Project-based learning, as with all lessons, requires much preparation and planning. It begins with an idea and an essential question. When you are designing the project and the essential question that will launch the activities, it is important to remember that many content standards will be addressed. With these standards in mind, devise a plan that will integrate as many subjects as possible into the project.
Have in mind what materials and resources will be accessible to the students. Next, students will need assistance in managing their time -- a definite life skill. Finally, have multiple means for assessing your students' completion of the project: Did the students master the content? Were they able to apply their new knowledge and skills? Many educators involve their students in developing these rubrics.
Teacher Eeva Reeder developed and implemented an architecture project for her geometry students.
Here are steps for implementing PBL, which are detailed below:
- Start with the Essential Question
- Design a Plan for the Project
- Create a Schedule
- Monitor the Students and the Progress of the Project
- Assess the Outcome
- Evaluate the Experience
Start with the Essential Question
The question that will launch a PBL lesson must be one that will engage your students. It is greater than the task at hand. It is open ended. It will pose a problem or a situation they can tackle, knowing that there is no one answer or solution.
"Questions may be the most powerful technology we have ever created. Questions and questioning allow us to make sense of a confusing world. They are the tools that lead to insight and understanding." --Jamie McKenzie, The Question Mark
Take a real-world topic and begin an in-depth investigation. Base your question on an authentic situation or topic. What is happening in your classroom? In your community? Select a question about an issue students will believe that, by answering, they are having an impact on. Make it relevant for them. The question should be a "now" question -- a question that has meaning in your students' lives.
Among many other wonderful resources for understanding PBL, the Buck Institute for Education (BIE) offers a great tutorial on how to "Craft the Driving Question." BIE consultant Andrew Miller recently wrote two blog posts for Edutopia.org, How to Write Effective Driving Questions for Project-Based Learning and How to Refine Driving Questions for Effective Project-Based Learning.
Edutopia.org PBL blogger Suzie Boss describes a variety of project kickoff ideas in How to Get Projects Off to a Good Start.
Design a Plan for the Project
When designing the project, it is essential that you have in mind which content standards will be addressed. Involve the students in planning; they will feel ownership of the project when they are actively involved in decision making. Select activities that support the question and utilize the curriculum, thus fueling the process. Integrate as many subjects as possible into the project. Know what materials and resources will be accessible to the students to assist them. Be prepared to delve deeper into new topics and new issues that arise as the students become increasingly involved in the active pursuit of answers.
Create a Schedule
Design a timeline for project components. Realize that changes to the schedule will happen. Be flexible, but help the students realize that a time will come when they need to finalize their thoughts, findings, and evaluations. Consider these issues when creating a schedule:
"We have to know the curriculum. We've got to know the standards inside and out. Even though it looks like the kids are doing all the hard work, there's a lot of planning that goes on behind it to make sure that the work is there for them." --Patty Vreeland, kindergarten and first-grade teacher, Newsome Park Elementary School, Newport News, Virginia
- What time allotment will be given to the project?
- Will this project be conducted during the entire school day or during dedicated blocks of time?
- How many days will be devoted to the project?
Enable success by practicing the following tactics:
- Help students who may not perceive time limits.
- Set benchmarks.
- Give students direction for managing their time.
- Teach them how to schedule their tasks.
- Remind them of the timeline.
- Help them set deadlines.
- Keep the essential question simple and age appropriate.
- Initiate projects that will let all students meet with success.
Also, allow students to go in new directions, but guide them when they appear to digress from the project. When a group seems to be going in a different direction, ask the students to explain the reasoning behind their actions. They may have an insight to a solution you haven't seen. Help the children stay on course, but don't accidentally set limitations.
Check out guest blogger Andrew Miller's post How to Build a Calendar for Project-Based Learning for more tips on scheduling.
Monitor the Students and the Progress of the Project
To maintain control without preventing students from taking responsibility for their work, follow these steps:
- Facilitate the process and the love of learning.
- Teach the students how to work collaboratively.
- Designate fluid roles for group members.
- Have students choose their primary roles, but assume responsibility and interactivity for all group roles.
- Remind them that every part of the process belongs to each individual and needs each student's total involvement.
- Provide resources and guidance.
- Assess the process by creating team and project rubrics.
"As the number of ideas to consider or the number of procedures that need to be followed increases, students may need to stay organized, track their progress, and maintain a focus on the problem rather than get confused by its elements." --Phyllis P. Blumenfeld and others, "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning," Educational Psychologist magazine
What's the difference between team rubrics and project rubrics?
Team rubrics state the expectations of each team member: Watch the group dynamics. How well are the members participating? How engaged are they in the process? Assess the outcome.
Project rubrics, on the other hand, ask these questions: What is required for project completion? What is the final product: A document? A multimedia presentation? A poster? A combination of products? What does a good report, multimedia presentation, poster, or other product look like? Make the requirements clear to the students so they can all meet with success.
Discovery Education offers a great resource; a collection of assessment rubrics and graphic organizers that may be helpful to you as you create your own.
Assess the Outcome
Assessment meets many needs. It
- provides diagnostic feedback.
- helps educators set standards.
- allows one to evaluate progress and relate that progress to others.
- gives students feedback on how well they understand the information and on what they need to improve.
- helps the teacher design instruction to teach more effectively.
"Project-based learning is focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts (e.g., a model, a report, a videotape, or a computer program)." --Phyllis P. Blumenfeld and others, "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning," Educational Psychologist magazine
Whenever possible, give the students the opportunity to conduct self-assessment. When a student's assessment and the teacher's assessment don't agree, schedule a student-teacher conference to let the student explain in more detail his or her understanding of the content and justify the outcome.
Edutopia.org PBL blogger Suzie Boss also wrote a great post on culminating events in How to End Projects on a High Note.
Evaluate the Experience
Little time for reflection is available in the busy schedule of the school day, yet reflection is a key component of learning. How do we expect our students to synthesize new knowledge if they are not given time to reflect on what they have discovered? Too often, we teachers do not allow ourselves that time, either. Designate a time for reflection of the daily activities. Allow for individual reflection, such as journaling, as well as group reflection and discussion. (For example, validate what students have learned and make suggestions for improvements.)
To enable effective self-evaluation, follow these steps:
- Take time to reflect, individually and as a group.
- Share feelings and experiences.
- Discuss what worked well.
- Discuss what needs change.
- Share ideas that will lead to new questions and new projects.
Continue to the next section of the guide, Workshop Activities.
FAQs
Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.
Why does project-based learning work? ›
It develops the child's ability to work with his or her peers, building teamwork and group skills. It allows the teacher to learn more about the child as a person. It helps the teacher communicate in progressive and meaningful ways with the child or a group of children on a range of issues.
Does project-based learning really work? ›
PBL Boosts Science Learning—Even Across Reading Levels
In a new study of 2,371 third-grade students, PBL raised average science test scores. Looking more closely, the data revealed that students at all reading levels outperformed their counterparts in traditional classrooms.
How project-based could help in your teaching? ›
Project-based learning (PBL) enables students to learn deeply and develop core employability skills through participating in real work projects and experiences. It has benefits for students, education institutions and industry. With Practera's support, organising project-based learning is cost-effective and simple.
How does project-based learning build students thinking and problem-solving skills? ›
PBL exposes students to how a concept or principles happens in practice (through case-studies, system-thinking analysis, just-in-time teaching) so they can better understand the universal principles that build towards a rule or lesson.
What is project-based learning in your own words? ›
Project-based learning (PBL) or project-based instruction 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.
How does project-based learning improve students performance? ›
"Project-based learning offers students rigorous academic experiences that take them beyond the boundaries of textbooks and lectures. In the process, they learn critical thinking skills and the competence to solve problems in the world around them."
How do you engage students in project-based learning? ›
Redefining How Students Learn
- Engage: Students' interest is piqued with novel ideas.
- Explore: Hands-on activities deepen understanding.
- Explain: Students describe ideas in their own words.
- Elaborate: Ideas are applied to a broader context.
- Evaluate: Students provide a rich picture of their understanding.
The main idea behind project-based learning is to teach students to draw insights from various sources and utilize multiple skills to tackle the assignment. Instead of being taught the concept by the teacher, students are required to ask questions in order to start the project.
How does project-based learning motivate students? ›
Project-based learning (PBL) motivates students to connect with content areas text while increasing their knowledge of a topic. It is a way to engage and give them ownership over their own learning.
Benefits of Problem-Based Learning
Typically students find it more enjoyable and satisfying. It encourages greater understanding. Students with PBL experience rate their abilities higher. PBL develops lifelong learning skills.
What are the three skills used in project-based learning? ›
Project Based Learning is done collaboratively and within groups, using a variety of employability skills such as critical thinking, communication, and creativity.
What student skills are developed in project based lessons? ›
With increased engagement, PBL encourages a deeper understanding of content which develops critical thinking, communication, collaboration, and creativity, also known as the Four Cs of 21st-century learning. These skills are required for college, work, and life beyond school.
What are the learning outcomes of project-based learning? ›
“Project-based learning offers students rigorous academic experiences that take them beyond the boundaries of textbooks and lectures. In the process, they learn critical thinking skills and the competence to solve problems in the world around them.”
How project-based learning affects the critical thinking skills of the students? ›
PBL encourages students to become independent workers, critical thinkers and problem-solvers and urges them to form questions of their own and develop a sense of ownership of their learning process and outcome.
What does project-based learning look like in the classroom? ›
In Project Based Learning, students utilize team building skills through collaboration. Students assign tasks and plan how they will work together. Students should pause regularly to assess their collaboration skills using rubrics. Students use rubrics to assess their communication skills.
What is the target for project-based learning? ›
The goals of High Quality Project Based Learning are to: Teach academic content knowledge and skills, and develop deeper understanding. Build 21st century success skills such as critical thinking, problem solving, communication, collaboration and creativity/innovation.
What are five benefits of project work in relation to children's learning? ›
The children's imagination, conception, subject knowledge, creativity, planning about learning, and completing, and when the project is completed and help children to learning and development more.
What are the characteristics of project-based learning? ›
Project-based learning environments have five key features, addressed below.
- A driving question starts the challenge. All problems start with questions. ...
- Real-world situations help to see the value. ...
- Collaborative Environment. ...
- Growing with excessive demands. ...
- Creating a tangible outcome.
The two most significant challenges are teamwork, an important skill that holds the potential for conflict and free-riding by students, and the difficulty experienced by teachers and students in adapting to non-traditional teaching and learning roles.
Existing Research on Project-Based Learning
enhanced student performance. increased student motivation and engagement. improved teacher/student interaction. Increased development of 4 C's of 21st Century Learning: creativity, critical thinking, collaboration, and communication.
What are 3 benefits of work based learning? ›
Work-based learning experiences provide the opportunity to strengthen six key soft skill areas - communication, enthusiasm and attitude, teamwork, networking, problem solving and critical thinking, and professionalism. These types of skills provide a competitive advantage for achieving career goals.
What are key outcomes of a project? ›
Project outcomes are the changes that occur as a result of your actions. These typically involve improvements for a product or service. When designing a project, it's important to know what your project outcomes are so you have a way of measuring your success and understand what your overall goal is.
What best describes problem based learning? ›
Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning.
What are the stages of project-based learning? ›
Typically, PBL takes students through the following phases or steps: Identifying a problem. Agreeing on or devising a solution and potential solution path to the problem (i.e., how to achieve the solution) Designing and developing a prototype of the solution.
What are the five components of project-based learning? ›
... framework consists of five components pulled from PBL processes: problem, activation, exploration, reflection and facilitation to form the cycle of effectively implementing video games for learning (Figure 1). ...
What are three C's of project-based learning? ›
The Three C's: How Project-Based Learning Improves Collaboration, Creativity and Critical Thinking.
What are the four phases of PBL? ›
Larmer, Mergendoller, and Boss (2015) outline four key phases of Project-Based Learning: project launch, inquiry, development (which includes critique and revision), and presentations.
What are the four learning goals of project based learning? ›
With increased engagement, PBL encourages a deeper understanding of content which develops critical thinking, communication, collaboration, and creativity, also known as the Four Cs of 21st-century learning. These skills are required for college, work, and life beyond school.
Which skills can project based learning help your students develop? ›
Project-based learning not only provides opportunities for students to collaborate or drive their own learning, but it also teaches them skills such as problem solving, and helps to develop additional skills integral to their future, such as critical thinking and time management.
The three core components of a project's success are cost, timeline, and project scope.
What are the 3 stages of the project approach? ›
They have three parts: a beginning, middle, and end. Phase 1 usually lasts about two weeks, including selection of a topic. Here are some tips to help with getting the project started.
What are the 3 main components of any project? ›
The triple constraint theory, also called the Iron Triangle in project management, defines the three elements (and their variations) as follows: Scope, time, budget.
What are the characteristics of Project-Based Learning? ›
Project-based learning environments have five key features, addressed below.
- A driving question starts the challenge. All problems start with questions. ...
- Real-world situations help to see the value. ...
- Collaborative Environment. ...
- Growing with excessive demands. ...
- Creating a tangible outcome.
Essential questions (also known as "driving questions") create authentic learning experiences to engage and motivate students. With strong essential questions, you'll never hear students ask “why are we doing this?” The most engaging questions are open-ended and require research.
What are success skills in PBL? ›
PBL for 21st Century Success: Teaching Critical Thinking, Collaboration, Communication, and Creativity.
What is the target for project based learning? ›
The goals of High Quality Project Based Learning are to: Teach academic content knowledge and skills, and develop deeper understanding. Build 21st century success skills such as critical thinking, problem solving, communication, collaboration and creativity/innovation.
