Project-based learning

Project-based learning is a teaching approach that engages

students in sustained, collaborative real-world investigations.
Projects are organized around a driving question, and students
participate in a variety of tasks that seek to meaningfully
address this question.
History of project-based learning
According to the Buck Institute for Education (BIE), projectbased learning has its roots in experiential education and the
philosophy of John Dewey. The method of project-based
learning emerged due to developments in learning theory in
the past 25 years. The BIE suggests, Research in
neuroscience and psychology has extended cognitive and
behavioral models of learning which support traditional
direct instruction to show that knowledge, thinking, doing,
and the contexts for learning are inextricably tied.1 Because
learning is a social activity, teaching methods can scaffold on
students prior experiences and include a focus on community
and culture. Furthermore, because we live in an increasingly
more technological and global society, teachers realize that
they must prepare students not only to think about new
information, but they also must engage them in tasks that
prepare them for this global citizenship. Based on the
developments in cognitive research and the changing modern
educational environment in the latter part of the 20th
Century, project-based learning has gained popularity.
Project-based learning defined
BIE defines project-based learning as a systematic teaching
method that engages students in learning knowledge and
skills through an extended inquiry process structured around

complex, authentic questions and carefully designed products

and tasks. This process can last for varying time periods and
can extend over multiple content areas.
John Thomas (2000) explains that project-based learning
requires complex tasks, based on challenging questions or
problems, that involve students in design, problem-solving,
decision making, or investigative activities; give students the
opportunity to work relatively autonomously over extended
periods of time; and culminate in realistic products or
presentations.2
According to Ronald Marx et. al. (1994), project-based
instruction often has a driving question encompassing
worthwhile content that is anchored in a real-world problem;
investigations and artifacts that allow students to learn
concepts, apply information, and represent knowledge in a
variety of ways; collaboration among students, teachers, and
others in the community so that participants can learn from
one another; and use of cognitive tools that help learners
represent ideas by using technology3
Methods of using project-based learning
The project-based learning approach is often used in small
school settings, like charter and magnet schools, because
they are affected to a lesser degree by the high-stakes statemandated testing movement. Although project-based learning
can be done in combination with the national standardized
testing model, it is often difficult for teachers to effectively
interweave these two seemingly different types of instruction.
In order to create effective project-based learning units,
professional development organizers suggest using the
following guidelines:

Begin with the end in mind and plan for this end result.

Craft the driving question; select and refine a central

question.

Plan the assessment and define outcomes and

assessment criteria.

Map the project: Decide how to structure the project.

Manage the process: Find tools and strategies for
successful projects.4
Project-based learning can involve, but is not limited to:

Asking and refining questions

Debating ideas

Making predictions

Designing plans and/or experiments

Collecting and analyzing data

Drawing conclusions

Communicating ideas and findings to others

Asking new questions

Creating artifacts

Teacher role in project-based learning

Project-based learning is only possible in classrooms where
teachers support students by giving sufficient guidance and
feedback. The teacher must thoroughly explain all tasks that

are to be completed, provide detailed directions for how to

develop the project, and circulate within the classroom in
order to answer questions and encourage student motivation.
In order to create successful units focused on project-based
learning, teachers must plan well and be flexible. In this
approach to instruction, teachers often find themselves in the
role of learner and peer with the students. Teachers can
assess project-based learning with a combination of objective
tests, checklists, and rubrics; however, these often only
measure task completion. The inclusion of a reflective writing
component provides for self-evaluation of student learning.
Student role in project-based learning
Students generally work in small, collaborative groups in the
project-based learning model. They find sources, conduct
research, and hold each other responsible for learning and the
completion of tasks. Essentially, students must be selfmanagers in this approach to instruction.6
Results of project-based learning research is mixed. Some
studies suggest that it is an engaging instructional approach,
but numerous studies have also claimed that students are not
motivated by this type of learning, and that it places a great
amount of stress on teachers.

Project-based learning (PBL) is considered[by whom?] an alternative to

paper-based, rote memorization, or to teacher-led classrooms.
Proponents of project-based learning cite numerous benefits to the
implementation of its strategies in the classroom - including a greater
depth of understanding of concepts, broader knowledge base,
improved communication and interpersonal/social skills,
enhanced leadership skills, increased creativity, and improved writing
skills. Another definition of project-based learning includes a type of

instruction, where students work together to solve real-world problems

in their schools and communities. Successful problem-solving often
requires students to draw on lessons from several disciplines and
apply them in a very practical way. The promise of seeing a very real
impact becomes the motivation for learning.[1]
John Dewey initially promoted the idea of "learning by doing". In My
Pedagogical Creed (1897) Dewey enumerated his beliefs regarding
education: "The teacher is not in the school to impose certain ideas or
to form certain habits in the child, but is there as a member of the
community to select the influences which shall affect the child and to
assist him in properly responding to these.......I believe, therefore, in
the so-called expressive or constructive activities as the centre of
correlation." [2](Dewey, 1897) Educational research has advanced this
idea of teaching and learning into a methodology known as "projectbased learning". Blumenfeld & Krajcik (2006) [3] cite studies by Marx et
al., 2004, Rivet & Krajcki, 2004 and William & Linn, 2003 state that
"research has demonstrated that students in project-based learning
classrooms get higher scores than students in traditional classroom".

John Dewey in 1902

Markham (2011) describes project-based learning (PBL) thus: "PBL
integrates knowing and doing. Students learn knowledge and elements
of the core curriculum, but also apply what they know to solve
authentic problems and produce results that matter. PBL students take

advantage of digital tools to produce high quality, collaborative

products. PBL refocuses education on the student, not the curriculum-a shift mandated by the global world, which rewards intangible assets
such as drive, passion, creativity, empathy, and resiliency. These
cannot be taught out of a textbook, but must be activated through
experience." [4]
Project-based learning has been associated [by whom?] with the "situated
learning" perspective of James G. Greeno (2006) [5] and with the
constructivist theories of Jean Piaget. Blumenfeld et al. elaborate on
the processes of PBL: "Project-based learning is a comprehensive
perspective 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."[6](Blumenfeld, et al.,
1991) The basis of PBL lies in the authenticity or real-life application of
the research. Students working as a team are given a "driving
question" to respond to or answer, then directed to create an artifact (or
artifacts) to present their gained knowledge. Artifacts may include a
variety of media such as writings, art, drawings, three-dimensional
representations, videos, photography, or technology-based
presentations.
Project-based learning is not without its opponents; in Peer Evaluation
in Blended Team Project-Based Learning: What Do Students Find
Important?Hye-Jung & Cheolil (2012) describe "social loafing" as a
negative aspect of collaborative learning. Social loafing may include
insufficient performances by some team members as well as a
lowering of expected standards of performance by the group as a
whole to maintain congeniality amongst members. These authors said
that because teachers tend to grade the finished product only, the
social dynamics of the assignment may escape the teacher's notice. [7]

Structure[edit]

Project-based learning emphasizes learning activities that are longterm, interdisciplinary and student-centered. Unlike traditional, teacherled classroom activities, students often must organize their own work
and manage their own time in a project-based class. Project-based
instruction differs from traditional inquiry by its emphasis on students'
collaborative or individual artifact construction to represent what is
being learned.
Project-based learning also gives students the opportunity to explore
problems and challenges that have real-world applications, increasing
the possibility of long-term retention of skills and concepts. [8]
Elements[edit]
The core idea of project-based learning is that real-world problems
capture students' interest and provoke serious thinking as the students
acquire and apply new knowledge in a problem-solving context. The
teacher plays the role of facilitator, working with students to frame
worthwhile questions, structuring meaningful tasks, coaching both
knowledge development and social skills, and carefully assessing
what students have learned from the experience. Typical projects
present a problem to solve (What is the best way to reduce the
pollution in the schoolyard pond?) or a phenomenon to investigate
(What causes rain?).
Comprehensive Project-based Learning:

is organized around an open-ended driving question or

challenge.

creates a need to know essential content and skills.

requires inquiry to learn and/or create something new.

requires critical thinking, problem solving, collaboration, and

various forms of communication, often known as "21st Century
Skills."[9]
allows some degree of student voice and choice.

incorporates feedback and revision.

results in a publicly presented product or performance. [10]

Examples[edit]
Although projects are the primary vehicle for instruction in projectbased learning, there are no commonly shared criteria for what
constitutes an acceptable project. Projects vary greatly in the depth of
the questions explored, the clarity of the learning goals, the content
and structure of the activity, and guidance from the teacher. The role of
projects in the overall curriculum is also open to interpretation. Projects
can guide the entire curriculum (more common in charter or other
alternative schools) or simply consist of a few hands-on activities. They
might be multidisciplinary (more likely in elementary schools) or singlesubject (commonly science and math). Some projects involve the
whole class, while others are done in small groups or individually.
When PBL is used with 21st-century tools/skills, students are expected
to use technology in meaningful ways to help them investigate,
collaborate, analyze, synthesize and present their learning. The term
IPBL has also been used to reflect a pedagogy where an emphasis on
technology and/or an interdisciplinary approach has been included.
An example of applied PBL is Muscatine High School, located in
Muscatine, Iowa. The school started the G2 (Global Generation
Exponential Learning)which consists of middle and high school
Schools within Schools that deliver the four core subject areas. At the
high school level, activities may include making water purification
systems, investigating service learning, or creating new bus routes. At
the middle school level, activities may include researching trash
statistics, documenting local history through interviews, or writing
essays about a community scavenger hunt. Classes are designed to
help diverse students become college and career ready after high
school.
The Bill and Melinda Gates Foundation has provided funding to start
holistic PBL schools across the United States. These organizations
include:

Big Picture Schools [1]

EdVisions Schools

Envision Schools

New Tech Network [2]

North Bay Academy of Communication and Design

Raisbeck Aviation High School[11]

Another example is Manor New Technology High School, a public high

school that since opening in 2007 is a 100 percent project-based
instruction school. Students average 60 projects a year across
subjects. It is reported that 98 percent of seniors graduate, 100 percent
of the graduates are accepted to college, and fifty-six percent of them
have been the first in their family to attend college. [12]
The European Union has also providing funding for project-based
learning projects within the Lifelong Learning Programme 20072013.
For example,PopuLLar - Music and language learning, Moving toys in
the classroomand ARTinED - A new approach to education using the
arts.
According to Terry Heick on his blog, Teach Thought, there are three
types of project-based learning. The first is Challenge-Based
Learning/Problem-Based Learning, the second is Place-Based
Education, and the third is Activity-Based learning. Challenge-Based
Learning is an engaging multidisciplinary approach to teaching and
learning that encourages students to leverage the technology they use
in their daily lives to solve real-world problems through efforts in their
homes, schools and communities. Place-based Education immerses
students in local heritage, cultures, landscapes, opportunities and
experiences; uses these as a foundation for the study of language arts,
mathematics, social studies, science and other subjects across the
curriculum, and emphasizes learning through participation in service
projects for the local school and/or community. Activity-Based
Learning takes a kind of constructivist approach, the idea being
students constructing their own meaning through hands-on activities,

often with manipulatives and opportunities to. As a private school

provider Nobel Education Network combines PBL with the International
Baccalaureate as a central pillar of their strategy.
Roles[edit]
PBL relies on learning groups. Student groups determine their projects,
in so doing, they engage student voice by encouraging students to take
full responsibility for their learning. This is what makes
PBL constructivist. Students work together to accomplish specific
goals.
When students use technology as a tool to communicate with others,
they take on an active role vs. a passive role of transmitting the
information by a teacher, a book, or broadcast. The student is
constantly making choices on how to obtain, display, or manipulate
information. Technology makes it possible for students to think actively
about the choices they make and execute. Every student has the
opportunity to get involved either individually or as a group.
Instructor role in Project Based Learning is that of a facilitator. They do
not relinquish control of the classroom or student learning but rather
develop an atmosphere of shared responsibility. The Instructor must
structure the proposed question/issue so as to direct the student's
learning toward content-based materials. The instructor must regulate
student success with intermittent, transitional goals to ensure student
projects remain focused and students have a deep understanding of
the concepts being investigated. The students are held accountable to
these goals through ongoing feedback and assessments. The ongoing
assessment and feedback are essential to ensure the student stays
within the scope of the driving question and the core standards the
project is trying to unpack. According to Andrew Miller of the Buck
Institute of Education, formative assessments are used in order to be
transparent to parents and students, you need to be able to track and
monitor ongoing formative assessments, that show work toward that
standard.[13] The instructor uses these assessments to guide the
inquiry process and ensure the students have learned the required
content. Once the project is finished, the instructor evaluates the
finished product and learning that it demonstrates

Student role is to ask questions, build knowledge, and determine a

real-world solution to the issue/question presented. Students must
collaborate expanding their active listening skills and requiring them to
engage in intelligent focused communication. Therefore, allowing them
to think rationally on how to solve problems. PBL forces students to
take ownership of their success.
Outcomes[edit]
More important than learning science, students need to learn to work in
a community, thereby taking on social responsibilities. The most
significant contributions of PBL have been in schools languishing in
poverty stricken areas; when students take responsibility, or ownership,
for their learning, their self-esteem soars. It also helps to create better
work habits and attitudes toward learning. In standardized tests,
languishing schools have been able to raise their testing grades a full
level by implementing PBL.[citation needed] Although students do work in
groups, they also become more independent because they are
receiving little instruction from the teacher. With Project-Based
Learning students also learn skills that are essential in higher
education. The students learn more than just finding answers, PBL
allows them to expand their minds and think beyond what they
normally would. Students have to find answers to questions and
combine them using critically thinking skills to come up with answers.
PBL is significant to the study of (mis-)conceptions; local concepts and
childhood intuitions that are hard to replace with conventional
classroom lessons. In PBL, project science is the community culture;
the student groups themselves resolve their understandings of
phenomena with their own knowledge building. Technology allows
them to search in more useful ways, along with getting more rapid
results.
Opponents of Project Based Learning warn against negative outcomes
primarily in projects that become unfocused and tangential arguing that
underdeveloped lessons can result in the wasting of precious class
time. No one teaching method has been proven more effective than
another. Opponents suggest that narratives and presentation of
anecdotal evidence included in lecture-style instruction can convey the
same knowledge in less class time. Given that disadvantaged students

generally have fewer opportunities to learn academic content outside

of school, wasted class time due to an unfocused lesson presents a
particular problem. Instructors can be deluded into thinking that as long
as a student is engaged and doing, they are learning. Ultimately it is
cognitive activity that determines the success of a lesson. If the project
does not remain on task and content driven the student will not be
successful in learning the material. The lesson will be ineffective. A
source of difficulty for teachers includes, "Keeping these complex
projects on track while attending to students' individual learning needs
requires artful teaching, as well as industrial-strength project
management."[14] Like any approach, Project Based Learning is only
beneficial when applied successfully.
Problem-based learning is a similar pedagogic approach, however,
problem-based approaches structure students' activities more by
asking them to solve specific (open-ended) problems rather than
relying on students to come up with their own problems in the course of
completing a project.
A meta-analysis conducted by Purdue University found that when
implemented well, PBL can increase long-term retention of material
and replicable skill, as well as improve teachers' and students' attitudes
towards learning.[15]
Overcoming Obstacles and Criticisms[edit]
A frequent criticism of PBL is that when students work in groups some
will "slack off" or sit back and let the others do all the work. Anne Shaw
recommends that teachers always build into the structure of the PBL
curriculum an organizational strategy known as Jigsaw and Expert
Groups. This structure forces students to be self-directed, independent
and to work interdependently.
This means that the class is assigned (preferably randomly, by lottery)
to Expert Groups. Each of the Expert Groups is then assigned to
deeply study one particular facet of the overall project. For example, a
class studying about environmental issues in their community may be
divided into the following Expert Groups:
1. Air

2. Land
3. Water
4. Human impact on the environment
Each Expert Group is tasked with studying the materials for their
group, taking notes, then preparing to teach what they learned to the
rest of the students in the class. To do so, the class will "jigsaw", thus
creating Jigsaw Groups. The Jigsaw Groups in the above example
would each be composed of one representative from each of the
Expert Groups, so each Jigsaw Group would include:
1. One expert on Air
2. One expert on Land
3. One expert on Water
4. One expert on "Human impact on the environment"
Each of these experts would then take turns teaching the others in the
group. Total interdependence is assured. No one can "slack off"
because each student is the only person in the group with that "piece"
of the information. Another benefit is that the students must have
learned the concepts, skills and information well enough to be able to
teach it and must be able to assess (not grade) their own learning and
the learning of their peers. This forces a much deeper learning
experience.
Anne Shaw recommends that when students are teaching each other
they also participate collaboratively in creating a concept map as they
teach each other. This adds a significant dimension to the thinking and
the learning. The students may build upon this map each time they
Jigsaw. If a project is scheduled to last over the time period of six
weeks the students may meet in their Expert Groups twice a week, and
then Jigsaw twice a week, building upon their learning and exploration
of the topics over time.
Once all the experts have taught each other, the Jigsaw Group then
designs and creates a product to demonstrate what they now know

about all four aspects of the PBL unit - air, land, water, man's impact.
Performance-based products may include a wide range of possibilities
such as dioramas, skits, plays, debates, student-produced
documentaries, web sites, Glogsters, VoiceThreads, games (digital or
not), presentations to members of the community (such as the City
Council or a community organization), student-produced radio or
television program, a student-organized conference, a fair, a film
festival.
Students are assessed in two ways:
1. Individual assessments for each student - may include research
notes, teaching prep notes and teacher observation. Other
assessments may include those assigned by the teacher, for example,
each student in the class must write an individual research paper for a
topic of their choice from within the theme of the overall PBL.
2. Group assessments - each Jigsaw group creates and presents their
product, preferably to an audience other than the teacher or their class.
[www.21stCenturySchools.com]
Criticism[edit]
One concern is that PBL may be inappropriate in mathematics, the
reason being that mathematics is primarily skill-based at the
elementary level. Transforming the curriculum into an over-reaching
project or series of projects does not allow for necessary practice of
particular mathematical skills. For instance, factoring quadratic
expressions in elementary algebra requires extensive repetition.
On the other hand, a teacher could integrate a PBL approach into the
standard curriculum, helping the students see some broader contexts
where abstract quadratic equations may apply. For example, Newton's
law implies that tossed objects follow a parabolic path, and the roots of
the corresponding equation correspond to the starting and ending
locations of the object.
Another criticism of PBL is that measures that are stated as reasons for
its success are not measurable using standard measurement tools,
and rely on subjective rubrics for assessing results.

In PBL there is also a certain tendency for the creation of the final
product of the project to become the driving force in classroom
activities. When this happens, the project can lose its content focus
and be ineffective in helping students learn certain concepts and skills.
For example, academic projects that culminate in an artistic display or
exhibit may place more emphasis on the artistic processes involved in
creating the display than on the academic content that the project is
meant to help students learn.

Project-Based Learning: A Short History

When project-based learning is infused with technology, it may
look and feel like a 21st-century idea, but it's built on a venerable
foundation.
Projects make the world go 'round. For almost any endeavor -- whether
it's launching a space shuttle, designing a marketing campaign,
conducting a trial, or staging an art exhibit -- you can find an
interdisciplinary team working together to make it happen.
When the project approach takes hold in the classroom, students gain
opportunities to engage in real-world problem solving too. Instead of
learning about nutrition in the abstract, students act as consultants to
develop a healthier school cafeteria menu. Rather than learning about

the past from a textbook, students become historians as they make a

documentary about an event that changed their community.
Especially when it's infused with technology, project-based learning
may look and feel like a 21st-century idea, but it's built on a venerable
foundation.
Strong Foundation
Confucius and Aristotle were early proponents of learning by doing.
Socrates modeled how to learn through questioning, inquiry, and
critical thinking -- all strategies that remain very relevant in today's PBL
classrooms. Fast-forward to John Dewey, 20th-century American
educational theorist and philosopher, and we hear a ringing
endorsement for learning that's grounded in experience and driven by
student interest. Dewey challenged the traditional view of the student
as a passive recipient of knowledge (and the teacher as the transmitter
of a static body of facts). He argued instead for active experiences that
prepare students for ongoing learning about a dynamic world. As
Dewey pointed out, "Education is not preparation for life; education is
life itself."
Maria Montessori launched an international movement during the 20th
century with her approach to early-childhood learning. She showed
through example that education happens "not by listening to words but
by experiences upon the environment." The Italian physician and childdevelopment expert pioneered learning environments that foster
capable, adaptive citizens and problem solvers.
Jean Piaget, the Swiss developmental psychologist, helped us
understand how we make meaning from our experiences at different
ages. His insights laid the foundation for the constructivist approach to
education in which students build on what they know by asking
questions, investigating, interacting with others, and reflecting on these
experiences.
Learning from Real Life
Against this theoretical background, problem-based learning emerged
more than half a century ago as a practical teaching strategy in
medicine, engineering, economics, and other disciplines. With this

approach, students are challenged to solve problems or do simulations

that mimic real life. (See Schools That Work: Project-Based Learning in
Maine.) Although problems are defined in advance by the instructor,
they tend to be complex, even messy, and cannot be solved by one
"right" or easy-to-find answer. This is how medical students, for
instance, learn to diagnose and treat actual patients -- something they
can't learn in a lecture hall. Unlike textbook-driven instruction, problembased learning puts the student in charge of asking questions and
discovering answers.
In K-12 education, project-based learning has evolved as a method of
instruction that addresses core content through rigorous, relevant,
hands-on learning. Projects tend to be more open-ended than problembased learning, giving students more choice when it comes to
demonstrating what they know. (Get tips from the blog, "20 Ideas for
Engaging Projects.") Unlike projects that are tacked on at the end of
"real" learning, the projects in PBL are the centerpiece of the lesson.
Projects are typically framed with open-ended questions that drive
students to investigate, do research, or construct their own solutions.
For example: How can we reduce our school's carbon footprint? How
safe is our water? What can we do to protect a special place or
species? How do we measure the impact of disasters? Students use
technology tools much as professionals do -- to communicate,
collaborate, conduct research, analyze, create, and publish their own
work for authentic audiences. Instead of writing book reports, for
instance, students in a literature project might produce audio reviews of
books, post them on a blog, and invite responses from a partner class
in another city or country.
Fit for a New Century
A number of trends have contributed to the adoption of project-based
learning as a 21st-century strategy for education. Cognitive scientists
have advanced our understanding of how we learn, how we develop
expertise, and how we begin to think at a higher level. Fields ranging
from neuroscience to social psychology have contributed to our
understanding of what conditions create the best environment for
learning. Culture, context, and the social nature of learning all have a
role in shaping the learner's experience. These insights help to explain
the appeal of PBL for engaging diverse learners.

Although PBL applies across disciplines, it consistently emphasizes

active, student-directed learning. Why is this approach more likely than
rote memorization to lead to deeper understanding? Relevance plays a
big role. Projects give students a real-world context for learning,
creating a strong "need to know." Motivation is another factor. Projects
offer students choice and voice, personalizing the learning experience.
By design, projects are open-ended. This means students need to
consider and evaluate multiple solutions and, perhaps, defend their
choices. All these activities engage higher-order thinking skills.
Another trend that is fueling interest in PBL is our evolving definition of
literacy. Learning to read is no longer enough. Today's students must to
be able to navigate and evaluate a vast store of information. This
requires fluency in technology along with the development of criticalthinking skills. PBL offers students opportunities not only to make
sense of this information but also to expand on it with their own
contributions.
Finally, today's students will face complex challenges when they
complete their formal education. Knowing how to solve problems, work
collaboratively, and think innovatively are becoming essential skills -not only for finding future careers but also for tackling difficult issues in
local communities and around the world.
To respond to these complex demands, a growing number of teachers,
schools, and even states have adopted project-based learning. In
some cases, PBL is proving an essential ingredient in school
redesign. New Tech Network, Expeditionary Learning, theEAST
Initiative, and Envision Schools are just a few examples of programs
that are integrating PBL into school-wide models to prepare students
for the future.
New Challenges for Teachers
Project-based learning is not without its challenges. It's demanding of
students -- and of teachers. Especially for teachers who have never
experienced PBL before, projects require planning and management
skills that may be unfamiliar. What's more, PBL puts teachers in the
role of facilitator rather than classroom expert. Teachers may benefit
from professional development to help them expand their classroom
"tool kit" of teaching strategies. Just as it's essential that students buy

in to PBL, teachers also need to feel empowered. Support from

administrators, parents, and other community members can help
teachers and students to overcome challenges and make the most of
PBL opportunities.
As PBL gains advocates and gathers momentum, the education
community will continue to exchange ideas and collaborate on projects,
making this powerful method of preparing students for the future even
better.
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 a complex question, problem, or challenge.
In Gold Standard PBL, Essential Project Design Elements include:

Key Knowledge, Understanding, and Success Skills - The

project is focused on student learning goals, including standardsbased content and skills such as critical thinking/problem solving,
collaboration, and self-management.

Challenging Problem or Question - The project is framed by a

meaningful problem to solve or a question to answer, at the
appropriate level of challenge.

Sustained Inquiry - Students engage in a rigorous, extended

process of asking questions, finding resources, and applying
information.

Authenticity - The project features real-world context, tasks and

tools, quality standards, or impact or speaks to students personal
concerns, interests, and issues in their lives.

Student Voice & Choice - Students make some decisions about

the project, including how they work and what they create.

Reflection - Students and teachers reflect on learning, the

effectiveness of their inquiry and project activities, the quality of
student work, obstacles and how to overcome them.

Critique & Revision - Students give, receive, and use feedback

to improve their process and products.

Public Product - Students make their project work public by

explaining, displaying and/or presenting it to people beyond the
classroom.

Project Based Learnings time has come. The experience of

thousands of teachers across all grade levels and subject
areas, backed by research, confirms that PBL is an effective and
enjoyable way to learn -- and develop deeper learningcompetencies
required for success in college, career and civic life. Why are so many
educators across the United States and around the world interested in
this teaching method? The answer is a combination of timeless
reasons and recent developments.

PBL makes school more engaging for students. Todays

students, more than ever, often find school to be boring and
meaningless. In PBL, students are active, not passive; a project
engages their hearts and minds, and provides real-world relevance
for learning.

PBL improves learning. After completing a project, students

understand content more deeply, remember what they learn and
retain it longer than is often the case with traditional instruction.
Because of this, students who gain content knowledge with PBL are
better able to apply what they know and can do to new situations.

PBL builds success skills for college, career, and life. In the
21st century workplace and in college, success requires more than

basic knowledge and skills. In a project, students learn how to take

initiative and responsibility, build their confidence, solve problems,
work in teams, communicate ideas, and manage themselves more
effectively.

PBL helps address standards. The Common Core and other

present-day standards emphasize real-world application of
knowledge and skills, and the development of success skills such as
critical thinking/problem solving, collaboration, communication in a
variety of media, and speaking and presentation skills. PBL is an
effective way to meet these goals.

PBL provides opportunities for students to use

technology. Students are familiar with and enjoy using a variety of
tech tools that are a perfect fit with PBL. With technology, teachers
and students can not only find resources and information and create
products, but also collaborate more effectively, and connect with
experts, partners, and audiences around the world.

PBL makes teaching more enjoyable and rewarding. Projects

allow teachers to work more closely with active, engaged students
doing high-quality, meaningful work, and in many cases to
rediscover the joy of learning alongside their students.

PBL connects students and schools with communities and

the real world.Projects provide students with empowering
opportunities to make a difference, by solving real problems and
addressing real issues. Students learn how to interact with adults
and organizations, are exposed to workplaces and adult jobs, and
can develop career interests. Parents and community members can
be involved in projects.
Engaging Childrens Minds

 Children have a strong disposition to explore and discover. The

Project Approach builds on natural curiosity, enabling children to
interact, question, connect, problem-solve, communicate, reflect,
and more. This kind of authentic learning extends beyond the
classroom to each students home, community, nation, and the
world. It essentially makes learning the stuff of real life and
children active participants in and shapers of their worlds.
research shows that creativity can suffer when
people are promised rewards for creative work,
when learning conditions stress competition and
social comparisons, or when individuals are highly
aware of being monitored and evaluated by
others. Conversely, creativity generally thrives in
environments that support personal interest,
involvement, enjoyment, and engagement with
challenging tasks Beghetto & Kaufman, 2013
The Project Approach offers teachers a way to develop
in-depth thinking while engaging the hearts and minds of young
children. Teachers take a strong guidance role in the process
while children study topics with purpose and flexibility. Project
work presents many opportunities for young childrens ideas to
be valued, their creativity to be encouraged, their interests to be
nurtured, and for their learning needs to be met.
What is the Project Approach?
In early childhood, projects are defined as open ended studies of
everyday topics which are worthy of being included in an
educational program. Projects emerge from the questions
children raise and develop according to their particular interests.
Rather than offering immediate answers to the questions children
ask, teachers provide experiences through which children can
discover the answers themselves through inquiry at field sites
and interviewing experts. For example, if the children wonder
what shoes are made of or how are they made, the teacher may
arrange a field visit where the answer to these questions can be
provided by an expert, in this case a shoe factory, the shoe repair
mans shop, or a shoe store. Children also consult secondary

sources of information such as books and the internet in the

classroom and with their parents at home.
Project investigations promote in-depth understanding and cover
a wide range of relevant subtopics. For this reason projects
usually take several weeks to completeand sometimes much
longer, depending on the age and interests of the children.
The Project Approach, then, is the method of teaching children
through project investigations. Because project work follows an
unpredictable path based on the interests of particular children, a
flexible framework to support teachers has been developed. This
framework makes the inquiry more manageable: it shapes the
development of the area of investigation. Teachers guide children
through a three phase process from the beginning of a project to
its conclusion. You may find the Project Planning
Journal helpful in understanding and implementing project work.
Its from the book Young Investigators: The Project
Approach in the Early Years by Judy Harris Helm and Lilian G.
Katz.
What is the Structure of the Project Approach?
In the beginning of a project, Phase 1, the teacher builds interest
in the topic through encouraging the children to share relevant
personal stories of experience. As the children represent their
current understanding of the topic; the river, cars, or dogs, for
example, the teacher assesses the childrens vocabulary, their
individual interests, misconceptions or gaps in current
knowledge, and helps them formulate questions which they can
investigate.
As the inquiry begins in earnest, Phase 2, teachers enable the
children go on field visits, interview adults who are experts, such
as waiters, farmers, or nurses, for example, according to the
topic of study. Children also look at books, internet sites, videos,
and so on. As they learn more about the topic they use many
forms of representation to illustrate what they have learned and
to share new knowledge with their classmates.

 In Phase 3, the teacher guides the conclusion of the study and

helps the children review their achievements. The children share
their work with parents, another class, or members of the local
community who have helped them in the process of the
investigation. This final phase of the work includes the
assessment by teachers of what the children have learned
through the project. All children will have learned basic facts
about the topic. Some children will have learned more about
certain aspects of the topic such as the role of the adults, or the
steps or materials used in the manufacture of an important item.
There will be times when one child may have achieved individual
learning goals such as developing confidence in a particular
personal strength or learning to collaborate effectively with other
classmates.
What are the advantages of the Project Approach?
When teachers encourage childrens curiosity and help them to
ask questions, the study of local everyday topics becomes
interesting and relevant to them. Young childrens learning is
energized as they become part of a community of investigators
and share the findings of their inquiry. Children apply skills and
knowledge in their study of buses, shoes, trees, or grocery
stores. They learn about the value of reading, writing, and
numbers in the life of the adults around them. In the context of
the project the children become apprentices in the pursuit of
knowledge alongside their teachers. Teachers take a responsive
role in developing the project. They coordinate different interests
and support small group and individual inquiries as these
emerge. Teachers who use the project approach report that
students show great interest and actively participate. They ask
questions and follow up their own curiosity with investigations.
Along with the motivation it provides, project work also integrates
all areas of learning and aspects of child development. It offers
many chances to practice problem solving and critical thinking
skills that build language, math and scientific understanding. In
fact, it helps children gain confidence in themselves and their
abilities and develops in them the disposition to strive for
understanding.

 Using the Project Approach to meet curriculum

requirements and standards
This type of learning differs considerably from the preplanned
lessons of a published curriculum. While project work supports
the curriculum standards identified for testing, teachers do not
teach to the test through project work. The emphasis is on the
context in which learning is intrinsically motivated and engaging
to young children.
Through careful observation and skillful planning on the part of
the teacher, curriculum goals can be integrated into project work.
The teacher anticipates where a project may go, and includes
elements of the required curriculum in her plans. For example,
the curriculum goal of data collection and analysis can be
incorporated into a project on cars, if children decide to count and
record the kinds of cars they see. The teacher records her plan
and project documentation provides evidence of learning.
In addition to the aspects of the curriculum which relate directly to
the acquisition of skills and knowledge, project work offers
interesting opportunities for children to apply and practice what
they have learned in other parts of their daily program in school.
Intrinsic motivation enables children to learn through projects in
personally meaningful ways. Children who excel in certain
academic areas learn to offer leadership to their peers. Children
who experience difficulty in some areas frequently learn from
skilled or knowledgeable peers more easily than from adults.
In classrooms where the Project Approach is well implemented,
teachers and parents report that children show increased
achievement and confidence in talking about what they know and
can do.
How does the Project Approach fit with other
teaching strategies and approaches?
Project work can be incorporated into learning centers, as well as
into a typical daily schedule. For example, circle time can be
used to discuss a current investigation or books on the subject
can be placed in the literacy area.

 However, with all its advantages, most early childhood

professionals would agree that project work alone does not cover
all the learning experiences that should be included in the
curriculum. Children learn through many different experiences in
school. For young children these experiences include sensory
exploration, various kinds of play activity, observation, and
practice. They learn some things through direct instruction, some
through small group work, some through repeated trials and
persistence, and some through collaboration and lively
discussion with their classmates.
The Project Approach offers children the flexibility to develop
interests, to work hard at their strengths, to share expertise and
make personal contributions to the work of the classroom. The
use of open-ended learning centers in a classroom can make for
easier differentiation by teachers in their instruction as they help
children to self-assess and challenge themselves appropriately in
the classroom context.
What are the challenges of implementing the
Project Approach?
The principle challenge for teachers is to know the children well
and to be able to guide them effectively in their inquiry. It requires
dedication and creativity to take full advantage of individual
strengths and interests, engage parental expertise (for
interviews, access to field sites, etc.), and seek out resources.
The key to a successful project is the teachers daily classroom
assessment; it guides the work towards optimal learning
opportunities in responsive environments for all children. These
challenges demand that the teachers own creativity be engaged
in crafting with the children the stories of their learning through
projects.
As with any teaching approach or method, positive results are
only evident when the teaching is done well. It is easier to set up
learning centers with activities, worksheets, and boxes of props
which are the same each year. It is easier to read the same
fantasy literature and have the children play the parts of the
characters in dramatic play year after year. In project work,

teachers depend on rich communication with the children to

determine their interests and prior levels of understanding. A
project on pets for instance, may focus on different subtopics
from one year to the next as different groups of children and their
parents show interests, expertise, or gaps in knowledge. One
year the direction might be how to care for pets everyday needs,
another year the focus might be around pet health and the work
of the veterinarian, while yet another might be the work that
animals can do for human beings, such as service dogs, leisure
pursuits and exercise, or work with the elderly or young people
with autism or other challenges. Teachers responsiveness to
children challenges them always to bring fresh thinking to project
work.
Another challenge for teachers is to plan the work so that there is
a unity and cohesiveness to each project which all the children
can appreciate. As various interests are developed teachers have
to keep the communication focused on the value of each groups
contribution to the knowledge and understanding of the topic by
all the children in their classes.
Yet, teachers wishing to help students develop a life-long love of
learning and understand the interconnected relationship of all
things will find there are unique advantages to project learning