Latest update : 31 August 2018.

At E2 we understand, like many, that the current ’industrial’ 19th century model of education is no longer appropriate for the 21st century.

In this section, we explain why project-based learning is the pedagogical method that best delivers both strong ’traditional’ academic knowledge and skills and 21st century competences and values such as communication, collaboration, critical thinking and creativity.

Articles in this section

  • A Project vs. Project-Based Learning

    27 August 2018, by JMC

    The difference between a Project and Project-Based Learning
    In industrial education, knowing and doing are typically separate. Inculcating young minds with more information is the clear priority; applying knowledge is a distant second. Therefore a project is usually designed as a reward or an opportunity for learners to demonstrate what they’ve learnt at the end of the year, rather than as an integral part of the learning process.
    By contrast, PBL integrates knowing and doing. Learners (...)

  • Role of teacher in PBL

    27 August 2018, by JMC

    The role of the teacher - instruction or guidance ?
    PBL is primarily a learner-focussed activity. Teachers, workplace mentors, community members, and other adults, however, play an essential role in supporting learner success. All learners need guidance, instruction, and feedback to deepen their knowledge and develop their skills. This is especially important for novice learners completely unfamiliar with the content, skills, and behaviors needed for successful project completion.
    PBL (...)

  • Driving Questions - examples

    27 August 2018, by JMC

    Here are some sample Driving Questions that could be used to start some project-based learning. They are loosely written in ascending order of challenge: How can we teach other children how to be safe when there is a fire at school, at home, and in public places? How can we help animals in our local environment? How do I plan a school carnival that will raise money for our school? How do I design a pet shop that local customers will come and buy pets from? What do ratio and chemistry have (...)

  • Creating a great driving question

    27 August 2018, by JMC

    Every project begins with a question that drives subsequent learning. These questions should fulfil a number of criteria.
    Driving Questions are: Provocative. Driving questions should be intriguing and thought-provoking. To achieve this, the question should tap into the roots of learners’ interests. Open-ended. A good driving question is complex and does not have a right or wrong answer. It is not “Google-able.” Learners should be able to explore many options and come to their conclusion in (...)

  • Assessment within PBL

    27 August 2018, by JMC

    Assessment of learners is done in four main ways:
    1. Self-assessmentLearners are supported to evaluate their own learning and develop ways to critically analyse their own learning. This is the most important element of assessment as it develops learners’ self-regulation and metacognition, what some refer to as “learning to learn”.
    2. Peer-to-peer assessment Learners work together to evaluate each other.
    3. Formative (ongoing) assessment by teachers The primary purpose of assessment is to (...)

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