Learner-centered instruction
Filed in archive Articles of note... by mstandaert on January 17, 2005
From THE Journal.
In project-based learning, instruction and learning both occur within the context of a challenging project. Just as workers would encounter complicated tasks in the workplace, in a project-based learning environment, student teams are presented with complex problems that focus and act
as catalysts for what they need to learn (Thomas 2000). The project, which could entail multiple problems, stimulates the learning process and gives it context. Typically, projects extend over time to act as interactive vehicles to help students acquire new, necessary knowledge and skill sets (Thomas 2000). Rather than working on a small project for a week, projects build upon each other and can carry over from semester to semester as they facilitate the learning process.
In project-based learning, instruction and learning both occur within the context of a challenging project. Just as workers would encounter complicated tasks in the workplace, in a project-based learning environment, student teams are presented with complex problems that focus and act
as catalysts for what they need to learn (Thomas 2000). The project, which could entail multiple problems, stimulates the learning process and gives it context. Typically, projects extend over time to act as interactive vehicles to help students acquire new, necessary knowledge and skill sets (Thomas 2000). Rather than working on a small project for a week, projects build upon each other and can carry over from semester to semester as they facilitate the learning process.Permalink: Learner-centered instruction
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