Planning and Resources

Project-Based Learning

What Is Project-Based Learning?

A project is an in-depth investigation of a topic. Project-based learning focuses on the fundamental concepts and principles of a discipline. The content in a project-based learning environment is compelling and is presented the way it would be in the "real world." Students perform interdisciplinary activities that are not simply ends in themselves. Instead, they investigate and struggle with the complexities of the content to answer a driving question or solve a dilemma. Students then produce a final product that shows their understanding of the topic they have explored.

Project-based learning is similar to other more nontraditional teaching/learning strategies in that students work together in small groups and simulate work that a "real" professional would do. There are also "real-world" outcomes that students illustrate, such as creating products, participating in their own assessment, choosing how to demonstrate their knowledge, and developing "real-world" skills. Project-based learning helps students to become more adept learners, and it improves their higher-order cognitive thinking skills.

In project-based learning, students are allowed to generate their own content and construct their own knowledge. This actually helps them to retain information better. Depending on the level of your students, you may simply choose to give them a general project topic and end product result, or you may give students more specific project guidelines. But then you encourage students to explore the material as they wish. Instead of being the lecturer or instructor, you act as an advisor or colleague as students delve into their topic.

Developing a Project-Based Learning Unit

As mentioned above, students really define their own tasks in project-based learning. But you are the best person to decide how much direction your students need. Some groups may just need a general project topic, while others may require a more structured project environment. Here are some steps to follow once you've determined your students' needs.

• Decide on the project. Identify the scope of the project and what general content you want incorporated. Establish general project goals (i.e., to teach specific subject matter, to encourage collaboration and higher-order thinking skills, etc.). Identify the learning objectives, and note standards that the project addresses. Identify the parameters of the project and determine if you want to enforce any constraints. For example, you might have students investigate some aspect of the U.S. Constitution. Your only constraints might be that they have to include some concepts they learned in class and they must address a present-day issue that somehow relates to the U.S. Constitution.
• Map out the time frame for the project. If you have older students, you may want the project to last the entire term. If you have younger students, you may limit the project to a week or a month. Try to write down several dates throughout the project where particular project goals must be complete. Students can also plan their own deadlines.
• Generate the driving question and plan the activities that will make up the project. You may need to sketch out activities for your students. Or, you may elect to have students generate a driving question and design all of the activities and present them to you or the class for approval before they proceed. Encourage students to help you determine what the final culminating product should be (e.g., a Web site, a PowerPoint presentation, or a video), considering the topic they intend to explore and the fact that they give presentations at the end of the project. Consider the audience and who would be most interested in the presentation. Discuss inviting other students in the school, parents, people interested in the subject matter, or adults in the community.
• Determine how you will assess students. Remember to use a variety of assessment strategies, such as performance tasks, personal communications, rubrics developed by both you and your students, and your own observations. Discuss the assessment methods with students and hand out any rubrics you have created before they begin the project.

Once students begin the project, monitor their progress and help them where they need help. You may find that students need to refine their activities or add new ones. Help students to do this, but try to maintain the schedule. Consider having students keep a journal in which they regularly reflect on their project experience. Encourage students to share their reflections at the end of the project and elicit suggestions from them as to how the project experience could be improved for next time.

Networked Projects

Networked projects have the same features as traditional project-based learning projects, but they also include people outside of the classroom participating in the project in some way. Below is a list of the only tools you really need to conduct a networked project:

• a computer
• a modem
• the Internet
• e-mail
• a printer

You may choose to first implement a traditional project-based learning experience in your classroom, and then try to make it a networked project. Or, you may advertise for partners on the Web, select them ahead of time, and develop the networked project together via e-mail. Students can also e-mail "experts" on their topic to get information, etc. Try searching the Web for networked projects that you and your class can join, too!

Links

Project-Based Learning: At a Glance
The George Lucas Educational Foundation offers project-based learning case studies, videos of the strategy at work, and expert interviews. Scroll down the Innovative Classrooms page and click on Project-Based Learning.

Project-Based Learning with Multimedia
Contains links to information about project-based learning topics, curriculum and activities, and classroom examples.

The Buck Institute of Learning site contains a page of links to resources about project-based learning, including information about professional development, rubrics for projects, and research about project-based learning.

The CORD Web site contains a brief overview of project-based learning and an explanation as to why it's important to incorporate it into classroom learning.

Resources

Introduction to Project-Based Learning. ThinkQuest. 12/13/00. <http://www.thinkquest.org.hk/netpbl/pbl/intro.htm>

PBL Overview. Buck Institute of Education. 11/8/00 <http://www.bgsu.edu/organizations/ctl/navigation/constructs.html>