Contents The Power of Big Ideas ........................................................................................................................... 3 What is Project Based Learning? ....................................................................................................... 4 Why use Project Based Learning? ..................................................................................................... 8 What are the Academies? ...................................................................................................................... 10 Possible Academies .................................................................................................................................. 11 Resources ..................................................................................................................................................... 15 Readings ....................................................................................................................................................... 16
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There is something inherently powerful about a big
idea. It’s not just something
which can fire the imagination and motivate thought and action. Big
ideas are
necessary for the creative process to flourish. Whether the ideas be of an academic nature, whether they be aesthetic, or ideas borne of an urgent necessity, big
ideas hook into what it means to be a thinking, productive and
relevant person: a force in our world; an agent of our own becoming. Traditional curriculum has always been based on big ideas, but over time, these ideas have become buried in the layers of instructional documents which attempt to convey to teachers how the big ideas are to be made manifest in the classroom. Such documents, in their classroom incarnation, conceal the big ideas in compartmentalized subject programs, thin slices of assessment, and a misplaced obsession with content. The national goals for schooling, published as the Melbourne Declaration on Educational Goals for Young Australians in 2008, contains some very big ideas meant to frame the development of the new National Curriculum. Already, these big ideas are being finely sliced by state authorities and various subject specific guilds into discreet teaching programs and assessment frameworks. The Melbourne declaration, in effect, contains four big ideas. The National Curriculum makes these goals explicit across the faculties or domains.
Goal 1: Australian schooling promotes equity and excellence Goal 2: All young Australians become:
~ successful learners ~ confident and creative individuals ~ active and informed citizens.
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The question is best answered by the good people from the George Lucas Educational Foundation in the United States (http://www.edutopia.org): “Project learning, also known as project-‐based learning, is a dynamic approach to teaching in which students explore real-‐world problems and challenges, simultaneously developing cross-‐curriculum skills while working in small collaborative groups. Because project-‐based learning is filled with active and engaged learning, it inspires students to obtain a deeper knowledge of the subjects they're studying. Research also indicates that students are more likely to retain the knowledge gained through this approach far more readily than through traditional textbook-‐centered learning. In addition, students develop confidence and self-‐direction as they move through both team-‐based and independent work. In the process of completing their projects, students also hone their organizational and research skills, develop better communication with their peers and adults, and often work within their community while seeing the positive effect of their work. Because students are evaluated on the basis of their projects, rather than on the comparatively narrow rubrics defined by exams, essays, and written reports, assessment of project-‐based work is often more meaningful to them. They quickly see how academic work can connect to real-‐life issues -‐ and may even be inspired to pursue a career or engage in activism that relates to the project they developed. Students also thrive on the greater flexibility of project learning. In addition to participating in traditional assessment, they might be evaluated on presentations to a community audience they have assiduously prepared for, informative tours of a local historical site based on their recently acquired expertise, or screening of a scripted film they have painstakingly produced. Project learning is also an effective way to integrate technology into the curriculum. A typical project can easily accommodate computers and the Internet, as well as interactive whiteboards, global-‐positioning-‐system (GPS) devices, digital still cameras, video cameras, and associated editing equipment. 4
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What do the experts say? John Mergendoller is executive director of the Buck Institute for Education (BIE). BIE is dedicated to improving 21st-‐century teaching and learning throughout the world by creating and disseminating products, practices, and knowledge for effective project-‐based learning. Why is PBL worth doing? "Research has shown that students learn content as well or better using PBL than with traditional instruction. It also shows that students remember what they have learned longer and are better able to use what they have learned. PBL provides the opportunity to learn and practice skills that traditional instruction often ignores -‐-‐ working in groups, making choices, monitoring progress, thinking deeply about a problem or challenge, and communicating what has been learned. In short, PBL helps students not only learn content but also the 21st-‐ century skills they will need to thrive in a quickly changing, globally connected world." How does one know if students are ready for PBL? "I think the key point is that most, if not all students, have to be prepped to do PBL successfully. The teacher should think through what the project requires students to do, both in terms of academic tasks (such as writing an editorial, creating a poster, summarizing an argument) and in terms of the process of completing the project (discussing ideas and making choices in a group, giving constructive feedback on others' work, or making an oral presentation). And then teachers need to ask themselves whether students can do this right now or whether they need some scaffolding, guidance, and practice." "If they do need practice or preparation -‐-‐ either academic or process focused -‐-‐ the teacher needs to provide that. Begin by having kids describe what it means to discuss things and learn
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from the discussion or talk about what a good presentation looks like (help them make a rubric!). Examine the steps in developing an argument. Sometimes the teacher will need to be direct and didactic: "A good argument is based on reasons that are logical and make sense; it is not based on what we feel or what we like." At other times, the teacher can draw the needed ideas out of the students in a discussion. But in all cases, the result should help students understand what they need to do and give them practice doing it in a supervised, structured situation before we turn them loose on a project." "The teacher should also check in with students after the project starts: "Let's talk about the discussions you are having in your groups. How many students would say they are learning new things? What is your group doing to make that happen?" Good projects are done with preparation (for both teachers and students) and under supervision. If things are going swell, then the teacher can back off." (http:www.edutopia.org)
Bob Pearlman is a strategy consultant for 21st-‐century school development. Formerly the director of strategic planning for the New Technology Foundation, now the New Tech Network, he speaks and consults in the United States and abroad on 21st-‐century learning and is a longtime proponent of project-‐based learning. "Students of today enter an increasingly globalized world in which technology plays a vital role. They must be good communicators as well as great collaborators. The new work environment requires responsibility and the ability to self-‐manage as well as the interpersonal and project-‐management skills needed for teamwork and leadership. Enter project-‐based learning, designed to put students into a students-‐as-‐workers setting in which they learn collaboration, critical-‐thinking, and written-‐ and oral-‐communication skills along with the values of a strong work ethic, all while meeting state or national content standards. But don't confuse PBL with simply doing activities injected into traditional education to enliven things as a culminating event for a learning unit. Real PBL, in contrast, is deep, complex, rigorous, and integrated." (http:www.edutopia.org) 6
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Does PBL Work? Buck Institute for Education, 2009 There is forty years of accumulated evidence that the instructional strategies and procedures that make up standards-‐focused Project Based Learning are effective in building deep content understanding, raising academic achievement and encouraging student motivation to learn. Research studies have demonstrated that PBL can: • be more effective than traditional instruction in increasing academic achievement on annual state-‐administered assessment tests. • be more effective than traditional instruction for teaching mathematics, economics, science, social science, clinical medical skills and for careers in the allied health occupations and teaching. • be more effective than traditional instruction for long-‐term retention, skill development and satisfaction of students and teachers • be more effective than traditional instruction for preparing students to integrate and explain concepts. • improve students’ mastery of 21st-‐century skills. • be especially effective with lower-‐achieving students. • provide an effective model for whole school reform. As with any teaching method, PBL can be used effectively or ineffectively. At its best, PBL can be the catalyst for an engaging learning experience and create a context for a powerful learning community focused on achievement, self-‐mastery, and contribution to the community. At its worst, it can be a colossal waste of time for all concerned. The videos and tools in this web site will help you understand Project Based Learning and use it effectively. Reference for each of these assertions can be found at http://www.bie.org/research/study/does_pbl_work
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Actually, this is the wrong question, or at least, not the first question. There are several more important questions that must be asked well before this one. They include: •
Who are our students?
•
What do they value?
•
Where does school education rank in their priorities?
•
What does our data say about their level of motivation and engagement?
•
Why are our middle-‐of-‐the-‐road students achieving at a standard far below what is expected of them in a range of measures?
•
In what ways is their learning responsive, inclusive, relevant and respectful of their experience and their values?
We already have answers to some of these questions. In particular, we can say with confidence that under-‐performance is endemic at Magdalene Catholic High School. Some students engage very well with some of their learning, but this is not the norm. Other data shows that, although Magdalene does not have behaviour management issues, there is a small but significant cohort of students who are so disengaged that positive behaviour management is unsuccessful, and negative, consequential type management is only marginally more effective. We work in the second largest Catholic diocese in Australia, where less than 8% of Catholics attend Mass once in a month, yet a large number of our students can be seen with their families faithfully
This is what Magdalene makes me feel so much. The work load is humungous, I have nooooooo motivation whatsoever which makes me stressed, don’t even wanna be here. I’m forced by mum which puts even more pressure. STUDENT VOICE DATA 2011
worshipping every weekend.
We know that almost 50% of our parent community do not have education beyond Year 10, School Certificate, and that many of our students are third generation Macarthur residents. Our school attendance rate is consistently in the order of 80% – 85%, meaning that, on average, each student has half a term off school on sick leave or other leave. 8
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All this data may appear alarming, but anecdotally, most students are happy at school and appreciate the value of a good, Catholic education. Magdalene Catholic High School is a happy and peaceful Catholic school where students are open to the experiences offered them. Students at Magdalene happily celebrate their school spirit and appreciate the good reputation that their school enjoys. Many students are keen to support sporting, artistic, liturgical and social-‐justice initiatives, and in these real-‐life teams they display high levels of initiative, engagement and purpose-‐ driven motivation.
What can Project Based Learning achieve at Magdalene? Considering the profile described above, it appears that Project Based Learning holds the potential to achieve the following goals: 1. Students will be motivated by projects that are situated in the real world – giving them and their teams purpose 2. Students will have a large degree of control over their projects – giving them independence and control 3. Students will have a strict set of criteria and timeframes – giving them responsibility 4. Students will present their finished products to a panel of community stakeholders, such as business people, politicians, academics and others, and receive real feedback – giving their work authenticity and giving them motivation 5. Students will celebrate and publish their learning – giving them an improved self-‐concept as learners
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Ever since the time of Greek philosophers there have been academies. These collections of thinkers produced seminal statements about the nature of humanity and the purpose of society. During the Renaissance in the 15th Century, groups of like-‐minded people, under the patronage of a sponsor gathered to explore ideas and create work of enduring value to humankind. At their best the Academies of the Renaissance showed the world what was possible when genius was well resourced. The Magdalene Academies will continue this tradition of academic and cultural excellence. They will have the following features: •
A cross-curricular identity – combining at least two disciplines, if not more
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A finite timeframe – each academy has a clearly defined beginning and end
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A compelling, real world question or problem as its focus
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A set of guidelines that map Academy projects against syllabus outcomes
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A mentor or facilitator
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A real-world product or outcome
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A presentation to an audience, or panel, made up of stakeholders, community members, business people, politicians, academics or whoever will provide authentic feedback
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Publication of results, resources, products and feedback
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Students will take time from their regular classrooms to work on their Academy project with their team. This may take them from the subjects that the Academy project addresses for the period of the project.
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Who will join the Academies? This is a challenging question. The short answer is “anybody”. Although the detail would need to be refined, the Academy’s teams will have relatively small membership (5 – 7 people per project perhaps). It is logical to think that this very liberated way of learning would be ideal for gifted learners. But, when one reflects on the nature of our community, it is reasonable to suggest the following students would find their learning is enhanced through the Academies : •
Motivated gifted learners
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Underachieving gifted learners
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Middle-of-the-road learners with high motivation
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Middle-of-the-road learners with low motivation
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Year 8 boys for whom school seems irrelevant
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Students who struggle in traditional classroom settings
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Students with a particular passion
Potential Obstacles and Challenges 1. Assessment – How will Academy products and projects be accounted for alongside the programmed assessment activities in a given subject? 2. Assessment – How will the classroom outcomes not covered by the Academy be assessed in the students’ absent? 3. Parents - How will parents come to understand, appreciate and support this style of learning? 4. Reporting – How will the school report on this achievement to the parents? 5. Staffing – How will the school provide personnel as mentors for the Academies? 6. Selection and enrolment – How will the school manage enrolment into Academies (eg applications?), attendance and the balance of PBL and traditional classroom programs for individual students? 7. Change
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What follows are some suggestions about how Academies could take shape, with specific projects and compelling questions. At this stage, the projects have not been mapped against specific syllabus outcomes. This would be the task of a working party made up of students and teachers, who would ratify the question and its curriculum links: an Academies Summit. Is it too radical to suggest that students could design their own projects?
1. How can we increase the number and value of tourists and visitors to the Camden Macarthur region? Academy Type
Business
KLAs
English, Geography, History
Products
Market research, analysis and report. A campaign to develop Camden and Macarthur as tourist destinations. May include actual products: print, film and online advertising. Feature articles etc.
Panel
Representatives of Camden business networks, local government politicians, NRMA tourism editor, editor of In Macarthur magazine, President of Camden Historical Society etc
2. What can be done to address the rise in child obesity in this region? Academy Type
Public Health / Medical
KLAs
English, Science, PDHPE, Maths
Products
Data collection and analysis. Social research methodologies. Health campaign based on research.
Panel
Youth worker, Local doctor or health professionals, representative of the Camden Hospital diabetes clinic, Weight Watchers, representative of the SWAHS
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3. Turning the tide - How can we change the attitude of people towards refugees and asylum seekers? Academy Type
Social Justice
KLAs
English, Geography, Religion
Products
Media analysis and lobbying. Activities for other students. Multi-‐ media campaign
Panel
Refugee Action Centre, refugees living in the community, St Vincent de Paul, Local media
4. Family Footprint - How can we create family energy charters to reduce carbon pollution in our community? Academy Type
Science / Ecology
KLAs
Science, Maths, Religion
Products
A system to reduce carbon pollution by having Magdalene families commit to a program of sustainable energy efficiencies.
Panel
Parents and friends, science academics, local environment officer, Total Environment Centre
5. Magdalene Apprentice - What is the best product or service to develop and sell for Charity at Magdalene Academy Type
Business
KLAs
Commerce, Maths, Technology, Other?
Products
Business plan. An actual product or service for sale in the Magdalene community or beyond.
Panel
Parents and friends, business development manager, business chamber, accountant
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6. Brainy film festival - How can we use film to teach the hardest concept in any subject in my Year Level? Academy Type
Performance / Tech
KLAs
Technology, English Literacy, other
Products
A film to teach the most difficult concept in my year group to be published to YouTube.
Panel
Film specialist, education lecturer (UWS), students in the chosen year group
7. School of Rock - Can students produce music they’d like to listen to? Academy Type
Performance
KLAs
Technology, Music
Products
A CD of original songs – cover art, liner notes, YouTube film clip
Panel
Recording specialist, practicing musicians, graphic artist
8. Maths for Windows - how can we create a 3D box mounted display for a school window that exhibits and explains a maths or physics concept? Academy Type
Mathematics
KLAs
Maths, Science, Tech, Art
Products
A museum quality display box to be mounted in a window for display – explaining a complex mathematical or physics concept
Panel
Academics, peers, parents
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9. Geocaching- what is it and how can it be used to teach kids stuff? Academy Type
Mathematics
KLAs
Maths, Geography, Science
Products
A geocache puzzle for fellow students using mobile phone GPS technology. A project report
Panel
Fellow students
10. What causes world hunger? Academy Type
Justice
KLAs
Geography, Science, Economics, Religion
Products
Participation in a global anti-‐hunger initiative through iLearn Collaboration Centre
Panel
Global forum
11. Natural Disasters Youth Summit 2012 - What can kids do to help? Academy Type
Justice
KLAs
Geography, Science, Economics, Religion, Maths
Products
Participation in a global summit on responses to disaster
Panel
Global forum
Online PBL Repositories iLearn Collaboration Centre
https://media.iearn.org/
Australian Social Innovation Exchange
http://www.asix.org.au/
Project Australia
http://projectaustralia.org.au/
Edutopia (George Lucas Foundation)
http://www.edutopia.org/project-‐based-‐learning
Buck Institute for Education
http://www.bie.org/
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The Clearing House, 83: 39–43, 2010 Copyright C Taylor & Francis Group, LLC ISSN: 0009-8655 print DOI: 10.1080/00098650903505415
Project-Based Learning for the 21st Century: Skills for the Future STEPHANIE BELL
Abstract: Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Students drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable technology skills, to becoming proficient communicators and advanced problem solvers, students benefit from this approach to instruction.
inquiry. Students develop a question and are guided through research under the teacher’s supervision. Discoveries are illustrated by creating a project to share with a select audience. Organizers support systematization of the processes that will be implemented throughout the research and project phases of PBL. Student choice is a key element of this approach. Teachers oversee each step of the process and approve each choice before the student embarks in a direction. Children with similar inquiries may elect to work cooperatively, thereby nurturing twenty-first-century collaboration and communication skills and honoring students’ individual learning styles or preferences. PBL is not a supplementary activity to support learning. It is the basis of the curriculum. Most projects include reading, writing, and mathematics by nature. Many inquiries are science-based or originate from current social problems. The outcome of PBL is greater understanding of a topic, deeper learning, higher-level reading, and increased motivation to learn. PBL is a key strategy for creating independent thinkers and learners. Children solve real-world problems by designing their own inquiries, planning their learning, organizing their research, and implementing a multitude of learning strategies. Students flourish under this childdriven, motivating approach to learning and gain valuable skills that will build a strong foundation for their future in our global economy.
Keywords: project-based learning, 21st Century skills, inquiry, authentic learning, motivation, creativity Mrs. Regent was erasing the board, getting prepared for the next lesson, when the new assistant principal walked in. Introductions were made as the assistant principal perused the room. He stood for a minute or two, just looking at the classroom. Finally, he spoke. “They are all so. . . engaged,” he said with astonishment. The teacher paused for a moment, not sure what to say. She looked around, and it was evident that each child was immersed and focused on his or her work. The only thing that the teacher could respond to the assistant principal was, “Aren’t they supposed to be?” “Can I please do a project? I have an idea for an inquiry! Please? Please?” Have you ever heard a child beg to do work? In a project-based learning classroom, it is routine!
Research on PBL An Introduction to the Project-Based Learning Approach
Standardized testing is one measure of achievement. Each state has its own standard measure of academic competency. Each standardized test only measures the specific content knowledge it is designed to test. In measuring basic academic subject proficiency, standardized testing shows that students engaged in PBL outscore
Project-Based Learning (PBL) is a student-driven, teacher-facilitated approach to learning. Learners pursue knowledge by asking questions that have piqued their natural curiosity. The genesis of a project is an
Stephanie Bell is an elementary school teacher in Katonah, NY, and a doctoral student of Instructional Leadership at Western Connecticut State University, Danbury, CT. 39
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their traditionally educated peers (Geier et al. 2008). However, standardized testing does not measure critical twenty-first-century skills that are integral for student success. In one British study, over the course of three years, students were taught using traditional math programs at one school and PBL at another school. Three times as many PBL students achieved the highest possible grade on the national exam than the students at a traditional school. Students at the PBL school were equally able to answer procedural questions that used formulas, but they were superior in answering applied and conceptual problems (Boaler 1999). This researcher concluded that students acquired a different kind of knowledge from using a PBL approach. In another study, elementary students in three Dubuque, Iowa schools that used PBL raised their IOWA Test of Basic Skills scores from “well below average” to the district average in two schools and to “well above the district average” in another school. Moreover, in three years, reading gains “ranged from 15% in one school to over 90% in the other two schools while the district average remained the same” (Thomas 2000). At an inner city, racially diverse school in Boston that implemented a PBL program called Expeditionary Learning, eighth graders exhibited the second highest scores in the district on the Stanford 9 Open Ended Reading Assessment (Thomas 2000). Similar findings in Maine concluded that a middle school using a PBL approach showed significant increases in all achievement areas on the Maine Educational Assessment Battery after only one year using the approach. The gains made by this school were three to ten times higher than the state average (Thomas 2000). Authentic projects require different measures of success, however. In PBL, students solve real-world problems. For example, in one study, students were asked to apply the concepts of geometry to architecture and submit designs for a new playhouse for a community center. Upon evaluating these designs, 84 percent of the submissions were judged to be accurate enough to build. This is an impressive measure of achievement. Moreover, students were able to revise their designs after consulting resources, which demonstrates a high level of motivation that is uncommon in traditional learning settings. Furthermore, these students demonstrated a solid grasp of the concepts and were able to perform well on traditional tests (Thomas 2000). Learning to be Self-Reliant through Planning and Organization There are several phases within PBL. Each phase must be completed in a timely manner. Thorough and careful planning is essential to the flow of the project and the success of the student. In the beginning, children use organizers to isolate an inquiry question. They then
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brainstorm what their procedure will be for research and identify the materials that they will need to do their research. Next, students select a way to display what they have learned in the form of a project. A target audience with whom to share their project is selected, ranging from their peers, to the principal, to their parents. The audience must be authentic and appropriate. For example, if students are working on a science inquiry on the topic of energy, they may choose to research how to harness hydropower to make a machine. A group may elect to make a working catapult. The culmination of the project might be a contest to see how far they can catapult a ball or an egg, with the class as the audience. Accountability to an audience coupled with a due date keeps students on track. Learning responsibility, independence, and discipline are three outcomes of PBL. The organizational blueprint that students have designed for themselves guides them and allows them to stay focused and on-task. As children become more proficient in the PBL approach, they learn to self-monitor their progress through daily agenda setting. At the end of each work session, students report on whether they have met their goals for the day. Students must use their work time effectively and stay focused and on-task to succeed. Goal setting helps students learn to manage their own time. It is important for the teacher to confer with students regularly to ensure that students are on track and developing their ideas and skills fully. These skills are critical for future success in both school and life. Students learn accountability with PBL through the daily goal setting, as well as through expectations of their peers. When students work collaboratively, there is an expectation that each child will contribute to the project equally. The group dynamic creates an interdependent team in which students must each do their part, and as a result, a natural consequence exists for those students who do not demonstrate accountability—others may no longer want to be paired with students who do not do their fair share. Therefore, peer pressure contributes to the accomplishment of ongoing group tasks throughout the learning process and the culmination of a successful final product. Students are conscientious because they must complete their project in the allotted time. They can be incredibly resourceful when time is of the essence. Accountability to peers often has greater consequences and provides more motivation for students than if they were only responsible to the teacher. Children do not want to let their friends down. Social Learning Enhances Collaboration Skills PBL promotes social learning as children practice and become proficient with the twenty-first-century skills of communication, negotiation, and collaboration. As children work on these projects, they must brainstorm ideas and act as good listeners to their group
Project-Based Learning
members. Teaching students active listening skills enhances collaborative ability as well as creativity. Students learn the fundamental skills of productive communication, respect for others, and teamwork while generating ideas together. Negotiating how to collectively solve a problem is also part of PBL. At the end of the project, students do a self-evaluation. They evaluate not only their learning, but also the success of their social interactions. They reflect on their communication skills, if they felt they listened well to other students’ ideas, and if they believed their own opinions were heard. Consistent employment and practice of these skills will strengthen them over time and lead to proficiency and mastery. These skills are critical to future success in the structures of our global economy. Differentiation Provides Intrinsic Motivation The element of choice is crucial for students’ success. Differentiation allows students to develop their own interests and pursue deeper learning. It also allows students to soar and learn at their own levels. Students use resources that are appropriate for their individual reading levels and compatible with their technology knowledge. One exciting feature provided by this intrinsic motivation is that students will often reach higher and attempt to read more challenging material to glean the information they seek. It is not unrealistic to suspect that students who are highly motivated will improve their reading abilities as they strive to understand and learn during PBL. Doppelt (2003), contends that students’ “motivation to learn their discipline and their willingness to work on their projects [for] longer hours indicate that they behave. . . like high achievers” (p. 264). In another study, attendance was found to be higher in PBL schools (Thomas 2000). These behaviors have positive effects on learning. The active learning process of PBL takes students’ various learning styles and preferences into account. Students use a range of tools and resources to conduct their research. They also choose individual ways to demonstrate their learning in their final product. A child who prefers to be reflective may journal his learning in a diary format to share with peers. Others can read the diary and then write responses. A student who thinks in more of an analytic, mathematical way may elect to create a timeline of events or graph findings to present to his or her audience. Students also may select their preferred learning environment. Students may choose to work in a quiet library or a bustling hallway, lying down in the carpet area or sequestered in the cubby area. Children learn so much about themselves when they are empowered to make their own learning decisions. Children will reflect on these choices to ensure they are making the best decisions possible. The opportunity to make mistakes is part of the learning process. When we implement PBL, we allow children to discover who they are
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as learners. They become able to make better choices, whether relating to process, environment, or outcome, which enables them to become more independent and responsible for their own learning. Scaffolded instruction ensures success. Scaffolded instruction refers to the supports provided to students to assist them in making cognitive growth just beyond their reach. Students are involved in a discovery process when they first learn the structures of PBL, and they require much support and monitoring. Scaffolded instruction occurs in PBL when teachers use organizers that aid students in bridging the gaps that exists in knowledge and skill, and it makes the tasks manageable and achievable. As with most supports, scaffolds are temporary, and as the learner gains fluency in the skill, the supports are removed, leading to a self-confident and capable learner. PBL in Action PBL is an approach to instruction that teaches curriculum concepts through a project. The project is guided by an inquiry question that drives the research and allows students to apply their acquired knowledge. For example, as part of a middle school interdisciplinary study on Greece, students were instructed to choose a particular aspect of Greek life that interested them. Students chose one particular topic area, such as performing arts, visual arts, science, military, daily life, government, and so forth. After students selected a topic, they designed an independent inquiry. Each student researched independently and wrote an individual paper, and then some students worked in groups for the projects. Using their knowledge of Gardner’s multiple intelligences (Gardner 2006), students created a three-minute presentation as part of a living museum on Greek life. Presentations included dramatic performances of the Battle of Marathon, debates on a Greek myth performed in character as Greek gods and goddesses in an Athenian courtroom, Greek dance, PowerPoint presentations, art, and more. One student chose daily life as her topic. She designed an inquiry based on the oracle at Delphi. She and her teacher crafted an inquiry question together, gathered resources, and conferred regularly throughout her research and planning phases. The teacher took extensive notes of their conferences. These anecdotal records informed the teacher’s instruction in guiding and keeping the student on track. They also served as a reference tool for a comprehensive final evaluation. Upon completing her research on the oracle at Delphi, the student wrote her paper. She then had to apply her knowledge through a project. For her presentation at the museum, she dressed up as the Pythia. When people visited her, she used the first-person point of view to first tell them about herself and then to tell her audience’s fortune in true oracle fashion, cryptic and in riddles. The depth of her knowledge was evident in her performance. At
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the end of the project, the teacher graded the student’s proposal, research notes, work habits, presentation, and paper. The student completed a self-evaluation, as well as a project reflection. Responses about the process were overwhelmingly positive from both the students and teachers. Technology Enhances Creativity within Parameters In the twenty-first century, students use computers in very advanced ways, but we must remember that they are still children and need guidance to use technology safely and effectively. Technology as a means, not an end, enables students to experiment with different technologies for all aspects of PBL. An authentic use of technology is highly engaging to students, because it taps into their fluency with computers. Students participate in research using the Internet. During this phase of PBL, students learn how to navigate the Internet judiciously, as well as to discriminate between reliable and unreliable sources. It is important to set parameters to ensure that students can explore safely. Students can use a multitude of applications, including Web 2.0, for their projects. Students may use a wiki to share knowledge or blog with other students to troubleshoot during the process segment of their projects. In the presentation phase, students may use various technologies to display their learning. Their audience may receive a podcast, a video, a photo story, a comic, and so forth. These uses of technology provide instruction to the student by demonstrating innovative usage of various applications. These applications also help students realize appropriate ways to use technology. When students share their work or challenges, a brainstorming session often helps them build on each other’s ideas for future possibilities. This exercise promotes serious creativity and out-of-the-box thinking. Real-World Connections Research supports PBL as a tool to engage students in real-world tasks. Real-world tasks run the gamut in terms of necessary skills. It is important to remember that even though a project may be based in one curricular area, it crosses over into all areas of traditional academic studies. Evidence exists that through PBL, students become better researchers, problem solvers, and higher-order thinkers (Gultekin 2005). Research supports that students using PBL perform better on both standardized assessments and project tests than students in traditional direct instruction programs, and that they learn not only real-world application of skills, but also analytic thinking (Boaler 1999). In Boaler’s study of students using a project-based approach in mathematics, students were better able to see the application of their learning and less likely to view math as a set of isolated skills. Additionally, children instinctively reach
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further when they are highly motivated and interested in their inquiry topic. Motivation is sustained through meaningful, real-world problems and projects. Real-world projects deepen learning for students. After returning from a field trip to Washington, DC, where middle school students visited various monuments, students selected a social justice issue that they felt deserved a monument. One student selected child labor laws. The student researched the topic and then designed a threedimensional playground, with each play area representing a different aspect of the issue, to commemorate the laws. The assistant principal in this case observed PBL in action and was amazed by the level of engagement. Students with strengths in academics were not the only ones who were successful. As the assistant principal carefully watched a special education student, he noted that the child was both determined and focused as he contributed to his project alongside his group members. This special needs student had an aptitude for construction on which the group capitalized in devising their project. Similarly, in the real world, people use their individual strengths and talents in their jobs. Creating Success from the Beginning In PBL, children are constructing knowledge and building on their background knowledge. Children retain more information when they learn by doing. Dewey proposed that learning by doing has great benefit in shaping students’ learning. High-quality experiences, as well as continuity of experiences, are paramount. PBL is an effective approach and is in line with Dewey’s philosophies, to which many educators have ascribed for enriched learning (Dewey 1938). The PBL approach has been implemented with success as early as preschool using the Reggio Emilia approach. Reggio Emiglia is a project-based learning approach that began in northern Italy. It is a child-centered approach where the children are encouraged to pursue their natural curiosity. The discover through experiences that are carefully documented. Teachers guide students and are resources to students throughout their studies. Students learn through collaboration and employ critical thinking skills as they engage in projects. In particular, preschool students are encouraged to explore, investigate, and experience. This is the jumpingoff point to developing students’ love of learning and nurturing their natural curiosity. The beginning of PBL occurs when students learn in a social environment, work hand-in-hand with their teachers to discover ideas through careful scaffolding, document their journey of learning, and finally present their learning through projects. Beginning this approach early leads to greater success, because it hones the essential skills necessary
Project-Based Learning
for the twenty-first century. The earlier we begin implementing this approach, the more competent children will be with the processes of PBL and implementation of skills. Research also supports that PBL is a highly engaging and motivating approach that draws more involvement, interest, and investment in learning from students. PBL raises students self-esteem by beginning the cycle of success (Doppelt 2003). Measuring Effectiveness of Project-Based Learning Our students develop twenty-first-century skills through PBL that will aid them in becoming productive members of a global society. Many of these skills are not measureable through standardized tests. We must shift our thinking about assessment when teaching twentyfirst-century skills. With PBL, assessment is authentic. We measure a child’s performance via rubrics, but a critical aspect of this model includes self-evaluation and reflection. Children learn from their processes. They reflect on how well they worked in a collaborative group and how well they contributed, negotiated, listened, and welcomed other group members’ ideas. Students also self-evaluate their own projects, efforts, motivations, interests, and productivity levels. Students become critical friends by giving constructive feedback to each other, which helps them become aware of their own strengths and improve on their interactions with each other. In the future, children must enter a workforce in which they will be judged on their performance. They will be evaluated not only on their outcomes, but also on their collaborative, negotiating, planning, and organizational skills. By implementing PBL, we are preparing our students to meet the twenty-first century with preparedness and a repertoire of skills they can use successfully. Moreover, PBL projects are often impressive, grand undertakings created and presented with ultimate pride and care.
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As the assistant principal circulated around the room that day, he inquired of each student what they were doing, learning, researching, or making. Each student was on-task, thoroughly involved in a collaborative project, and able to explain to the assistant principal what they were engaged in at the moment, as well as what they had done and their next steps. Students articulated how they collaborated and problem-solved with their groups, and how they worked collectively to foster creativity and enhance their projects. When the assistant principal left the classroom that day, and for many months after that, the teacher was only more assured that PBL was the best approach for her students. A didactic approach kept students passive, but the engagement and enjoyment of students during PBL only heightened the teacher’s conviction that she was imparting critical twenty-firstcentury skills to her pupils. What sealed the deal was the students’ quick adaptation to the process and excitement about their learning. A big cheer rises from every student in the class when they hear that a new project will be beginning soon. That is what PBL is all about! REFERENCES Boaler, J. 1999. Mathematics for the moment, or the millennium? Education Week 17(29): 30–34. Dewey, J. 1938. Experience and education. New York: Simon and Schuster. Doppelt, Y. 2003. Implementing and assessment of PBL in a flexible environment. International Journal of Technology and Design Education 13:255–72. Gardner, H. 2006. Multiple intelligences. New York: Basic. Geier, R., P. C. Blumenfeld, R. W. Marx, J. S. Krajcik, E. Soloway, and J. Clay-Chambers. 2008. Standardized test outcomes for students engaged in inquiry-based curricula in the context of urban reform. Journal of Research in Science Teaching 45(8): 922–39. Gultekin, M. 2005. The effect of project based learning on learning outcomes in the 5th grade social studies course in primary education. Educational Sciences: Theory and Practice 5(2): 548–56. Thomas, J. W. 2000. A review of research on PBL. http://www. bobpearlman.org/BestPractices/PBL Research.pdf (accessed February 28, 2009).
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