Project Based Learning

Project based learning is a teaching approach designed to lead students on a comprehensive learning journey and produce something that demonstrates their knowledge. Through project based learning teachers present meaningful, cross-curricular units to their students. These units end with the submission of a culminating project related to the theme of the unit.

Why project based learning?

Through project based learning students are presented with units that are not only cross-curricular but also not part of the same “read a book then write a paper about it” approach taken by many teachers. Bringing project based learning into the classroom gives students the opportunity to experience learning in a contextualized manner. Students can apply prior knowledge and construct new knowledge throughout the process. “Project based learning allows students to address community issues, explorer careers, interact with adult mentors, use technology and present their work to audiences beyond the classroom.” (Project Based Learning)

How does it work?

For successful project based learning to be implemented into the classroom, a teacher must take the time to design quality projects for students to complete. These projects can vary in length from a few days to several weeks. Throughout the course of the project, teachers should create deadlines at which students will submit a specific portion of the project or meet with teachers to discuss the progress that has been made. Teachers can use these moments for assessment and teaching opportunities.

Project based learning units should:

-       be organized around an open-ended driving question or challenge

-       create a need to know essential content and skills

-       require inquiry

-       require critical thinking, problem-solving, and collaboration

-       allow room for student voice and choice

-       incorporate feedback and revision

-       result in a publicly presented product or performance

When melding all of these elements together, “The result of such an approach to teaching is that learners are motivated to persist at authentic problems, meld prior knowledge and experience with new learning, and develop rich domain-specific knowledge and thinking strategies to apply to real-world problems.” (Motivating Project-Based Learning)

It is important to remember when attempting to create a project based unit, as with any instructional design process, that teachers can start small and work in collaboration with peers, administrators, professional learning communities, etc., to aid in the design process. (Colvin, & E., 2007)

Project based learning vs. Problem based learning

Project based units usually provide students with a specific desired end product. “While working on a project, learners are likely to encounter several “problems” that generate “teachable moments.” Teachers are more likely to be instructors and coaches (rather than tutors) who provide expert guidance, feedback and suggestions for “better” ways to achieve the final product. The teaching is provided according to learner need and within the context of the project.” (Savery, 2006) Where as in problem based learning, students are not given specifics on what the end result of their work should be.

More information about problem based learning can be found here.

Project based learning in Action

As previously mentioned, units that are project based are interdisciplinary. Listed below are successful examples of project based learning units. The examples are very elaborate projects that have been developed over long spans of time. It is important to remember that is it acceptable to start small and work up to these larger scale projects. As you watch the videos about these projects, take note of the various curricular areas each project addresses.

Related Articles

http://www.edutopia.org/project-learning-introduction

http://www.edutopia.org/blog/assessing-project-based-learning-how-to-suzie-boss

http://www.edutopia.org/vocational-educators-get-it

References

Colvin, R, & E., R. (2007). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. Pfeiffer & Co.

K-12 Education & Learning Innovations with Proven Strategies that Work | Edutopia. (n.d.). . Retrieved April 26, 2011, from http://www.edutopia.org/

Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning - Educational Psychologist. (n.d.). . Retrieved April 25, 2011, from http://www.informaworld.com/smpp/content~db=all~content=a784752916

Project Based Learning | BIE. (n.d.). . Retrieved April 25, 2011, from http://www.bie.org/

Savery, J.R. (2006). Overview of problem-based learning: definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning, 1(1), 09-20.