Welcome to "PBL Primer Series", a go-to guide for teachers and educators stepping into the world of Project-Based Learning (PBL). This series is crafted to swiftly bring you up to speed on what PBL is all about and how to adeptly integrate it into your teaching repertoire.
In this second installment of the PBL Primer Series, we delve into the diverse roles of participants in PBL, clarifying how each actor's unique position contributes to the collaborative and dynamic nature of project-based education.
Project Designer
The project designer determines the basic framework and core elements of a PBL project. Like a game planner, the project designer enables students to move through the project step-by-step and to explore and learn in an orderly manner through a carefully set framework and process with appropriate methodologies. When designing a project, designers first need to determine what students are expected to learn through the project and then consider how to design the PBL in a way that is accessible and maximally beneficial to students by putting themselves in the students' shoes.
Students as Self-Directed Learner
In project-based learning (PBL), students change from passive receivers of knowledge to self-directed learners and inquirers, and become the main actors in the teaching and learning activities. Therefore, students in PBL should strive to shift their roles, enhance their initiative learning, move from focusing on mastery of knowledge to the practice and application of knowledge. They should also shift from good listeners to good communicators, actively taking responsibility and playing a leading role.
Teachers as Facilitators
Similarly, the role of the teacher in project-based learning (PBL) changes to an instructional organizer, a facilitator, and a guide for student learning. Instead of directly telling students the answers or results, the teacher guides students to discover, identify and solve problems on their own, assisting in team division, project planning and implementation, process monitoring, and appropriate participation in discussions. The goal of teaching is no longer about how much knowledge is taught to students, but whether it enhances students' independent learning ability.
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