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Project Based Learning vs. The Minimalist Model A Critical Comparison By Justin Chissus, AJ Moulton, and Brandee Oliver In the following article we will compare two different constructivist learning models considering relative “student-centeredness,” assessment, 21st century fluencies, and ease of use. The models we investigated are Project Based Learning (PBL) and The Minimalist Model and have discovered that these two models are nearly polar opposites. PBL is extremely student centered with the teacher acting as a facilitator and the main portion of learning taking place during the multiple projects completed by the students. According to an article about PBL, “the role of the instructor is to guide the learning process, rather than provide knowledge” (qtd. in “Problem Based Learning”). This is one of the only similarities because The Minimalist Model is also fairly student centered. The lessons are designed to make learning easy for the students and there is a focus on doing only meaningful tasks and minimizing passive forms of learning like reading and listening to lectures. McKee writes, “the critical idea of the minimalist theory is to minimize the extent to which instructional materials obstruct learning and focus the design on activities that support learner directed activity and accomplishment.” PBL assessment is differentiated and allows students to demonstrate their different facets of understanding through various projects. “The projects assigned […] offer students the chance to show their strengths—be they artistic, verbal, dramatic, or technological—while demonstrating content mastery” (Garran, 380). The Minimalist Model provides the opportunity for learner self-assessment with error recognition built into the theory and the teacher is able to monitor learning by observing the successful completion of tasks. PBL consists of a few big assessments with progress checkpoints along the way, unlike the minimalist model, which is almost constant assessment. Both theories relate to some of the eight 21st Century Fluencies. Based on our evaluation, PBL has students demonstrate 6 of the 8 fluencies, including creative solutions, being a cooperative member of a team, behaving responsibly, communicating clearly, seeking excellence and locating resources for problem solving (Jukes). The Minimalist Model demonstrates three of the fluencies incorporating reading, calculating and measuring for application, and, like PBL educating students to behave responsibly without supervision (Jukes). The ease of implementation is an important factor to consider when evaluating constructivist learning models. PBL is labor intensive for both the students and teachers involved because a lot of time and energy is needed to plan and complete each project. Although The Minimalist Method is challenging for teachers to plan, successful implementation guarantees ease of learning for the students. Both of these models offer different benefits to the students but as with any constructivist learning model, neither is a silver bullet. Works Cited Garrin, Daniella K (2008). “Implementing Project-Based Learning to Create ‘Authentic’ Sources: The Egyptological Excavation and Imperial Scrapbook Projects at the Cape Cod Lighthouse Charter School.” //The History Teacher, 41//(3), 379-389. Jukes, Ian. (2007). “ 21st Century Fluencies Quotient Insta-Audit.” Retrieved October 6, 2008, from http://web.mac.com/iajukes/thecommittedsardine/Handouts_files/tfcfia.pdf McKee, Ken (2008). “Minimalist Theory of Learning.” Retrieved October 1, 2008, from http://www.gettothepoint.ca/minimalisttheory.htm “Problem Based Learning” (n.d.) in Wikipedia. Retrieved October 3, 2008, from http://en.wikipedia.org/wiki/Project_Based_Learning


 * Comparative Chart **
 * || Project Based Learning || Minimalist Theory ||
 * Relative "student-centeredness" || This model is extremely student centered with the teacher acting as a facilitator and the main portion of learning taking place during the multiple projects completed by the students. || This model is student centered and is designed to simplify the students' learning process. ||
 * Assessment || PBL assessment is differentiated and allows students to demonstrate numerous facets of understanding through various projects. || This model provides the opportunity for self assessment with error recognition built into the theory. The teacher is able to monitor learning with the successful completion of the task. ||
 * 21st Century Fluencies (applicable to learning style) || Fluency # 1, 2, 5, 6, 7, and 8 (see paper for explanation). || Fluency # 3, 4, and 5 (see paper for explanation). ||
 * Ease of Use || The PBL seems labor intensive for both students and teachers involved because much labor and time are needed to plan and complete each project. || Although this method is challenging for teachers to plan, successful implementation guarantees ease of learning for the students. ||