DATES & LOCATIONS

•	08-12 April, 2019 – Paris, France

• 08-12 April, 2019 – Paris, France

(DONE)
•	22-26 July, 2019 - Barcelona, Spain

• 22-26 July, 2019 - Barcelona, Spain

(Confirmed)-(DONE)
•	23-27 May 2021 - Prague, Czech Republic

• 23-27 May 2021 - Prague, Czech Republic

CONFIRMED - DONE
•	14-18 March 2022 - Prague, Czech Republic

• 14-18 March 2022 - Prague, Czech Republic

•	20-24 April 2020 - Paris, France

• 20-24 April 2020 - Paris, France

CONFIRMED - Postponed
•	26-30 July 2021 – Paris, France

• 26-30 July 2021 – Paris, France

CONFIRMED - DONE
•	20-24 June 2022 – Paris, France

• 20-24 June 2022 – Paris, France

•	21-25 June 2021 - Antalya, Turkey

• 21-25 June 2021 - Antalya, Turkey

CONFIRMED - DONE
•	18-22 April 2022 - Antalya, Turkey

• 18-22 April 2022 - Antalya, Turkey


CONTENT

Project Based Learning

Project-based learning is an instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world. There have always been so many definitions which are produced to define PBL since its long history. One of the first and maybe the most important quotes related to PBL is Socrates’ words in 5th century: “Learning is not a process of serving information… it is neither the only nor the most important task of the teacher. The teacher’s task is to lead the student, so the student can conclude. I cannot teach anyone anything. I can just make him think.”

Project-based learning, or PBL, is more than just projects with PBL students “investigate and respond to an authentic, engaging, and complex problem, or challenge” with deep and sustained attention.

PBL can vary from one school to another, and even from one project to another. Its defining characteristics, however, remain constant. The PBL model:

  • is organized around an open-ended driving question or challenge
  • integrates essential abstract academic content and skills into the project development
  • requires inquiry to learn or create something new
  • requires critical thinking, problem-solving, collaboration, and communication (a group often called “21st-century skills”)
  • allows student voice and choice
  • incorporates feedback and revision
  • results in a presentation of the problem definition, process, and final project

In the framework of that course, we will not only deeply focus on PBL we will also take a look at Research based Learning and Problem based Learning, the similarities and differences among these three approaches in order to find the best way to enable the students to get 21st century skills to catch the speed of fast changing life.

Learning Outcomes:

All the participants will:

  • understand the basic elements of Project Based Learning
  • understand the needs for PBL and learn how to design PBL based classes
  • Improve teamwork by stimulating the necessary skills to create high quality PBL in classes
  • discover the roles of students and teachers in PBL
  • determine the learning strategies and thinking skills based on PBL
  • learn the assessment of knowledge in PBL
  • compare three approaches to understand the differences and similarities: Project Based Learning, Research Based Learning, Problem Based Learning

Objectives of the Course:

  • Understanding what is PBL? Why is it different? How does it look like in the classroom?
  • Recognizing the needs for PBL in 21st century.
  • Understanding the roles of students and teachers in PBL.
  • Defining the ways of creating high quality PBL in classrooms
  • Discovering the characteristics of PBL
  • Discussing the changing roles of students and teachers in PBL.
  • Focusing on learning strategies and thinking skills
  • Understanding objectives of PBL
  • Development of clinical reasoning skills
  • Development of self-directed study skills
  • Depth and focus of knowledge acquired
  • Development of conceptual skills
  • Development of team skills
  • Designing sample PBL based lesson plans
  • Comparing Research Based Learning, Problem Based Learning and Project Based Learning
  • Understanding the assessment criteria and the possible methods in PBL

Methodology:

  • Discussion
  • Brainstorming
  • Working in groups
  • Comparing different approaches
  • Analyzing and applying the principles

Target Group:

  • Teachers, trainers, educators etc.

Preparation:

Before the course,

  • A detailed pre-course questionnaire to indicate their level of experience, teaching backgrounds and training will be completed by participants.
  • They will also prepare a presentation to reflect their own teaching method.

Validation:

  • A course participation certificate will be given to all participants.

DAILY PROGRAM

1st Day

  • Introductory meeting,
  • Getting to know each other, presentation of participant organizations
  • Expectations about the course
  • What is PBL? Why is it different? How does it look like in the classroom?
  • A short history of PBL

2nd Day

  • Characteristics of PBL
  • The needs of 21st century in terms of education
  • The needs of PBL in 21st century
  • What PBL requires
  • Focusing on 21st century skills in terms of PBL

3rd Day

  • The role of teacher and students in PBL
  • Designing some sample learning environments at school curriculum based on PBL
  • Most common research and learning steps in PBL
  • Assessing knowledge gained in PBL

4th day

  • Differences and similarities with other teaching and learning approaches
  • Research Based Learning (RBL), Problem Based Learning and Project Based Learning
  • How students benefit from PBL
  • How teachers benefit from PBL

5th day

  • Creating sample lesson plans and story of implementation referring PBL
  • Open discussion to clarify doubts, answer queries and assist participants
  • Getting feedback about the course and course program
  • Final discussion and conclusion
  • Course evaluation
  • Certificates