Project Based Learning

Applying the Backward Design concept to the PBL plays a significant role in instructional design. Here are the steps we need to consider

Step One: Identify Outcomes/Assessments

Define what the goal of teaching the material is, and what is the learning outcome will be. Then decide if your course contents are suitable for the PBL. Then develop formative and summative assessments to measure student learning. Group contracts, self/peer-evaluation forms, learning reflections, writing samples, and rubrics are excellent examples of PBL assessments.

Step Two: Design the Scenario

Think of a real, complex issue related to your course content and create the learning scenario

Step Three: Introduce PBL

Introduce the assignment expectations, rubrics, and timelines.

Step Four: Research

Start with small-group brainstorming sessions, let the students define the problem, determine what they know about it, what they need to learn more about, and where they need to look to find data. Groups should write the problem as a statement or research question.

Step Five: Product Performance

After researching, the students create products and presentations that synthesise their research, solutions, and learning.

Step Six: Assessment

During the PBL assessment step, evaluate the groups’ products and performances. Use rubrics to determine whether students have communicated the problem, background, research methods, solutions, and resources, and to decide whether all group members participated meaningfully.