Project-based Learning
Strategy Summary
What it is:
Project-based learning (PBL) is a student-centered pedagogy that integrates knowing and doing to accomplish curricular learning objectives. In traditional classrooms, projects have been used at the end of units as an application of objectives and ideas learned. However, a PBL curriculum is the project and the process is the way the students learn the content. Projects tend to involve “completing complex tasks that typically results in a realistic product, event, or presentation to an audience” (Barron & Darling-Hammond, 2008). Two criteria of good projects, according to Buck Institute of Education are: “students must perceive the work as personally meaningful” and the project “fulfills an educational purpose” (Larmer & Mergendoller, 2010). PBL can be implemented in many ways and Edutopia distilled some of the essential keys found across different PBL curriculums (Edutopia, 2014).
Keys to PBL
What it values:
PBL values a student-centered learning environment where participants are encouraged to take creative approaches to inquiry and essentially learn by doing. This model asserts that students learn best when “wholeheartedness of purpose is present” (Kilpatrick, 1918). It values empowering students to be positive, contributing group members rather than individual achievers. It deepens interactions between students, teachers, and the greater community. PBL places emphasis and on connecting concepts, content, and context. This interconnectedness allows students to apply problem solving skills to relevant, real-world challenges while gaining valuable, transferable 21st century skills. “[This] approach aims to take learning one step further by enabling students to transfer their learning to new kinds of situations and problems and to use knowledge more proficiently in performance situations” (Barron & Darling-Hammond, 2008).
Project-based learning (PBL) is a student-centered pedagogy that integrates knowing and doing to accomplish curricular learning objectives. In traditional classrooms, projects have been used at the end of units as an application of objectives and ideas learned. However, a PBL curriculum is the project and the process is the way the students learn the content. Projects tend to involve “completing complex tasks that typically results in a realistic product, event, or presentation to an audience” (Barron & Darling-Hammond, 2008). Two criteria of good projects, according to Buck Institute of Education are: “students must perceive the work as personally meaningful” and the project “fulfills an educational purpose” (Larmer & Mergendoller, 2010). PBL can be implemented in many ways and Edutopia distilled some of the essential keys found across different PBL curriculums (Edutopia, 2014).
Keys to PBL
- Real-world connection
- Core to learning
- Structured collaboration
- Student driven
- Multifaceted assessment
What it values:
PBL values a student-centered learning environment where participants are encouraged to take creative approaches to inquiry and essentially learn by doing. This model asserts that students learn best when “wholeheartedness of purpose is present” (Kilpatrick, 1918). It values empowering students to be positive, contributing group members rather than individual achievers. It deepens interactions between students, teachers, and the greater community. PBL places emphasis and on connecting concepts, content, and context. This interconnectedness allows students to apply problem solving skills to relevant, real-world challenges while gaining valuable, transferable 21st century skills. “[This] approach aims to take learning one step further by enabling students to transfer their learning to new kinds of situations and problems and to use knowledge more proficiently in performance situations” (Barron & Darling-Hammond, 2008).
Essentials of PBL
1. Need to Know
In order to capture student interest - teachers must provide students with a hook, or what Larmer and Mergendoller call the “entry event.”
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2. A Driving Question
PBL begins with a driving question which essentially pushes students to work collaboratively, critically, and creatively. So what makes a good driving question? It should be open-ended and foundational for creating a project that promotes student interest and curiosity. Below are examples of types driving questions and in the additional resources section there is more advice on crafting effective driving questions.
PBL begins with a driving question which essentially pushes students to work collaboratively, critically, and creatively. So what makes a good driving question? It should be open-ended and foundational for creating a project that promotes student interest and curiosity. Below are examples of types driving questions and in the additional resources section there is more advice on crafting effective driving questions.
- Solve a Problem: There’s a real-world predicament with multiple solutions
- Educational: Purpose is to teach others
- Convince Others: Students persuade a specific audience
- Broad Theme: Project tackles big ideas
- Opinion: Students consider all sides of an issue
- Divergent: Students make predictions about alternative timelines & scenarios
- Scenario: Students take on a fictional role with a mission to accomplish
3. Student Voice and Choice
PBL is focused on student ownership of their experience as well as their learning. It is essential that students have as much voice and choice as possible for each endeavor.
PBL is focused on student ownership of their experience as well as their learning. It is essential that students have as much voice and choice as possible for each endeavor.
- This makes learning relevant and meaningful for students.
- Teachers must be careful when relinquishing this ownership and control to students. The teacher must feel comfortable letting go, and the level of student ownership should match the teacher’s personal style.
- If a teacher is not comfortable giving full ownership to students, they may choose to provide a list of options or parameters at the start of the design process as guidance.
4. 21st Century Skills
A PBL project should give students a chance to exercise 21st century skills. Some of the world’s highest in-demand jobs didn’t exist ten years ago and the skills needed to move forward in the world today aren’t always offered in a traditional content-based classroom. Tony Wagner from Harvard’s new education-oriented Innovation Lab has compiled a list of skills in highest demand for the 21st Century:
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5. Inquiry and Innovation
Inquiry involves active investigation that begins with a question. When students participate in inquiry they must design, create, question, hypothesize, reflect, and respond to results and feedback. This process is more innovative than simply looking up information that already exists, it requires students to get hands on with material in real ways.
Inquiry involves active investigation that begins with a question. When students participate in inquiry they must design, create, question, hypothesize, reflect, and respond to results and feedback. This process is more innovative than simply looking up information that already exists, it requires students to get hands on with material in real ways.
- Students must work together and be creative.
- It requires patience, revisions, and ongoing assessment.
- Teachers should be available and accessible to students during this process in order to coach and guide students towards synthesis of their findings.
- This is an uncovering of unique information that can be later connected to others’ work.
- Students have opportunities to create solutions to problems facing their communities and the world.
6. Feedback and Revision
It’s important to make feedback a formal part of the PBL process because it promotes creating high-quality end product. It also gives a chance for students to reflect on work done and speculate towards improvement. Feedback can come in many forms which are included below.
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7. A Publicly Presented Project
Once the learning cycle is nearly complete, students should have the opportunity to share their findings with a larger community - be it another class, parents, local citizens, or the world.
Once the learning cycle is nearly complete, students should have the opportunity to share their findings with a larger community - be it another class, parents, local citizens, or the world.
- Presenting the project publicly creates opportunities for students to find ways of clearly articulating their findings.
- It requires students to be confident and poised in their presentation, and work together to present their findings in a professional manner.
- It can be an affirming and energizing event that wraps up the experience and solidifies learnings.
Related Learning Goals
References
5 Keys to Rigorous Project-Based Learning. (2014, June 25). Retrieved from https://www.edutopia.org/video/5-keys-rigorous-project-based-learning
Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation.
Barron et al (1998). Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning. Journal of the Learning Sciences, 7(3-4), 271-311.
Kilpatrick, W. H. (1918). The project method. Teachers College Record, 19, 319-335.
Larmer, J., & Mergendoller, J. R. (10, September). Seven Essentials for Project-Based Learning. Educational Leadership, 68(1), 34-37.