Response: Learning By Doing - Part Two
(This is the last post in a two-part series. You can see Part One here.)
This week's question is:
What are the differences between Project-Based, Problem-Based and Inquiry Learning?
In Part One, guest responses came from educators Suzie Boss, Jeffrey Wilhelm, Steven Anderson and Stephen Lazar. You can also listen to a ten-minute conversation I had with Suzie and Jeffrey on this topic at my BAM! Radio Show.
Today, Jeff C. Marshall, Nancy Sulla, Derek Cabrera, Christopher Panna, and Heather Wolpert-Gawron and Ron Berger all share their thoughts. In addition, I include a comment from an experienced reader.
Response From Jeff C. Marshall
Jeff C. Marshall is an associate professor in Science Education at Clemson University and is the Director of the Inquiry in Motion Institute with the mission of facilitating teacher transformation in K-12 mathematics and science classrooms through rigorous and authentic inquiry-based learning experiences. He is author of Succeeding With Inquiry in Science and Math Classrooms (ASCD, 2013):
If John Dewey, a forward thinking father of modern education, was correct that "Education is not preparation for life; education is life itself," then our classrooms need to provide student-centered learning environments focused on students doing instead of teachers just telling.
Three instructional strategies (inquiry-based learning, project-based learning, problem-based learning) have evolved that provide student-centered learning environments to foster deep student engagement and to stimulate critical thinking around critical concepts and practices. All three align beautifully to the goals and expectations laid forth in the Common Core Mathematics and ELA standards, the Next Generation Science Standards, and the 21st Century Skills. In fact, these strategies for learning share considerable overlap with one another that include: student-centered learning focus; teacher as facilitator rather than lecturer; relevant, real-world learning experiences; group learning environment with individual accountability; and assessments often are performance based (e.g., project, demonstration, lab) rather than traditional paper and pencil formats.
Inquiry-based learning is the broadest of the three strategies and frequently incorporates the other two strategies. Inquiry learning is predicated on the idea that students must explore major concepts before formal explanations occur. Inquiry should be seen residing on a continuum that ranges from no inquiry -->prescriptive inquiry -->guided inquiry -->open inquiry, where guided inquiry is the target for most classroom experiences. When led effectively, guided inquiry-based instruction provides commonly shared, often concrete, experiences for all students to explore before the formal sense-making (explanation) portion of learning occurs. Though all subject areas can benefit from inquiry learning, "Succeeding with Inquiry in Science and Mathematics Classrooms" provides detailed examples, guidance in planning inquiry lesson, rubrics for evaluating instructional effectiveness, and management techniques for all science and mathematics classrooms.
Problem-based learning typically is guided by a simulation or case study in an effort to motivate students and provide a specific context for learning. Simulations real or fictitious can be used to provide a more realistic learning experience for studying a major historical event or the factors that drive the economy. Case studies can be used, for instance, for preparing future doctors or studying environmental issues.
Project-based learning is typically framed by a more global open-ended question that will be answered over time through a project, presentation, or performance. Before the culminating project can be demonstrated, students must learn the critical concepts, ideas, and practices that will help to support their final product. For instance, how can our school (community or home) reduce our environmental impact?
The excitement and motivation provided through inquiry-based, project-based, an