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Hi this is Paul from Patreon Elementary. Today's video is the first of a three-part video
series
about project-based learning. This first part is about eight challenges to address when
implementing
project-based learning. For those of you who are new to project-based learning, it's an
inquiry-based approach influenced by the constructivist philosophers of the likes of Dewey,
Piagie and Vygotski and it involves creating and investigating authentic questions related
to real-world problems and then analyzing information related to the question topic and
presenting
findings in the form of some kind of educational artifact such as a presentation, a portfolio,
3D model, digital game and so on. While more and more schools and classrooms are
implementing
project-based learning approaches, I'm not sure how aware teachers and administrators are
about the challenges of implementing this kind of student-centered constructivist approach.
Teachers in particular face a specific set of challenges especially in the US with its
conservative culture of standard-based assessment. Arguably the most significant challenge
with
implementing project-based learning is the changing role of the teacher. In contrast with
teacher-centered approaches in which teachers dictate to their students what they think they
need to know, teachers in a project-based learning classroom facilitate learning during
project-related
activities in a student-centered manner. This makes students active participants in the
learning
process. Such a changing role is a considerable challenge for many teachers who simply
aren't
accustomed to this style of education and changing the way you teach requires incredible
determination,
motivation and a willingness to take risks which is no easy task and is why I sometimes get
defensive messages from teachers on this topic because they simply want people to tell them
that
their teachers-centered approaches are a-okay and I'm not going to do that. This has a lot to

do
with the role of teacher-identities. Teachers are extremely resistant to change including
changing
the way they teach if they feel that such changes affect their professional status.
Accompanying this change in the role of teachers is a significant increase in the number of
management
skills and responsibilities required. To foster an effective project-based learning
environment,
educators must create a culture of collaboration and interdependence among students. They
need to
help students assume their own new roles as active, accountable learners. Furthermore,
teachers need to scaffold their students during the various stages of project-race learning,
which happen over an extended period of time. Influenced by Vygotsky's zone of proximal
development,


scaffolding involves a variety of strategies and tools to help students reach higher
performance
levels than they would be able to alone. And this requires a deep understanding of the
abilities
and the academic and social needs of each individual student. Achieving this level of your
students'
needs in a large classroom is a huge undertaking. Accompanyness is the need for teachers to
assess
the level of choice that students have over their own learning, and to what extent teachers
must
define the parameters of each project. There's a lot of disagreement among scholars about
how much
choice and power students should have in education. Some use the phrase student voice and
student

choice to mean that all students should exercise nearly complete control of the choices
involved
in project initiation, from the question that they're going to explore, to how they're going to
identify
it, to what project they're going to create at the end, and how they're going to be evaluated
by the teacher. But I would recommend that teachers set these kind of parameters to make
sure that
students are meeting educational expectations by the government. After all, you as
educators
are ultimately accountable for this. So most of the teachers' time in a project-based learning
classroom is spent ensuring that projects are started successfully and that appropriate
learning is taking place. All in all, teachers require a huge range of skills far more than
traditional education in order to cope with the student-centered nature of project-based
learning.
Teacher education programs still aren't doing enough to equip teachers with the
strategies they need to be successful at implementing project-based learning in their
classrooms.
Even in situations in which teacher education programs do promote project-based learning,
it can be really problematic for teachers to transfer the theory from university into their
real-life classrooms because of the complexity of their classes as well as the lack of
opportunity
to practice beforehand. Also, teachers tend to rely on traditional approaches that they've
internalized from their own education, and as well, they're influenced by their own biases
about
what they think is important education that should take place in the classroom.
An additional problem is that unless the school that the teacher works in promotes a projectbased
learning approach, teachers will undoubtedly be pressured to conform to the school's more
traditional culture. The next concern concerns constructivist lesson planning, which requires
a very, very different mindset for more traditional methods. Project-based learning promotes
an

interdisciplinary curriculum rather than having separate subjects, which is probably more in
the
comfort zone of most teachers. Also, traditional learning is focused on predetermined facts,
which are considered to be essential knowledge, and these are based around core subjects.
But this in turn has led to the predominance of textbooks and rote memorization and
teacher-centered
approaches. Constructivist classrooms, on the other hand, are more focused on big picture
concepts
and the process is required to get students to produce student-driven inquiry projects.
The data is gathered by students through research rather than looking in some kind of
prescribed textbook, and then are let you acquired by the students is very much dependent
on the
project topic, the students themselves, and the research results. What's more, project-based
learning explores content knowledge in far greater depth than traditional learning,
including the use of critical thinking and interdisciplinary analysis. These significant
differences require teachers to have considerable tolerance for the lack of control over the
breadth
and content knowledge required by students. However, teachers are not the only ones
affected by this
changing role of project-based learning. Students also need to assume a new role,
and that of being an active co-constructive of knowledge. While project-based learning is
shown
to increase student engagement in the classroom, students still face their own challenges
and, discarding their passive roles as rote memorizers and independent learners, and as such,
it's not unusual for students to actually resist changes to adopting project-based learning,
and other such constructive-ist approaches, because students have really been
conditioned incessantly to internalize these roles of being, you know, the student role versus
the teacher role for the whole educational careers. Therefore, implementing project-based

learning requires a lot of focus on the socio-emotional needs of students. Risk-taking and
learning from
making mistakes are fundamental features of project-based learning approaches. Yet, this
really presents
a problem in fostering this in classrooms. Any long-ranging inquiry project requires
students to be willing
to make mistakes and take risks. However, people won't jump into a situation that asks
questions
or challenge another person's point of view unless they think that their questions will be
well received
and that everyone's in this together. As with any form of academic skill, the ability of
students
to take risks requires teacher modelling, which again presents the dilemma, because the
traditional
education system promotes the notion of right answers, which both teachers and students
alike


have been conditioned to accept as normal. What is more? Teachers work in schools with
cultures that
don't necessarily support taking risks. So, one of the reasons why teachers are reluctant to
adopt
project-based learning is they're afraid that these projects won't work or that students won't
be as motivated as they had hoped, or that they didn't learn enough of the subject content as
they had expected. So teachers are afraid that all of these undesired outcomes will have
some kind of
impact on them as teachers in their school. The need for collaboration in project-based
classrooms is another challenge to overcome. Project-based learning requires group
collaboration,
and this is promoted by social constructivist beliefs revolving around Vygotsky, and this

concerns the co-construction of learning. Collaboration allows students to draw on each
other's perspectives
and come up with solutions for problems, and this allows them to tackle much more
complex projects
than they would otherwise be able to do on their own. Because maybe they don't have the
individual
ability, or simply because of people power, you know, more people means more people to
do things
in a project that you just couldn't do if you were working on your own. However, getting
students
to collaborate together effectively is one of the most difficult challenges in project-based
learning,
and this is really because of the problem of Western education that we promote the ideal of
individualism and self-reliance and competition with each other and leadership skills. We're
not
encouraged to work together. This happens when you get to university, and we think that
everyone
can work together just fine, but we've been conditioned our whole life to work alone,
and teachers are not immune to this. They, too, are reluctant to work with their colleagues.
You know, as I said before about teacher identities and their professional status,
they suffer from the need to feel autonomous and to some way feel higher in status from a
colleague. You know, fostering collaboration in the classroom requires teachers to model
this.
Working with interdisciplinary inquiry projects means that a project-based learning teacher
requires
a strong understanding and confidence with the right tools and the right resources, which
includes
technology. In a project-based learning classroom, you need far more resources to cope with
the
demands of inquiry-based learning. As such, teachers are faced with this huge amount of

information,
both online and in libraries, and different learning environments both inside and outside
and outside of the classroom, as well as new technological resources. And teachers that lack


the confidence or experience to utilize these resources will end up using the same old
resources
that have used time and time and again, which will not lead to success. Also, he can take a
lot of
time for teachers to become adept at using new resources, in particular technology. And this
leads on to the next problem, which concerns time. It goes with that saying that any kind of
in-depth
or extended project that requires research and the production of some kind of artifact,
this is going to require more time than superficial traditional learning that you just get from
a
textbook or from a worksheet and time is a precious resource in a school classroom. Finally,
project-based learning requires a change in mentality when it comes to assessment. In
project-based
learning, what occurs during the project process is at least as important as the end result, if
not
more so. Therefore, unlike a traditional classroom that focuses much more on the end of
course assessment,
a project-based learning teacher needs to assess the project from start to finish. Each project
has
his own process, has his own set of skills and his own content knowledge. As such, teachers
not
only need to create different assessments based on the project, but they need to take into
consideration
a wide range of areas for assessment and different modes of learning that you would find in
a

traditional context. Assessment shouldn't just be concerned about the end artifact, but all of
the
different things that probably led up to that product. For example, classroom discussions,
weekly
reports, some kind of self-assessment, self-reflection. Project-based learning involves
individual and
group work. It also involves a mixture of intellectual skills that are cognitive and
metacognitive,
and it involves student participation in the assessment, not only with self-assessment,
but in contributing to that assessment criteria. In all of these considerations,
can prove very problematic for teachers who are accustomed to more of a kind of one
method of
assessment and to a very very limited set of skills being considered. In fact, even for
project-based
learning teachers who are experienced, assessment is an extremely challenging and timeconsuming task,
particularly when working with a lot of students. Finally, to wrap up, I'd like to set the
background
for what's led up to this video. Since starting our video series about 21st century education
back


in 2012, we started our own education business called, Patreon Education, which is an afterschool
enrichment center, which is dedicated solely to theme-based and project-based learning,
and which we do throughout the year. But more recently, we launched our first private
elementary
school called Patreon Elementary, which is focused around K-7 students. And again,
everything we do
is solely based on theme-based and project-based learning. And implementing this kind of
project-based
learning as a school requires us to overcome the challenges that have been presented in the

video
here today. And this will lead up to our next video, which talks about solutions, as well as
giving you better insights in terms of things, the differences between problem-based
learning
and project-based learning, as well as inquiry-based learning as an overarching umbrella.
And that's about it for today's video. We'd like you to stay tuned for the next couple of
videos,
which are about project-based learning. And that'll be coming up very, very soon. Thanks
for watching.
Bye-bye.