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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 that This has a lot to 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 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 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 things in a project that you just couldn't 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 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 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