4. Embarking on the journey of Project-Based Learning (PBL) : 4.2 Timeline for integrating PBL into a school system:

 Project-Based Learning (PBL): Learning in Action!

4. Embarking on the journey of Project-Based Learning (PBL)

4.2 Timeline for integrating PBL into a school system:

ARYABHATTA ANUSHANDHANATMAK VIJNAN PRAKALPA (AAVP) is an innovative program aimed at enhancing science education by promoting learning science by investigation. Objective of AAVP is to empower students for learning science through Project-Based Learning, fostering creativity, innovation and research aptitude, and real-world problem-solving skills. AAVP encourages students to engage in in-depth study and research, providing them with opportunities to explore various aspects of research in science, including hypothesis formulation, system analysis, experiment designing, and data analysis.

AAVP is organized by Vivekananda Kendra Shiksha Prasar Vibhag, Assam with Jnana Prabodhini serving as the content and training associate. VKSPV runs 20 schools in Assam and Nagaland.

Since 2017, VKSPV and Jnana Prabodhini have been conducting Teachers’ Training Programmes based on the method of science. These sessions focus on providing VKV students with the opportunity to experience research-based learning under the guidance of trained teachers. The trained teachers then implement these activities in classrooms and workshops, acting as mentors for a yearlong research project.  and creating a dynamic learning environment.

Jnana Prabodhini, Pune, has been arranging training modules and materials for teachers and students in three levels: Mentors' Training, Guide Teachers Training, and Workshops for Students. This multi-level approach ensures a cascading effect, where experienced mentors train guide teachers, who then impart their knowledge to the students. This three-tire program is helping to reach schools spread across Assma and Nagaland. 

The involvement of life workers and academicians from Vivekananda Kendra, and local resource persons at school level and cluster level adds depth and effectiveness to the training programs. The meticulous planning and execution strategy by core organizing team for AAVP underscores the objectives and potentials of AAVP to elevate the quality of science education by practicing learning science by investigation across VKVs.

 

Like VKSPV Jnana Prabodhini is working with Paramita group of Schools at Karimnagar, Telangana for Project based leaning. Paramita schools are practicing whole school model for project-based learning where students from third standard get opportunity do a research project. I had written about Paramita model for PBL in earlier blog. For details refer the link.

Based on the experience of extending and scaling Project-Based Learning practices at Jnana Prabodhini in various institutions from different geographical areas and schools with diverse organizational structures and designs, I am sharing some important considerations that a school must address before initiating PBL in their school system.

The first and most important aspect is the PBL design. Details about adopting the PBL design are available at the following link.

https://prashantpd.blogspot.com/2023/09/project-based-learning-pbl-learning-in.html

The second important aspect is the initiation phase, on which schools have to work to implement project-based learning (PBL) in a school system.

This requires careful planning and a well-structured timeline.

Below are the features outlining the timeline for integrating PBL into a school system:

1. Pre-Planning Phase (6-12 Months Before Implementation academic year):

The Pre-Planning Phase in project-based learning (PBL) is a crucial step that sets the foundation for successful implementation. During this phase, schools must identify specific needs and goals for integrating PBL into their educational system. This involves conducting surveys, gathering inputs from stakeholders, and assessing the current state of teaching and learning wrt activity-based and experiential learning in the institution.

It is essential to understand that the institution should define why they want to adopt PBL and how adopting PBL is beneficial and how it aligns with the instructional goals.

Organizing a pilot project workshop for students with the Jnana Prabodhini team is a valuable step in the Pre-Planning Phase. This allows teachers to observe PBL practices in action and see firsthand the involvement of students in the learning process. Additionally, this provides opportunities for teachers to familiarize themselves with PBL concepts will help to formulate an in-house lead team that can support the implementation of PBL across the institution.

Assembling a lead team of administrators, teachers, and other key stakeholders is another important aspect of the Pre-Planning Phase. This team will lead the PBL initiative and ensure that all necessary resources are secured and allocated appropriately.

 

2. Planning Phase (6 Months Before Implementation):

Crafting an effective PBL design/ PBL model aligned with institutional goals is essential for integrating PBL into the school system during planning phase. This involves defining whether the institution wants to emphasize content, the learning process, or application. Institutional academic alignment is crucial in this process.

https://prashantpd.blogspot.com/2023/09/project-based-learning-pbl-learning-in.html

If an institution is running multiple schools, they can initiate a pilot PBL for a class through a lead team. The lead team will gain experience through a short-duration project work. This will help identify or showcase initial PBL projects that align with the objectives.

At Paramita Schools in Karimnagar, Telangana, we have implemented a well-defined framework for organizing PBL initiatives. At the institutional level, we appoint a Chief PBL Coordinator. Within each school, key roles are assigned: a school coordinator, responsible for overseeing the implementation process; a project type-specific mentor teacher, who leads in content delivery; and a class and standard coordinator, managing different sections within a standard. Additionally, a member of the management team offers mentoring support to the Chief PBL Coordinator.

Training the lead team on PBL pedagogy and strategies and giving them an opportunity to have a pilot PBL experience with JP mentors helps to initiate understanding between the JP team and the lead team. This helps develop a clear understanding and expectations for implementing PBL.

 

3. Implementation Phase:

 One should note that this phase has to be initiated before Start of Academic Year. Organize a teacher training workshop to introduce aspects of PBL pedagogy and strategies at the end of the previous academic session or at the beginning of the new academic year. Launch PBL by integrating PBL projects into the school calendar and classroom timetable at the beginning of the academic year.

For monitoring and support, define an organizational chart for PBL, assigning roles such as PBL coordinator, branch coordinators, mentors, etc. The lead team has to define this and write details about expected roles. This will help provide ongoing support for teachers, including mentorship and coaching, and monitor the progress of PBL implementation and address challenges as they arise.

The lead team has to develop monitoring, implementation, and assessment strategies to measure student learning and the effectiveness of PBL.

Writing a Project Proposal by teachers on topics chosen by students under the guidance of PBL mentor is crucial for visualizing project work. It ensures clarity of purpose, aligns with learning objectives, aids in resource planning, provides a basis for feedback, establishes evaluation criteria, and facilitates communication with stakeholders. This process enhances project visualization, ensuring a focused and effective approach to achieving educational goals.

During implementation of PBL maintenance of log book by teachers and students is essential.

For students, a logbook serves as a personal record of their progress, reflections, and challenges encountered during the project. It helps them track their learning journey, identify areas for improvement, and document their achievements.

For teachers, a logbook provides insights into each student's individual development, enabling personalized feedback and support. It also aids in assessing student performance and understanding the effectiveness of the project design.

While students' logbooks focus on their experiences and growth, teachers' logbooks may include additional details such as students’ observation, resource procurement, assessment criteria, lesson plans, and observations, reflecting their role in guiding the project.

The lead team has to work on developing template of logbook.

Main important aspect of implementation phase is to define phases and frequency of review and monitoring.

 

4. Mid-Year presentations, review and evaluation (3-4 Months After Implementation):

Mid-term presentations and reviews are crucial in Project-Based Learning (PBL). They provide an opportunity for students to showcase their progress and receive constructive feedback from peers and teachers. This feedback helps students identify areas for improvement and refine their project work. Such presentations encourage students to understand how their peers are doing and they can learn from each other's approaches and ideas.

Mid-term reviews help teachers assess student understanding and review the method of research required to get the answer to the project question and suggest course corrections. They should also review the amount of project work done, activities and experiments conducted, and the data collected and analyzed to define the progress of the project.

Midterm review helps to review progress and assess the impact of PBL on student learning and engagement. This helps to adjust, refine, and make necessary adjustments to the PBL program based on feedback and outcomes.

 As in AAVP participant schools are spread across  assam ,this year midterm review round was based on a short video about project work submitted by students along with presentation.

 

5. End-of-Year Evaluation (End of Academic Year):

To ensure the effectiveness of Project-Based Learning (PBL), a thorough evaluation is essential. This evaluation should encompass student outcomes and teacher feedback.

For students, it can take various forms, such as oral presentations, poster presentations with Q&A sessions, or even competitions. Alternatively, it can be integrated into Continuous and Comprehensive Evaluation (CCE) systems defining weightages for final presentation and year long engagements, internal and external evaluators, final product and efforts etc.  

Feedback, gathered through reflective writing from both students and teachers, is crucial. This feedback help in the preparation of a review and feedback note, which will suggest plans for improvements in the next academic year.

 

6. On going development during PBL:

The continuous training and review meetings for teachers are essential for refining their skills in Project-Based Learning (PBL). These meetings should include professional development opportunities such as training sessions, seminars, and presentations by experienced teachers.

For instance, last year, teachers at Paramita Group of Schools participated in a seminar presentation round based on the Jnana Prabodhini publication of PBL: Learning to Explore Project by Project.

It is also important to update and expand the PBL design and curriculum, incorporating new projects and ideas to keep it relevant and engaging.

Additionally, at this step, there should be a focus on continuous feedback on PBL practices to effectively measure the usefulness of PBL. Developing a team of teachers as PBL guides and PBL mentors can also be beneficial in ensuring the successful implementation of PBL across the school.

 

7. Scaling Up:

After conducting a pilot round of Project-Based Learning (PBL) implementation for a class, school, or specific project type, the objective is to develop a lead team and to create an awareness, curiosity, and environment that supports PBL.

Schools can consider expanding PBL to cover the entire school model, moving from a single class or standard to all classes in the school, or even extending it to multiple branches of the same institution. This expansion will help in scaling up the benefits of PBL across a wider student and teacher population, fostering a culture of inquiry, collaboration, and critical thinking throughout the institution.

For scaling encouraging teachers to share best practices, project ideas and their learning during PBL is important.

 

8. Long-term Sustainability of PBL:

The sustainability of Project-Based Learning (PBL) hinges on its seamless integration into the school culture. It is imperative to ensure that PBL becomes an intrinsic part of the school's pedagogy, culture, and teaching philosophy.

This involves continuously reframing PBL design and inputs to adapt to the evolving needs of students and the education landscape. During the scaling phase, the success of PBL implementation may require adjustments based on the unique context and challenges of school objectives and systems.

Regular communication and collaboration among all stakeholders are also crucial for a successful PBL program, ensuring that it remains relevant, impactful, and sustainable in the long run.

 

Establishing a clear and well-defined implementation timeline for Project-Based Learning (PBL) is essential for the successful adoption and integration of this innovative pedagogical approach within a school system.

Drawing from the experience of extending and scaling PBL practices at Jnana Prabodhini across various institutions with diverse characteristics, it becomes evident that careful planning, structured timelines, and ongoing support are crucial factors in realizing the full potential of PBL.

By addressing key considerations before initiating PBL, schools can pave the way for meaningful learning experiences that empower students to apply their knowledge and skills in real-world contexts.

Prashant Divekar

Jnana Prabodhini, Pune