

• Finding Humor

• Questioning and Posing Problems

• Thinking Interdependently

• Applying Past Knowledge to New Situations

• Remaining Open to Continuous Learning

Course Structure

8 Essentials for Project-based Learning• Driving question• A need/want to know• Significant content• Student voice and choice• 21st century skills• Inquiry and innovation• Feedback and revision• Public involvement

1. How can you use this project to make

a difference in your community?

2. How can you apply this project to a real-world situation?

3. How will this project have a personal impact on you?

Note Taking from Assigned Readings

HOT Questions (Bloom’s Taxonomy)

Ticket-in quizzes

Extra Credit – Journal Article

Class Discussions

Journal Entries

and

Case

Study Analysis

Teacher Student Interview

Analysis

Documentary Storyboard

Documentary Script

Video Documentary

Individual Research

Self-reflection

Individual Research

Paper

Professionals Review of the Video Documentary

Problem Solving in the Context of Learning

Student insight regarding critical thinking!

Collaboration, Communication, Creativity

Students response to such an approach!

How can one begin to construct a PBL?

Let’s begin to plan a PBL!

8 Essentials for Project-based Learning• Driving question• A need/want to know• Significant content• Student voice and choice• 21st century skills• Inquiry and innovation• Feedback and revision• Public involvement

1. How can you use this project to make

a difference in your community?

2. How can you apply this project to a real-world situation?

3. How will this project have a personal impact on you?

Think with the end in mind!• What do students need to know from this course (objectives)?• How may students determine the relevance and purpose for what they are

asked to learn (research, interview outside sources, connect to real-life, real world problems)? • How may the objectives correlate with student-directed research and

integrated into multiple products or performances constructed over time for mastery (debates, cases, dilemmas, develop videos, journals, poster sessions, models, etc.. )?

• How will the outside world (community) be involved during and after – guest speakers, evaluators, collaborators?

• How may students develop self-directed and collaborative learning (voice and

choice, group contracts, peer critiques, peer assessment, action plans)?• What will be the final product or performance that will demonstrate

learning – celebration of learning?

Student Reflection – Sustainable Learning

Sustainable Learning

Questions

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