Copyright Goodheart-Willcox Co., Inc. Chapter 14 Instructional Methods 331 Problem-Based and Project-Based Learning Problem-based learning and project-based learning (both referred to as PBL) are two types of teaching methodologies that promote student inde- pendence and inquiry. Both problem-based learning and project-based learning are types of experiential learning. In the former, teachers assign students a problem to solve. Project-based learning is similarly prob- lem-focused but tends to be longer, sometimes more complex, and often crossing several subject areas. Usually, the teacher creates the problem or project and sets the stage for learning. Students work to create discoveries and answers. Problem-based learning and project-based learning are similar in that they focus on student-centered strategies. The teacher serves as the facil- itator or helper in the learning process, and students may work alone or in groups. The teacher and students generally work together to determine the criteria for evaluating their projects. After presenting their problems or projects to the class, students may use reflective responses to evaluate their projects. Because problems and projects are generally open-ended, higher-order learning outcomes are used. Choosing Appropriate Teaching Strategies Where do you start in choosing an appropriate teaching approach? Once again, it begins with your learning objectives or outcomes. Your learning activities must lead students toward meeting the outcomes. With this fac- tor in mind, see how various teaching strategies fit your situation. Then, develop your activity based on the teaching strategy that is the best match. Be sure to consider the following: ■ Student characteristics. A strategy must match the ages and developmental abilities of your students. For example, you would not choose a lecture format for first graders. If this is a whole- class activity, make certain it is a strategy in which all students can participate. Keep variety in mind in regard to how your students learn best. ■ Subject matter. The subject you are teaching and topic of the lesson play a large part in narrowing your choice of appropriate strategies. Some subjects require teaching methods that involve much content repetition. Perhaps students must learn other facts. Other subject areas require more creativity and exploration. At times, you may need to reinforce other skills while teaching the subject content. For example, students may need to develop interpersonal skills along with content skills. ■ Teaching situation. The strategy you choose must work from a practical standpoint. Time, materials and equipment availability, space, and any additional cost are all considerations. If taking the class on a field trip to a symphony performance an hour away is not an option, how else could you meet your learning objective? All of these options and considerations may seem overwhelming. In fact, having options is a great part of teaching! It allows you to pair your creativity with your learning objectives to develop unique activities for your students. When you spend time with a group of students, as you will as a teacher, you become knowledgeable about their needs and preferences.