The Elements of PBLs

(Project-based Learning, Problem-based Learning & Anchored Instruction)

Directions: Fill in the table with answers to each of the questions for each of the instructional models.

Project-based Learning Problem-based Learning Anchored Instruction

1. What is the product or artifact of The product of learning could be Rather than the outcome being After looking at a number of
learning? Can you hold it? a physical artefact. For defined in project-based different research papers, my
example, if the children were learning, Savery (2006) writes understanding is that the
learning about healthy eating, that the form of the solution is students solve a problem by
they could be asked to make a more open-ended in problem- completing a story. This
healthy lunch. Solomon (2003) based learning. The solution of suggests the product is not
provides other examples of a particular group may or may physical. For example, Kurt
project-based learning leading not be a physical artefact. (2021) writes the product may
to a physical artefact, when she be a multimedia presentation.
writes building racing cars could
be the product of project-based
learning. The product could
also be something else such as
an online presentation, which is
not a physical object.

Savery (2015) adds that the

whatever the outcome is for
project-based learning, it is
usually predetermined by the
teacher.
2. Is the product or artifact of Grant (2002) writes that in Savery (2006) writes that when Students work collaboratively
learning the same for everyone? project-based learning, the solving the initial ill-defined to solve a problem presented in
children collaborate in small problem, the children may the form of a story (Cognition
groups. The product of each make different products. The and Technology Group at
group will be similar in that they final outcome is left up to a Vanderbilt, 1990). Groups in
may all be asked to make the particular group, so it is likely to the class may have different
same kind of artefact; however, be different. solutions (Kurt, 2021).
they will be different because
 they will not all look the same.
For example, the children may
be asked to build a boat as their
outcome. The boats may all
look different, but the outcome
is the same as it is a boat.
3. Does the instructional model Grant (2002) provides a number Savery (2006) identifies several Kurt (2021) outlines several
provide steps/guides for the of steps for instruction. They key characteristics of problem- steps:
elements of instruction. If so, are as follows: based learning. They are as
what are they? follows: Introduction: Usually through a
Introduction: This should be video and contextualised in a
motivating for learning and set Ill-structured: The problem story.
the scene. The problem could should be ill-structured, which
be real or hypothetical, but it leaves students able to make Familiarisation: Children
must be meaningful. their own choices regarding understand what is expected of
how to solve it. them.
Task: This could be a driving
question, which explain what Integrated learning: The Expansion: Children research in
needs to be accomplished. solution should involve using groups.
Grant (2002) adds that the task knowledge and skills from a
should be challenging, possible variety of subjects. As such, it Plan: Groups plan how to solve
to achieve, and engaging. has a cross-curricular approach. the problem.

Resources: These help the Collaboration: As in the real Transfer: Groups apply
students research or complete world, collaboration is concepts to other problems.
the task. important.
Share: Groups share their
Process: The step necessary to Application of self-directed experiences and what they have
complete the task, which should learning: The students should learnt.
include the use of higher-order have opportunities not only to
thinking skills. engage in self-directed
learning, but should also
Guidance and Scaffolding: The feedback what they have learnt
teacher provides as and when to their group.
necessary.
 Cooperative/Collaborative Reflection on what has been
Learning: Children work in learnt: The students should
teams to solve the problem. reflect on the different stages of
the task and think about how
Reflection: Children reflect on they performed.
their learning afterwards.
Self and peer assessment: This
could be done with a rubric.

Students’ work should be

valued in the real world: This
could take a range of forms
such as inviting parents to
school or sharing work in the
local community.

Exams should be measured

against problem-learning goals.

Problem-based learning should

not be part of a didactic
curriculum.
4. How is it assessed? Grant (2002) suggests using a Savery (2006) suggests that Young and Kulikowich (1993)
portfolio or rubric. He writes peer and self-assessment can write anchored assessment
advantages of using a rubric are be related to reflected on “must be an integrated,
that children know what they knowledge gains. ongoing, and seamless part of
need to do in order to be the learning environment” (p.
successful and they can self- or Gallagher and Gallagher (2013) 6).
peer-assess. suggest the use of rubrics for
peer- and self-assessment.

5. Why would you do it? Grant (2002) argues one reason Savery (2006) writes that Fandrey (2012) suggests some
for using this approach is that it motivation increases when benefits of anchored instruction
is engaging for learners as students have more ownership include knowledge transfer,
products are linked to the to finding a solution. He also increased student motivation,
 students’ own interests and mentions other benefits, such improved collaboration, and
ideas. In addition, learners can as improving skills related to cross-curricular links.
develop a range of independent collaboration, problem solving,
study skills. analysis, reasoning, and
communication.

Briefly, what are the differences among the instructional models?

One difference mentioned by Savery (2006) between project- and problem-based learning is related to the solution. In project-based learning, the
outcome is often defined at the beginning of the task, whereas in problem-based learning, the solution is decided upon by the students. For
instance, he writes “within a project-based approach learners are usually provided with specifications for a desired end product (build a rocket,
design a website etc.)” (p. 16). He also highlights a difference between the role of the teacher in these two approaches. Rather than being a
facilitator as in problem-based learning, project-based learners offers more opportunities for “teachable moments” (p. 16), meaning teachers are
more likely to provide guidance and suggestions for students.

One difference with anchored instruction is that the problem is often within the context of a story and requires a technology-rich setting. This is
not necessarily the case with the other two approaches.

References

Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational
Researcher, 19(6), 2-10.

Fandrey, A. (2012, November 12th) Anchored Instruction Recorded Presentation. https://www.youtube.com/watch?v=AfiCsPVMo4c

Gallagher, S. A., & Gallagher, J. J. (2013). Using problem-based learning to explore unseen academic potential. Interdisciplinary Journal of
Problem-Based Learning, 7(1), 111-131.

Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A middle school computer
technologies journal, 5(1), 83.

Kurt, S (2021, February 6th). Teaching and learning: Anchored instruction model. Educational Technology.
https://educationaltechnology.net/anchored-instruction-model/

Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and
extending the legacy of Howard S. Barrows, 9(2), 5-15.
Solomon, G. (2003). Project-based learning: A primer. Technology and Learning, 23(6), 20-20.

Young, M. F., & Kulikowich, J. M. (1993). Anchored instruction and anchored assessment: An ecological approach to measuring situated learning.
Educational Technology, Research and Development, 41(1), 43-58.