Project and problem-based instruction is when learners are given the opportunity to solve real-world issues. They are asked to put something together that represents their learning in a bigger picture. This seems to be how a lot of grad classes are focused. Instead of being tested on materials you are instead asked to show how you understand it and how it applies to you in your own context. This type of learning allows for purpose to be found and for learners to engage because they are interested, and it applies to them rather than just having to regurgitate the information for an exam. Allowing for a professional learning community to form in a classroom can be extremely useful for adult learners because of the learning from one another that takes place. Other viewpoints and ideas they may have never thought of can come up and change how they view their own projects and contexts. Parallel processing occurs in the brain when a learner is problem solving, as well as the idea of intrinsic rewards for making meaning out of their learning.
Application:In an introductory course, project and problem-based instruction would be very useful. In particular, I had thought about a time management activity. Students often don’t understand how to balance their schoolwork, social life, and possibly work life. I would have them get into groups and make a list of everything they do each day and approximately how long that takes. I would then ask they create a calendar or schedule out of their tasks individually. This would help to give them a visual representation of their time and how they are managing it. Students may find it isn’t very balanced and create a new schedule to make a balance. They have to keep in mind they can only put as much as the day allows and also have to allow for 8 hours of sleep. After they have completed their before and after schedules, they can present them to their original group and discuss what they learned about balance in their lives. This gives them the chance to take what we have learned about time management and apply it to their own lives and even use it in their future to stay on track and remember what is important. They also would get to hear from others and understand they are not alone in the struggle of balancing their lives. I would have them turn in their calendars/schedules at the end of class as well, so that I could see how well they did.
Assessment:The formative assessment would be their presentations to their group mates. I would be walking around the room throughout the activity and their presentations to gauge how they are understanding and applying the concepts. I should be able to see by their actual calendars how they grasped the concepts as well.