{"id":5587,"date":"2020-11-02T16:47:53","date_gmt":"2020-11-02T11:17:53","guid":{"rendered":"http:\/\/www.evelynlearning.com\/?p=5587"},"modified":"2020-11-02T16:47:53","modified_gmt":"2020-11-02T11:17:53","slug":"teachers-role-project-based-learning","status":"publish","type":"post","link":"https:\/\/test.evelynlearning.com\/teachers-role-project-based-learning\/","title":{"rendered":"Teachers’ Role in Project-based Learning"},"content":{"rendered":"

The 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

Challenges for Learners\u00a0<\/span><\/h4>\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

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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