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action or later. Please see Debugging in WordPress for more information. (This message was added in version 6.7.0.) in /home/evelyntest/public_html/wp-includes/functions.php on line 6114The teachers\u2019 role in Project-Based Learning is unique and pervasive. An educator\u2019s ability to transition from the role of instructor to that of a mentor or collaborator can make or break it. As is evident from our previous blog –<\/span>\u00a0Project-Based Learning Tools<\/a><\/span>,\u00a0PBL, if done well, helps inculcate skills such as active learning and problem-solving in students. These skills are useful in workplaces while working on similar projects.<\/span><\/p>\n Projects enhance deeper learning because students must acquire\u00a0and apply concepts and ideas. Additionally, PBL has the potential to improve competence in thinking (learning and metacognition). This is because students need to formulate plans, track progress, collaborate with others. They also evaluate solutions to real-world problems. <\/span><\/p>\n However, the drawbacks of this teaching\u00a0methodology\u00a0become\u00a0immediately\u00a0apparent\u00a0to educators when they try to adopt this model in classrooms.<\/span><\/p>\n 1. Problems of Collaboration<\/strong>: PBL fosters teamwork and cooperation if done well. Problems arise when the group efforts are pooled to a few members who do most of the work while others do not get involved. Participation in the learning process becomes inequitable and disrupted. This may lead to false data while grading students who\u00a0did not\u00a0do much work, did not develop conceptual knowledge, and yet received high grades without true performance.<\/span><\/p>\n 2. Lack of engagement:\u00a0<\/strong>Students feel left out of the process when projects are designed in conventional ways and teachers instruct traditionally, rather than collaborating with the class to design projects. PBL proves fruitful when students develop the driving question and design solutions that will\u00a0benefit\u00a0an individual\/organization.<\/span><\/p>\n 3. Gaps in Active Learning:\u00a0<\/strong>Students who are used to traditional classroom teaching feel that passive learning is the norm and struggle to take the lead in the learning processes of PBL.<\/span><\/p>\n 4. Problems of Evaluation:\u00a0<\/strong>It is difficult to evaluate a learner\u2019s theoretical knowledge in the PBL framework.<\/span><\/p>\n A University of Michigan-led research in educational psychology revealed the responsibilities of teachers in PBL, and the challenges that they typically struggle with. \u00a0Results of the case study<\/strong><\/span>\u00a0<\/span><\/strong>indicated that the responsibilities of a teacher in PBL are the same as those in traditional learning. They are:\u00a0<\/span><\/p>\n At the outset, teachers may encounter various complications while executing PBL.<\/span><\/p>\n PBL entails\u00a0a paradigm shift\u00a0because the teacher\u2019s role in project-based learning is now to\u00a0participate\u00a0in the learning process with the students, lend insight, feedback, and guidance, while also eliciting ideas and approaches from the students. This is called\u00a0<\/span>Collegial Pedagogy<\/span><\/a>\u00a0in education. The first step would be to re-imagine oneself as a fellow learner rather than an instructor in the classroom. Engaging in research over YouTube videos,\u00a0journals, and reports just like students is the way to go.<\/span><\/p>\n Hitherto\u00a0utilized\u00a0methods, courses, and guidelines are expected to help shape only a\u00a0portion\u00a0of the PBL curriculum, therefore, the rest of the tasks will require creativity and deep thinking.\u00a0<\/span><\/p>\n The second step involves getting down to basics and helping students decide on a driving question. This lies at the heart of every project, and it is a substantial question that opens up avenues for research and thorough study in accordance with academic standards.<\/span><\/p>\n A PBL teacher ideally encourages debates, cross-questioning, and discussions to allow students to arrive at a driving question on their own. Handing out driving questions excludes students from the process and it is discouraged.\u00a0The diagram below lays down some\u00a0attitudinal\u00a0changes for teachers to adopt to fulfill their roles effectively.\u00a0<\/span><\/p>\nChallenges for Learners\u00a0<\/span><\/h4>\n
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\n<\/span><\/li>\nChallenges for Teachers<\/span><\/h4>\n
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Solutions for Teachers\u2019 Role in Project-Based Learning<\/span><\/h4>\n
\n<\/span><\/p>\n