Understanding Activity-Based Learning and Project-Based Learning: A Guide for Everyone
Activity-Based Learning (ABL) and Project-Based Learning (PBL) mark a departure from traditional, industrial-era education, emphasizing hands-on experiences and real-world problem-solving. These innovative approaches shift the focus from passive to interactive, learner-centered education, equipping students with essential skills for real-life challenges. This shift is crucial in a fast-evolving world, making the exploration of ABL and PBL not just about learning, but about preparing learners for success beyond the classroom.
While having coffee with a group of parents invested in their children's education, we engaged in a captivating conversation that touched upon the MIT motto, "mens et manus," meaning "mind and hand" in Latin. This motto is a testament to MIT's founding ideals, highlighting the importance of education for practical application.
Our dialogue soon expanded to cover the diverse learning pathways and the current state of high school education globally, and particularly in the United States. This discussion underscored the significance of Activity-Based Learning (ABL) and Project-Based Learning (PBL) as potent tools to enhance learning outcomes. Motivated by this enriching coffee conversation, I am eager to share insights on how ABL and PBL can uniquely benefit curious learners from diverse backgrounds.
ABL vs. PBL: Charting the Course for Future-Focused Education
The following figure juxtaposes these two methodologies, highlighting their definitions, key characteristics, goals, methodologies, classroom environments, and assessment strategies, as well as the shared benefits that make them vital in contemporary learning contexts.
What do we know about PBL methodology and its influence on learning outcomes in Advanced Placement (AP) courses?
The "KIA Research Brief," funded by Lucas Education Research, part of the George Lucas Educational Foundation, provides an in-depth analysis of Project-Based Learning (PBL) in Advanced Placement (AP) courses. Published in April 2021, the brief highlights PBL's effectiveness in enhancing student achievement. Key points include:
Academic Benefits: It highlights that rigorous PBL enhances academic performance, particularly in AP courses, indicating that students show improved outcomes.
Research Methodology: A randomized controlled trial was used to assess PBL's impact on AP exam scores, showing that PBL students were more likely to score 3 or higher on these exams compared to their peers in traditional courses.
KIA PBL Approach: The study examined the Knowledge in Action (KIA) method, a collaboration between the University of Washington and high school teachers, focusing on enriching students' knowledge and skills through a project-based curriculum and teacher training.
Target Demographic: The research primarily involved urban schools, focusing on students of color and low-income backgrounds who are often underrepresented in AP courses.
First-Year Findings: Initial results indicated an 8% increase in the likelihood of achieving a score of 3 or higher on AP exams for students in the KIA program.
Second-Year Results: A further improvement was noted in the second year, with a 10% increase in high AP scores among students taught by teachers with two years of KIA experience.
Teacher Development: The importance of professional learning for teachers in adopting the KIA curriculum was emphasized, highlighting a shift in instructional practices.
Policy Impact: The findings challenge the notion that PBL doesn't prepare students for high-stakes tests like AP exams, showing its effectiveness for students across income levels.
Advocacy for PBL: The brief advocates for wider adoption of PBL in high school, particularly in AP courses, stressing the need for equitable access to such educational methods for all students.
Overall Conclusion: The research concludes that high-quality PBL, coupled with aligned teacher training, significantly boosts student performance in AP courses, advocating for broader accessibility for students and educators.
The research concludes that high-quality PBL, combined with aligned professional learning for teachers, can significantly enhance student outcomes in AP courses and should be made more accessible to students and teachers alike.
Let's apply the principles of ABL and PBL using photosynthesis as a case study
Photosynthesis is the process used by plants, algae, and certain bacteria to convert sunlight into chemical energy. This process involves taking in carbon dioxide from the air and water from the soil and using the light energy to convert these substances into glucose (a type of sugar) and oxygen. Essentially, photosynthesis is how these organisms create their own food and release oxygen into the environment, playing a crucial role in supporting life on Earth.
Designing a curriculum plan for photosynthesis unit (AP Biology) can significantly benefit from integrating both activity-based learning (ABL) and project-based learning (PBL). These two pedagogical approaches can complement each other to create a dynamic and effective learning environment.
Activity-Based Learning (ABL) in Photosynthesis
ABL involves using specific activities as the primary vehicle for learning. This approach is particularly effective in teaching complex scientific concepts like photosynthesis. The hands-on, experimental nature of ABL activities helps students grasp the intricacies of the process through direct experience.
Example ABL Activities
Lab Experiment on Stomata: Observing stomata under a microscope to understand their role in gas exchange. [Stomata are tiny openings located on the underside of leaves, and they are vital for plant gas exchange and photosynthesis].
Chlorophyll Extraction: Extracting chlorophyll to learn about the pigments involved in photosynthesis.
Interactive Simulations: Using computer simulations to model the photosynthetic process, allowing students to manipulate variables and see the effects in real-time.
ABL activities, being shorter and more focused, are designed to reinforce specific concepts or skills. They serve as a foundation for understanding the fundamental aspects of Photosynthesis.
Project-Based Learning (PBL) in Photosynthesis
PBL extends learning beyond specific concepts to broader applications and implications. It involves students in longer, immersive projects that explore real-world questions or problems. PBL in Photosynthesis can take various forms, such as designing experiments or investigating the impact of environmental factors on plant growth.
Example PBL Activity
Designing an Efficient Greenhouse: A project where students create a greenhouse model to maximize photosynthesis, incorporating research on light wavelengths, temperature control, and plant physiology.
PBL fosters a deeper exploration of the topic, encouraging students to apply their knowledge in practical, real-world contexts. It enhances critical thinking, problem-solving, and collaboration skills.
Integrating ABL and PBL in the Curriculum: A balanced AP Biology curriculum would ideally begin with ABL activities to establish foundational knowledge. These activities lay the groundwork for understanding Photosynthesis at a basic level. Following this, the curriculum can transition into a PBL phase, where students apply and extend their foundational knowledge in a broader, more applied context.
Now, let’s propose a curriculum structure
The goal is to make the curriculum structure more engaging and enhance the overall learning experience by merging ABL and PBL methodologies.
Weeks 1-2 (ABL). Introduction to Photosynthesis
Focus: Introduce the fundamental concepts and processes of photosynthesis through a series of lab experiments and interactive sessions. This phase can cover the basics of light absorption, chlorophyll, and the light-dependent and light-independent reactions.
Activities: Microscopic examination of chloroplasts in leaves, chromatography to separate pigments, and simple experiments to demonstrate the necessity of light for photosynthesis.
Weeks 3-5 (PBL). Implementing the PBL Project
Project Description: Designing an efficient greenhouse to maximize photosynthesis. This project involves understanding the optimal conditions for photosynthesis, including light intensity, wavelength, and carbon dioxide concentration.
Application: Students will apply their understanding of photosynthesis to real-world scenarios, such as sustainable agriculture or optimizing plant growth in controlled environments.
Week 6 (PBL). Concluding the Project
Presentations and Reflections: Students present their greenhouse designs, justifying their choices based on their understanding of photosynthesis. This phase promotes critical thinking and the ability to communicate scientific concepts effectively.
Assessment: Evaluate students’ understanding of photosynthesis, their application of the concept in designing the greenhouse, and their presentation skills.
The Synergy of ABL and PBL in Teaching Photosynthesis
Combining ABL and PBL creates a curriculum that is not only comprehensive but also engaging and relevant to real-world scenarios. ABL provides the necessary theoretical and practical skills, while PBL enables students to explore and apply these skills in a broader context. This approach not only covers the fundamental aspects of photosynthesis but also its practical applications and significance in the real world.
References:
"MIT's Motto, Mens et Manus," MIT Admissions, accessed December 22, 2023, https://mitadmissions.org/help/faq/motto-mens-et-manus/
Saavedra, Anna, Amie Rapaport, Kari Lock Morgan, Marshall Garland, Ying Liu, Alyssa Hu, Danial Hoepfner, and Shira Korn Haderlein. 2021. "Project-Based Learning Boosts Student Achievement in AP Courses." Research Brief. Lucas Education Research, a division of the George Lucas Educational Foundation. University of Southern California and University of Washington. PDF file. https://www.lucasedresearch.org/wp-content/uploads/2021/01/KIA-Research-Brief.pdf