Running head: A GOOD CASE FOR PROJECT-BASED LEARNING 1

A Good Case for Project-Based Learning

Candace Knox

Azusa Pacific University

Author’s Note: This paper was prepared for EDUC 548, Spring 2019
A GOOD CASE 2

Abstract

Teachers using technology have designed a new teaching model called Project-Based Learning,

or PBL. Students of every ability level can collaborate in this style of learning, bringing

motivation to unmotivated students, and increasing the levels of student mastery learning. Game-

Based Learning, and Inquiry-Based Learning are also discussed.

A GOOD CASE 2

A Good Case for Project-Based Learning

After nearly 20 years into the new century it’s become clear that instructional models in

which an instructor lectures and students tell it back to the instructor in the form of essays and

exams are not sufficiently educating America’s new generations. With widespread availability of

technology, a new instructional model is becoming popular. This new method is based on the

integration of subjects, the collaboration of students, and leads to a product or presentation,

instead of an exam. It’s called Project-based learning. Variations on this new teaching model are

Inquiry-based, and Game-based learning. I will be teaching with Project-, Inquiry-, and Game-

based lessons because it excites every style of learning and Multiple Intelligence, it allows for

Mastery Learning, and it has the power to motivate unmotivated students.

There has been a push to get every kind of learner into one classroom; special education

students, English Language Learners, advanced and struggling, and behaviorally challenged kids

are put into a classroom together along with kids who can’t stop wiggling their feet, and kids

who draw pictures over every book, worksheet, and homework assignment, along with kids who

whistle, sing, and hum to themselves, and kids who won’t stop talking. Each and every child in a

classroom is beautifully unique, and one teacher must design lessons to get knowledge into their

brains. The Project-Based lesson has shown that it can reach each student. Let’s take an example

from the English Language Arts content area. Students are learning how to write narratives. With

the use of technology, kids can create an online magazine in collaboration with another class of

same-grade students in another state, who are also writing narratives. Different learning

styles/Multiple Intelligences can be highlighted. Writers, or Verbally Intelligent kids, can write

together into a Google document. Visual/Spatial Intelligent kids can design the layout and draw

illustrations using Adobe Photoshop Sketch. Interpersonally Intelligent kids can communicate
A GOOD CASE 2

about the magazine on Google hangout. English Language Learners can work with Translations

programs likeTranslationlookup.com. There are many entrance points for every student at any

level; and it’s all fun.

This is what motivates the unmotivated students—it’s fun. Game-based learning can

make the most tedious tasks seem like games. Let’s say this example is from the Mathematics

content area. Students are memorizing prime numbers to 100. Using motion sensor technology

like Microsoft’s Kinect, students move their arms and hands, and give voice commands in front

of a screen that is full of floating bubbles. The bubbles contain numbers, some of which are the

prime numbers to 100. Students move their hands in their air to “pop” the prime number bubbles.

These motions are picked up by the Kinect system device, and score is kept of all the popped

bubbles that really had a prime number. Students will get excited to take a turn identifying prime

numbers. Game-based learning motivates unmotivated students. Every player earns points, and is

motivated to improve their score—by naming all the prime numbers fast and accurately, the

student can earn a high score.

A high score also means that the student mastered the memorizing prime numbers. The

point of going to school is to actually get educated. If a student doesn’t master a concept,

memorize useful facts, or become proficient with a skill, then going to school didn’t give them

an education. The educational concept of Mastery learning was first introduced by Benjamin

Bloom in 1968. Inquiry-based learning with technology allows for mastery of the skill, and a full

grasp of the concepts. For this example, let’s take the Life Sciences content area. The question

students are exploring in this Inquiry-based lesson is “How do you know air exists?” Students

experiment with holding vials under water, blowing up balloons and letting the air out to push

items off the table, dropping a parachute made of a paper towel and paper clip. By working
A GOOD CASE 2

together doing experiments and always asking themselves the question, students master the

concept of the existence of air.

Although Game-based, Project-based, and Inquiry-based learning is often based on

technology, and requires teachers and administrators to make a sizable investment in time,

money, and professional development, the results of improving student learning outcomes are

worth every bit.

A GOOD CASE 2

References

Ayers, L. (2019). 4 Things All Project-Based Learning Teachers Should Do. Teach Thought.

Retrieved from https://www.teachthought.com/project-based-learning/4-things-project

based-learning teachers/

Hamilton, S. (n.d.). The Pros Vs. Cons of Project-Based Learning. Synonym. Retrieved from

https://classroom.synonym.com/pros-vs-cons-projectbased-learning-8396796.html

Microsoft Kill Kinect; It’s Motion Control Camera for Xbox and Windows. (2017). Venture

Beat. Retrieved from https://venturebeat.com/2017/10/25/microsoft-kills-kinect-its

motion control-camera-for-xbox-and-windows/