project based learning in education definition

What is PBL?

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

In Project Based Learning, teachers make learning come alive for students.

Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.

And in case you were looking for a more formal definition...

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

Watch Project Based Learning in Action

These 7-10 minute videos show the Gold Standard PBL model in action, capturing the nuts and bolts of a PBL unit from beginning to end.

VIDEO: The Water Quality Project

VIDEO: March Through Nashville

VIDEO: The Tiny House Project

How does pbl differ from “doing a project”.

PBL is becoming widely used in schools and other educational settings, with different varieties being practiced. However, there are key characteristics that differentiate "doing a project" from engaging in rigorous Project Based Learning.

We find it helpful to distinguish a "dessert project" -  a short, intellectually-light project served up after the teacher covers the content of a unit in the usual way - from a "main course" project, in which the project is the unit. In Project Based Learning, the project is the vehicle for teaching the important knowledge and skills student need to learn. The project contains and frames curriculum and instruction.

In contrast to dessert projects, PBL requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team.

Learn more about "dessert" projects vs PBL

The gold standard for high-quality PBL

To help ensure your students are getting the main course and are engaging in quality Project Based Learning, PBLWorks promotes a research-informed model for “Gold Standard PBL.” 

The Gold Standard PBL model encompasses two useful guides for educators: 

1)  Seven Essential Project Design Elements  provide a framework for developing high quality projects for your classroom, and

2)  Seven Project Based Teaching Practices   help teachers, schools, and organizations improve, calibrate, and assess their practice.

The Gold Standard PBL model aligns with the High Quality PBL Framework . This framework describes what students should be doing, learning, and experiencing in a good project. Learn more at HQPBL.org .

Yes, we provide PBL training for educators! PBLWorks offers a variety of workshops, courses and services for teachers, school and district leaders, and instructional coaches to get started and advance their practice with Project Based Learning. Learn more

See Sample Projects

Explore our expanding library of project ideas, with over 80 projects that are standards-aligned, and cover a range of grade levels and subject areas.

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Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Project-Based Learning

Project-based learning refers to any programmatic or instructional approach that utilizes multifaceted projects as a central organizing strategy for educating students. When engaged in project-based learning, students will typically be assigned a project or series of projects that require them to use diverse skills—such as researching, writing, interviewing, collaborating, or public speaking—to produce various work products, such as research papers, scientific studies, public-policy proposals, multimedia presentations, video documentaries, art installations, or musical and theatrical performances, for example. Unlike many tests, homework assignments, and other more traditional forms of academic coursework, the execution and completion of a project may take several weeks or months, or it may even unfold over the course of a semester or year.

Closely related to the concept of authentic learning , project-based-learning experiences are often designed to address real-world problems and issues, which requires students to investigate and analyze their complexities, interconnections, and ambiguities (i.e., there may be no “right” or “wrong” answers in a project-based-learning assignment). For this reason, project-based learning may be called inquiry-based learning or learning by doing , since the learning process is integral to the knowledge and skills students acquire. Students also typically learn about topics or produce work that integrates multiple academic subjects and skill areas. For example, students may be assigned to complete a project on a local natural ecosystem and produce work that investigates its history, species diversity, and social, economic, and environmental implications for the community. In this case, even if the project is assigned in a science course, students may be required to read and write extensively (English); research local history using texts, news stories, archival photos, and public records (history and social studies); conduct and record first-hand scientific observations, including the analysis and tabulation of data (science and math); and develop a public-policy proposal for the conservation of the ecosystem (civics and government) that will be presented to the city council utilizing multimedia technologies and software applications (technology).

In project-based learning, students are usually given a general question to answer, a concrete problem to solve, or an in-depth issue to explore. Teachers may then encourage students to choose specific topics that interest or inspire them, such as projects related to their personal interests or career aspirations. For example, a typical project may begin with an open-ended question (often called an “essential question” by educators): How is the principle of buoyancy important in the design and construction of a boat? What type of public-service announcement will be most effective in encouraging our community to conserve water? How can our school serve healthier school lunches? In these cases, students may be given the opportunity to address the question by proposing a project that reflects their interests. For example, a student interested in farming may explore the creation of a school garden that produces food and doubles as a learning opportunity for students, while another student may choose to research health concerns related to specific food items served in the cafeteria, and then create posters or a video to raise awareness among students and staff in the school.

In public schools, the projects, including the work products created by students and the assessments they complete, will be based on the same state learning standards that apply to other methods of instruction—i.e., the projects will be specifically designed to ensure that students meet expected learning standards. While students work on a project, teachers typically assess student learning progress—including the achievement of specific learning standards—using a variety of methods, such as portfolios , demonstrations of learning , or rubrics , for example. While the learning process may be more student-directed than some traditional learning experiences, such as lectures or quizzes, teachers still provide ongoing instruction, guidance, and academic support to students. In many cases, adult mentors, advisers, or experts from the local community—such as scientists, elected officials, or business leaders—may be involved in the design of project-based experiences, mentor students throughout the process, or participate on panels that review and evaluate the final projects in collaboration with teachers.

As a reform strategy, project-based learning may become an object of debate both within a school or in the larger community. Schools that decide to adopt project-based learning as their primary method of instruction, as opposed to schools that are founded on the philosophy and use the method from their inception, are more likely to encounter criticism or resistance. The instructional nuances of project-based learning can also become a source of confusion and misunderstanding, given that the approach represents a fairly significant departure from more familiar conceptions of schooling.

In addition, there may be debate among educators about what specifically does and doesn’t constitute “project-based learning.” For example, some teachers may already be doing “projects” in their courses, and they might consider these activities to be a form of project-based learning, but others may dispute such claims because the projects do not conform to their more specific and demanding definition—i.e., they are not “authentic” forms of project-based learning since they don’t meet the requisite instructional criteria (such as the features described above).

The following are a few representative examples of the kinds of arguments typically made by advocates of project-based learning:

• Project-based learning gives students a more “integrated” understanding of the concepts and knowledge they learn, while also equipping them with practical skills they can apply throughout their lives. The interdisciplinary nature of project-based learning helps students make connections across different subjects, rather than perceiving, for example, math and science as discrete subjects with little in common.
• Because project-based learning mirrors the real-world situations students will encounter after they leave school, it can provide stronger and more relevant preparation for college and work. Student not only acquire important knowledge and skills, they also learn how to research complex issues, solve problems, develop plans, manage time, organize their work, collaborate with others, and persevere and overcome challenges, for example.
• Project-based learning reflects the ways in which today’s students learn. It can improve student engagement in school, increase their interest in what is being taught, strengthen their motivation to learn, and make learning experiences more relevant and meaningful.
• Since project-based learning represents a more flexible approach to instruction, it allows teachers to tailor assignments and projects for students with a diverse variety of interests, career aspirations, learning styles, abilities, and personal backgrounds. For related discussions, see differentiation and personalized learning .
• Project-based learning allows teachers and students to address multiple learning standards simultaneously. Rather than only meeting math standards in math classes and science standards in science classes, students can work progressively toward demonstrating proficiency in a variety of standards while working on a single project or series of projects. For a related discussion, see proficiency-based learning .

The following are few representative examples of the kinds of arguments that may be made by critics of project-based learning:

• Project-based learning may not ensure that students learn all the required material and standards they are expected to learn in a course, subject area, or grade level. When a variety of subjects are lumped together, it’s more difficult for teachers to monitor and assess what students have learned in specific academic subjects.
• Many teachers will not have the time or specialized training required to use project-based learning effectively. The approach places greater demands on teachers—from course preparation to instructional methods to the evaluation of learning progress—and schools may not have the funding, resources, and capacity they need to adopt a project-based-learning model.
• The projects that students select and design may vary widely in academic rigor and quality. Project-based learning could open the door to watered-down learning expectations and low-quality coursework.
• Project-based learning is not well suited to students who lack self-motivation or who struggle in less-structured learning environments .
• Project-based learning raises a variety of logistical concerns, since students are more likely to learn outside of school or in unsupervised settings, or to work with adults who are not trained educators.

Alphabetical Search

What Is Project-Based Learning?

Experts say the real-world approach to learning resonates, and studies show it is effective.

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Project-based learning is active, and leads to deeper engagement and understanding.

Gil Leal took AP Environmental Science taught with a project-based learning approach at San Pedro Senior High School Marine Science Magnet in Los Angeles.

One project involved students working in teams to design a farm. They researched issues including water management, pest control and demand for agricultural products. Students then incorporated that knowledge into their design, Leal says in a panel discussion on project-based learning. Now a sophomore at the University of California—Los Angeles , Leal says the class convinced him to major in environmental science.

“The projects made class really cool and engaging and memorable, and we got to visit a real strawberry farm,” Leal told the George Lucas Educational Foundation .

Unlike traditional school projects that often take place at the end of a unit, project-based learning, or PBL, is an educational philosophy that calls upon students to take on a real-world question – such as how to best design a farm – and explore it over a period of weeks. Teachers incorporate grade-level instruction into the project, which is designed to meet academic goals and standards, and students learn content and skills while working collaboratively, thinking critically and often revising their work. At the end, that work is shared publicly.

“Project-based learning is not the activity at the end, it’s the activity at the beginning that drives the learning and builds the engagement,” says Kristin De Vivo, executive director of Lucas Education Research , a division of the George Lucas Educational Foundation.

Studies Show PBL Is Effective

The foundation, created by the famous filmmaker, works to improve K-12 education and recently released research showing that project-based learning can be extremely effective.

Four studies released in February by Lucas Education Research, along with researchers from five major universities, showed that students in project-based learning classrooms across the United States significantly outperformed students in typical classrooms.

In a study involving high schoolers, students taught AP U.S. Government and Politics and AP Environmental Science with a project-based learning approach outperformed peers on AP exams by 8 percentage points in the first year and were more likely to earn a passing score of 3 or above, giving them a chance to receive college credit. In the second year, the gap widened to 10 percentage points. One key finding of the study, which included large urban school districts, was that the higher scores were seen among both students of color and those from lower-income households.

Similar results were found in a study involving third graders studying science. Students from a variety of backgrounds in project-based learning classrooms scored 8 percentage points higher than peers on a state science test. These results held regardless of a student’s reading level.

Project-Based Learning Is ‘Active’

Project-based learning succeeds across income groups because it involves active learning, which leads to deeper engagement and understanding, according to De Vivo.

“Engagement is the gateway to all learning,” De Vivo says. “When students are able to construct knowledge, not given an answer, that active learning wakes up the brain.”

Suppose third grade students are asked why a toy car moves faster on a wood floor than on a carpet, and the students get on the floor with a toy car to explore that question. Later, when they are asked how friction works, their answer will draw upon personal experimentation.

In the case of high schoolers taking AP classes, the project-based approach encourages teamwork, productive debate, problem solving and creativity. Education experts also say it helps develop skills and confidence.

Teachers Facilitate Student Ownership

What is distinct about project-based learning is that teachers take the role of facilitators while the students do the research, modeling and building. This gives students ownership over ideas and projects, according to Billie Freeland and Nicole Andreas, co-teachers of K-5 STEM classes at Kent City Community Schools in Michigan. Freeland, Andreas and a group of third graders participated in the Lucas Education Research study, working with Michigan State University .

The challenge for their fourth graders in the 2020-21 school year was to design something that uses alternative energy sources to help their community. One student designed a truck that used steam as fuel and picked up trash. Another student designed a solar-powered fan to protect apple blossoms in the spring.

“This challenges us as teachers to direct students in unique paths to learning,” Freeland and Andreas wrote in an email. “We also love the deep connectedness to real-world issues and problems that are addressed through the curriculum.”

Training for Teachers

For project-based learning to work, teachers first need professional training in how to deliver course content. PBLWorks, a leader in project-based learning methodology, trained the teachers who taught the AP classes involved in the Lucas studies. It offers workshops and courses for teachers and administrators.

Based on the results of the Lucas research, the College Board, which administers the AP exams, launched workshops this summer in project-based learning for AP U.S. Government and Politics and AP Environmental Science teachers. PBLWorks designed and ran the workshops; teachers from schools where half of the students are either low-income or minorities could attend free of charge. A total of 493 educators participated in the workshops, including 63 from high-need schools, Sally Kingston, chief impact officer at PBLWorks, wrote in an email.

Training is also offered by the University of Pennsylvania Graduate School of Education , the High Tech High Graduate School of Education in San Diego, and the EL Education network of schools.

A few public school districts around the country have implemented project-based learning, including Manchester School District in New Hampshire, Pearl City-Waipahu Complex Area in Hawaii, and San Francisco Unified School District, which embraced it after participating in one of the Lucas studies. Education experts say project-based learning has a lot of room to grow, especially after students have endured a year of virtual schooling thanks to the pandemic.

“Parents have woken up to the fact that school is not preparing our kids for the 21st century,” De Vivo says.

Searching for a school? Explore our K-12 directory .

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Project-Based Learning (PBL)

Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire transferable knowledge.

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Project-Based Learning

This teaching guide explores the different types of project-based learning (PBL), its benefits, and tips for implementation in your classes.

Introduction

Project-based learning (PBL) involves students designing, developing, and constructing hands-on solutions to a problem. The educational value of PBL is that it aims to build students’ creative capacity to work through difficult or ill-structured problems, commonly in small teams. Typically, PBL takes students through the following phases or steps:

• Identifying a problem
• Agreeing on or devising a solution and potential solution path to the problem (i.e., how to achieve the solution)
• Designing and developing a prototype of the solution
• Refining the solution based on feedback from experts, instructors, and/or peers

Depending on the goals of the instructor, the size and scope of the project can vary greatly. Students may complete the four phases listed above over the course of many weeks, or even several times within a single class period.

Because of its focus on creativity and collaboration, PBL is enhanced when students experience opportunities to work across disciplines, employ technologies to make communication and product realization more efficient, or to design solutions to real-world problems posed by outside organizations or corporations. Projects do not need to be highly complex for students to benefit from PBL techniques. Often times, quick and simple projects are enough to provide students with valuable opportunities to make connections across content and practice.

Implementing project-based learning

As a pedagogical approach, PBL entails several key processes:

• Defining problems in terms of given constraints or challenges
• Generating multiple ideas to solve a  given problem
• Prototyping — often in rapid iteration — potential solutions to a problem
• Testing the developed solution products or services in a “live” or authentic setting.

Defining the problem

PBL projects should start with students asking questions about a problem. What is the nature of problem they are trying to solve? What assumptions can they make about why the problem exists? Asking such questions will help students frame the problem in an appropriate context. If students are working on a real-world problem, it is important to consider how an end user will benefit from a solution.

Generating ideas

Next, students should be given the opportunity to brainstorm and discuss their ideas for solving the problem. The emphasis here is not to generate necessarily good ideas, but to generate many ideas. As such, brainstorming should encourage students to think wildly, but to stay focused on the problem. Setting guidelines for brainstorming sessions, such as giving everyone a chance to voice an idea, suspending judgement of others’ ideas, and building on the ideas of others will help make brainstorming a productive and generative exercise.

Prototyping solutions

Designing and prototyping a solution are typically the next phase of the PBL process. A prototype might take many forms: a mock-up, a storyboard, a role-play, or even an object made out of readily available materials such as pipe cleaners, popsicle sticks, and rubber bands. The purpose of prototyping is to expand upon the ideas generated during the brainstorming phase, and to quickly convey a how a solution to the problem might look and feel. Prototypes can often expose learners’ assumptions, as well as uncover unforeseen challenges that an end user of the solution might encounter. The focus on creating simple prototypes also means that students can iterate on their designs quickly and easily, incorporate feedback into their designs, and continually hone their problem solutions.

Students may then go about taking their prototypes to the next level of design: testing. Ideally, testing takes place in a “live” setting. Testing allows students to glean how well their products or services work in a real setting. The results of testing can provide students with important feedback on the their solutions, and generate new questions to consider. Did the solution work as planned? If not, what needs to be tweaked? In this way, testing engages students in critical thinking and reflection processes.

Unstructured versus structured projects

Research suggests that students learn more from working on unstructured or ill-structured projects than they do on highly structured ones. Unstructured projects are sometimes referred to as “open ended,” because they have no predictable or prescribed solution. In this way, open ended projects require students to consider assumptions and constraints, as well as to frame the problem they are trying to solve. Unstructured projects thus require students to do their own “structuring” of the problem at hand – a process that has been shown to enhance students’ abilities to transfer learning to other problem solving contexts.

Using Design Thinking in Higher Education (Educause)

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Project Based Learning through a Maker’s Lens (Edutopia)

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What Is Project-Based Learning and How Can I Use It With My Students?

There’s a difference between regular projects and true-project based learning.

In the last few years, project-based learning (PBL) has gained a lot of ground in education circles . As teachers push back against the grind of continuous standardized test prep they often feel stuck in, PBL offers a chance for meaningful hands-on experiences. But what exactly is project-based learning, and how does it work? Here’s an overview to get you started.

What is project-based learning?

Source: David Lee EdTech

Project-based learning uses real-world projects and student-directed activities to build knowledge and skills. Kids choose a real-world issue that’s meaningful to them (some people call these “passion projects”), so they’re engaged in the process from the beginning. These projects are long-term, taking weeks, months, or even a full semester or school year. Students may complete them independently or in small groups.

In addition to knowledge and skills, PBL requires high-level skills like critical thinking, collaboration and communication, and problem-solving. As students conduct their hands-on projects, they dig deeper into the topic and make personal connections to the knowledge and skills they’re gaining. In many ways, PBL is more like the work adults do in their daily jobs, especially because students collaborate with others outside their school community. Their final results have a public audience and potential real-world impacts.

PBL vs. Traditional Projects

Source: Science Lessons That Rock

Kids work on plenty of projects in school: They create artwork, write research papers, develop presentations, and more. But in many cases, the final results are seen and evaluated only by the teacher, and possibly the rest of the class. The work they do may or may not have any potential real-world impact.

For example, in a history class, a teacher might assign students a semester-end project to show what they’ve learned. They can choose any topic that relates to the era being studied, and create a presentation, write a paper, make a video, etc. These types of projects don’t generally require kids to work with real-world partners and are usually only seen and graded by a teacher.

In project-based learning, the project itself is the major part of the course. The learning doesn’t come just from a teacher, it comes from the real-world experiences the student has throughout. These projects require skills from a variety of disciplines, and kids determine what they need to learn in order to succeed. Most importantly, they collaborate with real-world partners from the local or global community. Their final product or result is presented publicly, to a larger group than just their teacher or class.

Project-Based Learning Examples

Wondering what this looks like? Here are three real PBL examples that exemplify the concept. Looking for more? Find our big list of project-based learning ideas here.

• Kids Build a Playground : Think PBL is only for older students? These kindergarten students explored what kids really want and need in a playground, then worked with the community to turn an empty space into their dream play place.
• Soil Superheroes : These middle school students explored soil quality, then created and produced brochures to be distributed to the community at garden centers and other locations.
• Lending a Helping Hand : Students work to determine how they can best use $25 to invest in the community and help the most people. They convince investors to provide the money for their projects and help set them in motion.

What are the benefits of project-based learning?

Source: Evelyn Learning

Many studies have been done on PBL , and researchers have identified numerous benefits. Educators who use it with their students also often sing its praises.

• Authentic learning: Students see the real-world applications of knowledge and skills, making them more eager to learn and more likely to retain that learning.
• Various learning styles: PBL requires kids to use a variety of learning styles , trying different methods to gain the knowledge they need to solve problems and achieve project goals.
• Engaged learners: When students pick the topic and direct the learning, their engagement levels often skyrocket. Setting and achieving hands-on goals that have real-world meaning is often much more satisfying than passing a test. ( See one teacher’s incredible experience using project-based learning with alternative education students here. )
• High-level thinking: Project-based learning builds critical thinking skills by requiring students to evaluate and analyze problems, then find creative solutions that actually work.
• Improved communication: Students often need to reach out to professionals or community members to complete their project. They develop the types of communication skills they need in the real world. ( Find out how PBL breaks down classroom walls here. )
• High-level collaboration: Whether they work in peer groups or on their own, kids work with others (including adults in the community) to gain skills, knowledge, resources, and more.

What are some common PBL challenges?

Project-based learning is very different from what most students are used to. Rather than following directions given by a teacher, kids must direct their own learning. This raises some definite challenges, but they’re not insurmountable. Here are some common pitfalls and tips for overcoming them.

Apathy or Indecision

When you tell kids that pretty much anything is on the table, that can feel overwhelming. Some students may have trouble narrowing down their interests, while others might tell you that they can’t think of anything they want to do. These students will need additional help brainstorming and cultivating their idea.

• Try: Project-Based Learning Brainstorming Resources

Good PBL means allowing students the time they need to work on their projects. To allow every kid equal opportunities, that time shouldn’t only be after school or on the weekends. Teachers and schools who want to implement PBL must find time during the school day for students to focus on their projects and ask teachers for assistance as needed.

• Try: How Do We Make Time for Project-Based Learning?

Since each student (or group) will have their own deliverables, assessing the quality of these achievements can be difficult. Rather than just grading a test or assessing a written paper, teachers need to find ways to judge the quality and depth of student learning.

• Try: Introducing a Framework for High-Quality Project-Based Learning

Community Buy-In

Many PBL projects require assistance from the community, and students can sometimes have trouble finding good partners. An emphasis on solving problems that matter to the community can make it easier to find adults who are willing to step in and work closely with kids.

• Try: Community Partners in Project-Based Learning

Independence

Most students are used to teacher-set goals and deadlines. They’re likely to need guidance in creating and sticking to a plan with measurable goals so they’ll be able to complete their project on time.

• Try: Resources and Tools for PBL, Start to Finish

Getting Started With Project-Based Learning

Source: PBLWorks

If all of this sounds terrific but a little (or a lot!) overwhelming, don’t worry. PBL has become incredibly popular in schools, so there are a lot of resources out there to help you implement it.

Project-Based Learning Implementation Guide

This guide from Edutopia provides details on the six essential steps:

• Start With the Essential Question
• Design a Plan for the Project
• Create a Schedule
• Monitor the Students and the Progress of the Project
• Assess the Outcome
• Evaluate the Experience

The PBL Journey: A Free Guide for Teachers

PBLWorks, from the Buck Institute for Education, has lots of quality resources, including this free downloadable comprehensive guide. They also offer workshops, books, courses, videos, and more.

Framework for High-Quality Project-Based Learning

The Framework for High-Quality Project-Based Learning is based on the accumulated experience, wisdom, and research of hundreds of educators. It describes six criteria, each of which must be at least minimally present in a project in order for it to be judged “high quality.”

Youth Service America’s Service-Learning Projects

Many service-learning projects make terrific PBL choices. Youth Service America (YSA) has tool kits to help develop projects that take a semester, a month, or even just a week.

Have more questions about project-based learning? Ask for advice and share your ideas in the WeAreTeachers HELPLINE group on Facebook .

Plus, 25+ meaningful service-learning projects for kids and teens ..

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What is Project-Based Learning? A Complete Guide For Educators

Published on: 12/04/2023

By Julia Bashore

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Project-based learning is a hands-on educational approach where students gain knowledge and skills by working for an ongoing, extended project to investigate and respond to a complex question, problem, or challenge.

In today’s educational world, it’s easy to feel like standardized tests have all the power.  From elementary to high school, multiple-choice tests carry a great deal of weight concerning everything from district funding to college admissions. Despite this, though, standardized tests aren’t exactly exciting, nor are they especially empowering for students.

As a teacher myself, I can tell that many of us lament the relentless drilling of skills to prepare students for a test they probably won’t even remember a few months later, but without standardized tests, how can we engage students in learning and applying important content?

The answer lies in Project-Based Learning. Researchers discovered that almost 50% of students in project-based learning environments successfully passed their AP exams, surpassing their peers in conventional classrooms by a margin of 8 percentage points. Let’s find out why…

What is Project Based Learning?

Project-Based Learning, or PBL, is rooted in action .  Students work on an ongoing project related to their grade level standards and receive scores and feedback for each milestone they accomplish.

Rather than focusing on teacher-led discussions, Project-Based Learning lets students make discoveries on their own.  By working on a project for an extended period of time, students gradually build their problem-solving and critical thinking skills while acquiring and applying new knowledge.

This approach puts learning directly in the hands of the students. Instead of simply memorizing facts or plugging in numbers, they must collaborate with one another to grow in their abilities to reason, revise, and reflect on solutions for an ongoing educational question or challenge. This active engagement fosters critical thinking and problem-solving skills, encouraging students to take ownership of their learning journey and apply their knowledge in practical, real-world contexts.

How is Project Based Learning Different From “Normal” Classroom Projects?

Project Based Learning may sound familiar to anyone who recalls throwing together a science fair project or crafting a book report diorama back in the day.  Authentic PBL, however, is a far deeper dive into knowledge and learning than the classroom projects we remember from yesteryear.

In order to fit the criteria of Project Based Learning, the assignment students are working on cannot merely be an accessory to a unit of study.  Instead, the project is the unit of study.

Consider a second-grade reading class learning about different story genres.  In a traditional classroom setting, students might complete several quizzes and tests on each type of story, then put together a simple report or poster highlighting their favorite at the end of the unit.  While this is a perfectly viable way to teach this content, it’s not Project-Based Learning.

Project Based Learning might achieve the same goal by giving students a challenging question to work towards over the semester, such as: How can we make different types of stories come alive for young readers in the community?

Students would then be placed into teams or groups and given time to brainstorm their ideas.  They would work together to closely read several examples of each genre and map out storyboards and scripts to make them “come alive.”

Students would then revise and edit together before finalizing video performances of their favorite stories.  Each video might include a rubric of important plot elements, as well as a summary of the story’s main idea or theme.

Students could publish their completed video projects to a schoolwide channel or play them for other classes to share their finished work.  They might then reflect with one another on how and why it’s important to keep stories engaging and exciting for future readers.

This project, adapted from The Storytime Channel example offered by MyPBLWorks , is an example of an ongoing, meaningful project that comprises an entire in-depth unit of study.

The project itself is multi-faceted and requires thorough knowledge and understanding of the topic, as well as the capacity for critical thinking and self-reflection.

Instead of merely being the “cherry on top,” the project in a PBL classroom is the entire main dish.

How to Go for the Gold with Project Based Learning

To reach that main dish level of impact, Project Based Learning assignments should ideally incorporate seven project design elements.  Take a look at each below to get a better understanding of why they work together to form meaningful, successful projects.

• Challenging Problem or Question. In order for a project to help students grow academically, it needs to spark curiosity.  PBL projects are centered around solving meaningful problems or answering impactful questions, rather than simply following directions. Again, consider the difference between “How can we make different types of stories come alive for young readers?” versus “Describe and give examples of your three favorite story genres.”  A meaningful question creates a more empowering goal for students to work towards.
• Sustained Inquiry. Students should go through several rigorous cycles of asking questions, researching answers, and applying new skills as they work to complete their projects.  There should be ongoing growth as students wonder, learn, and then continue to wonder and learn at a more sophisticated level. If the assignment or activity does not prompt sustained inquiry over the course of time it takes to reach completion, then the project is not in-depth enough for real Project-Based Learning.
• Authenticity. Just as the project’s central question or problem should be meaningful, every step along the way should also be rooted in real-world skills that matter to students’ everyday lives.  The project should be based in an authentic context and have a clear impact on students’ personal concerns and interests. By keeping authentic issues at the crux of the project, students are able to widen their focus, think more deeply, and, ultimately, get more out of their learning.
• Student Voice & Choice.   Projects should also be structured to allow all of the contributors to express themselves.  Students should have a say in decisions related to the project, and each group member should be able to make choices on the roles they will play throughout the experience. As students get more confident in voicing their strengths and ideas, they will not only submit better work, but will also become better advocates for themselves.  Allowing students to have a measure of control over the work they do creates more personal investment and engagement in the process, and helps each individual tap into their own potential.
• Reflection.   Making time for genuine reflection is often an overlooked part of today’s educational world, but I’ve found it’s one of the most essential steps in actually growing as a learner.  PBL classrooms factor in time for students and teachers to review the effectiveness of each project-based activity. Teachers can offer praise and guidance as students continue to progress, and students can identify areas where they have done well and where they might wish to improve.  This results in a clearer understanding of expectations and a more thoughtful approach to each element of the project.
• Critique & Revision. Following a period of reflection, students are also expected to give and receive meaningful feedback throughout each unit’s project.  By collaborating on and revising their work, students create a more polished final product and learn to be comfortable with criticism. Learning to carefully and kindly critique a teammate’s work can build a student’s own thinking and learning potential.  On the other hand, practicing how to gracefully respond to others’ suggestions is an important skill both in and out of the academic world.
• Public Product.   In PBL classrooms, students celebrate the completion of their hard work by presenting or displaying it to folks outside of the classroom itself. Whether it’s a performance, a presentation, a published booklet, a video, a speech, or a display at a local library or community center, making a finished product public is a huge part of PBL.  By taking finished projects outside the classroom, students can take ownership and feel proud of the real work they’ve accomplished.

Make PBL Work For Your Class

These seven gold-standard criteria are easy to implement across a variety of classroom levels.  From Kindergarten to high school, meaningful projects are always an important way to engage students and teach them to grow as classmates, researchers, and citizens.

Students in first grade may work in teams to design their ideal playground as they learn about force, motion, and simple machines.  They can practice simple math facts as they calculate the height of slides and swings, and work on their writing and reading skills as they record and diagram their ideas.  Finished ideas could be shared with the principal or displayed around local parks.

Students in fifth grade, meanwhile, might work to raise awareness about endangered animals by researching and writing about their habitats, predators, and defenses.  They could then design nonfiction books to distribute to their community and film campaigns suggesting ways to protect these animals in the future.

Middle schoolers, on the other hand, could team up to create an app that would benefit young people’s learning.  They could brainstorm, practice writing pitches, and ultimately learn about coding as they create an app in the field of their choosing.  Completed apps could be shared online or in a school-wide demo or fair.

Down the line, high schoolers might be involved in projects centered around local or international issues, such as promoting clean water quality, conserving natural resources, or solving issues like homelessness in the community.  These projects could be presented to the school board or local officials, as well as displayed on social media, to create authentic buy-in.

Moving Forward with Project Based Learning

Clearly, there are no limits to the potential of Project Based Learning.  If you can dream it, your students can do it.

Whether you’re teaching how to read ,  how to code , math, science, or something else, there are plenty of ways to incorporate PBL.

By adapting your vision to encompass the seven gold-standard criteria, you can guarantee that your project will promote collaboration, growth, and academic rigor for all the members of your class.

While PBL may take a bit more effort than grading those fill-in-the-blank worksheets, I truly believe that implementing it effectively will give your students the chance to achieve thorough, meaningful knowledge about a topic that genuinely interests them and contributes to their society.

Not a lot of standardized tests can boast the same.

Other Useful Resources

• What is Adaptive Learning?
• What is Inquiry Based Learning?
• What is Just in Time Learning?
• What is Microlearning?
• What is Problem Based Learning?
• What is Service Learning?

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What is Inquiry-Based Learning? A Complete Guide for Educators

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Understanding Project-Based Learning: A Comprehensive Definition

• May 10, 2024
• Project-Based Learning

Project-Based Learning (PBL) represents a dynamic approach to education, emphasizing active exploration and real-world application. By immersing students in projects, this method fosters deeper understanding and critical thinking skills essential for the modern learner.

This article examines the Project-Based Learning definition and its essential components, while contrasting it with traditional learning methods. Understanding this educational paradigm not only highlights its benefits but also underscores the important role teachers play in facilitating effective PBL experiences.

Table of Contents

Understanding Project-Based Learning

Project-Based Learning is an instructional approach that emphasizes active engagement through hands-on projects. It encourages students to explore real-world problems and challenges, fostering skills such as critical thinking, collaboration, and creativity. This method shifts the focus from traditional rote memorization to immersive learning experiences.

In Project-Based Learning, students work on complex tasks that typically span an extended period. They gather information, plan, execute, and reflect on their projects, which may involve interdisciplinary themes. This learning model cultivates deeper understanding and retention of knowledge, as students apply their skills in practical contexts.

Understanding Project-Based Learning involves recognizing its student-centered nature, where the educator facilitates rather than dictates. This transition in roles allows students to take ownership of their learning, leading to increased motivation and engagement in the educational process. As this method gains prominence, its methodologies continue to evolve, integrating emerging technologies and collaborative tools to enhance learning outcomes.

Project-Based Learning Definition

Project-Based Learning (PBL) is an educational approach in which students gain knowledge and skills by engaging in projects that involve real-world challenges. This method encourages active learning and collaboration while enabling learners to explore, create, and innovate.

Essential components of PBL include student-driven inquiry, a focus on complex problems, and the integration of various disciplines. Unlike traditional learning, which often revolves around rote memorization and passive engagement, PBL fosters deeper understanding and long-term retention through hands-on experiences.

Key differences from traditional learning include the emphasis on teamwork and critical thinking. In PBL, students are not mere recipients of information; instead, they actively construct their own understanding through exploration and collaboration. This contrasts sharply with conventional methods that prioritize individual achievement and standardized testing.

Overall, Project-Based Learning redefines the educational landscape by placing students at the center of their learning journey, transforming how knowledge is acquired and applied in everyday contexts.

Essential components

Project-Based Learning incorporates several essential components that facilitate an engaging and effective educational experience. A central element is the project itself, which is often student-driven and focuses on real-world problems. This empowers learners to take ownership of their education while developing critical thinking skills.

Collaboration is another pivotal component, as students frequently work in groups to enhance their communication and teamwork abilities. This cooperative environment encourages peer-to-peer learning and fosters a sense of community within the classroom. Furthermore, reflection is integral to the learning process, allowing students to assess their work and understand their growth throughout the project.

Incorporating interdisciplinary approaches is also vital, as it enables students to make connections between subjects, broadening their understanding. This integration deepens their learning experience and demonstrates the real-world applications of academic concepts. Together, these components define the structure and purpose of Project-Based Learning, making it distinct from traditional education methods.

Differences from traditional learning

Project-Based Learning focuses on student-driven projects, encouraging active engagement, while traditional learning predominantly utilizes lectures and rote memorization. This fundamental shift fosters a deeper understanding through hands-on experiences rather than passive absorption of information.

In contrast to traditional methods, Project-Based Learning emphasizes critical thinking and collaboration. Students work in groups to tackle real-world problems, fostering skills such as communication and teamwork. These components are often absent in conventional classrooms, where individual work is prioritized.

Another significant difference lies in assessment strategies. In traditional learning, assessments typically involve standard tests. Conversely, Project-Based Learning incorporates diverse evaluation methods, such as presentations, peer reviews, and project outcomes, providing a comprehensive view of student understanding.

Lastly, while traditional learning often adheres to a predetermined curriculum, Project-Based Learning allows for flexibility. This approach enables educators to adapt projects to suit student interests and current events, promoting relevancy and engagement in the learning process.

Benefits of Project-Based Learning

Project-based learning offers numerous benefits that enhance the educational experience. One significant advantage is the promotion of critical thinking and problem-solving skills. Students engage deeply with real-world problems, encouraging them to analyze situations, evaluate options, and develop innovative solutions.

Collaboration is another key benefit of project-based learning. Students often work in teams, fostering communication and teamwork abilities. This collaborative environment not only strengthens interpersonal skills but also prepares students for future workplaces where teamwork is vital.

Additionally, project-based learning increases student engagement and motivation. By investigating topics of interest and applying knowledge in practical settings, students find relevance in their studies, leading to heightened enthusiasm for learning. This intrinsic motivation is essential for long-term retention of knowledge.

Finally, project-based learning facilitates the development of self-directed learning skills. Students are given the freedom to explore various approaches and resources, encouraging independence and accountability in their educational journey. This empowerment equips them with valuable skills that extend beyond the classroom.

The Role of Teachers in Project-Based Learning

In Project-Based Learning, teachers adopt a facilitator role, guiding students through immersive, hands-on educational experiences. This shift from traditional instruction emphasizes collaboration, critical thinking, and creativity, allowing students to take ownership of their learning.

Teachers actively design and implement projects that align with curricular goals, encouraging students to explore real-world problems. They provide scaffolding, ensuring that learners access necessary resources and support, thereby fostering an environment conducive to exploration and inquiry.

Moreover, educators assess student progress through formative evaluations during the project. They help students reflect on their learning journey, adapt strategies, and enhance skills that are critical for success in both academic and professional settings.

By leveraging feedback and encouraging peer collaboration, teachers create a dynamic learning atmosphere that promotes engagement and deep understanding. This experiential approach cultivates essential competencies, preparing students for the complexities of the modern world while enriching the Project-Based Learning experience.

Designing a Project-Based Learning Experience

Designing a Project-Based Learning experience involves a structured approach that encourages student engagement and collaboration. The process begins by defining a clear learning goal that aligns with curriculum standards. This ensures the project is not only relevant but also meaningful to students.

Next, the selection of a driving question is paramount. This question should be open-ended and stimulate critical thinking, guiding students as they explore the project’s theme. This inquiry-based approach promotes curiosity and provides a framework for research and problem-solving.

Incorporating opportunities for reflection and revision is vital. Students should be encouraged to assess their progress throughout the project and make necessary adjustments based on feedback. This iterative process supports deeper learning and enhances the quality of the final outcomes.

Finally, integrating assessments that are both formative and summative can provide insights into student understanding and growth. These assessments should be designed to evaluate not only the content knowledge but also the skills acquired through Project-Based Learning experiences.

Assessment in Project-Based Learning

Assessment in Project-Based Learning focuses on evaluating students’ understanding and application of knowledge through their project outcomes. Traditional assessments often emphasize rote memorization, whereas project-based learning assessments prioritize critical thinking, collaboration, and creativity.

Formative assessment is integral throughout the project process, guiding students to refine their work. Teachers typically provide constructive feedback in real time, helping learners iterate on their projects. Periodic check-ins can ensure students remain on track and enhance their learning experiences.

In addition to formative assessments, summative assessments evaluate the final project deliverable. This assessment may include rubrics that assess multiple dimensions, such as the project’s depth, originality, and ability to address real-world problems. Using clear criteria allows for transparent evaluation.

Student self-assessment and peer evaluation also play vital roles in project-based learning. These methods encourage reflection on personal contributions and engagement, fostering a sense of responsibility. Ultimately, this multifaceted approach to assessment not only aligns with the project-based learning definition but also enriches the educational experience by emphasizing holistic understanding and skill development.

Common Challenges in Project-Based Learning

Project-Based Learning presents numerous opportunities for deep engagement, yet it is not without its challenges. One significant hurdle is time management, which can become an issue when students struggle to balance project tasks with other academic responsibilities. This often leads to rushed work, compromising the quality of learning outcomes.

Another common challenge is resource limitations. Inadequate access to materials, technology, or even teacher support can hinder the effectiveness of project-based learning experiences. Educational institutions must ensure that necessary resources are available for students to engage in meaningful projects.

Students may also face difficulties in collaboration and communication during group projects. Developing teamwork skills is essential, yet some learners may struggle to contribute effectively or navigate interpersonal conflicts. Addressing these challenges requires targeted support and guidance from educators.

To mitigate these obstacles, educators can implement strategies to enhance project-based learning success, such as providing structured timelines, ensuring resource availability, and offering communication skills training. This proactive approach can help optimize the learning experience for all students.

Time management issues

Time management issues can significantly affect the success of project-based learning. Students often struggle to balance project work with other responsibilities, leading to missed deadlines and incomplete work. This can create stress and hinder effective learning experiences.

Several factors contribute to time management challenges in project-based learning. Students may:

• Underestimate the time required for research and project development.
• Misallocate their time among various project tasks.
• Experience distractions that disrupt their focus.

Teachers and facilitators must provide guidance to help students develop effective time management strategies. Techniques such as creating detailed timelines, breaking larger tasks into smaller, manageable parts, and regular check-ins can assist students in staying on track.

Moreover, establishing clear priorities can enable students to invest their time in the most critical aspects of their projects. Addressing time management issues is vital to ensuring that project-based learning fulfills its potential in fostering comprehensive educational experiences.

Resource limitations

In project-based learning, resource limitations can significantly hinder the effectiveness of the learning experience. These limitations encompass both physical resources, such as materials and tools, and human resources, including teacher expertise and student engagement. A lack of adequate resources may impede students’ ability to engage deeply with their projects.

Budget constraints often restrict access to necessary materials, making it challenging for educators to implement creative, hands-on projects. For instance, a science class may lack the equipment needed for conducting experiments, which can diminish the experiential learning aspect central to project-based learning.

Additionally, insufficient human resources can impact project implementation. When educators are stretched thin, they may struggle to provide individualized guidance or support, ultimately affecting the learning outcomes of students. This situation can lead to a decline in motivation and collaboration among students.

To address these resource limitations, educators can consider alternative options, such as utilizing digital tools that offer virtual resources and fostering community partnerships to acquire what is needed. By creatively navigating these challenges, effective project-based learning can still be achieved.

Examples of Project-Based Learning in Different Subjects

In various educational contexts, Project-Based Learning can manifest in diverse and meaningful ways. For instance, in a science class, students might embark on a project to design and build a model of a sustainable ecosystem. This hands-on experience fosters their understanding of ecological principles while promoting collaboration.

In the realm of history, students may engage in a project requiring them to research and present a historical event. By producing a documentary or creating a visual timeline, learners not only deepen their knowledge but also refine their presentation and critical thinking skills.

Mathematics education can also benefit from Project-Based Learning. A common project might involve students planning a community garden, where they apply concepts of geometry and budgeting to ensure the garden’s success.

Language arts classes might encourage students to create a podcast discussing a significant book, allowing them to explore themes, narratives, and character development. Each of these examples illustrates the versatility and effectiveness of Project-Based Learning across subjects, enhancing student engagement and knowledge retention.

Technology’s Impact on Project-Based Learning

Technology significantly influences Project-Based Learning, enhancing both collaboration and resource accessibility. Online collaboration tools, such as Google Workspace and Microsoft Teams, enable students to work together seamlessly, regardless of location. This connectivity promotes communication and collective problem-solving, which are vital in project-based environments.

Digital resources further enrich the Project-Based Learning experience. Students can access a wealth of information from various online platforms and databases, allowing them to conduct in-depth research and analysis. This broad access not only supports their projects but also fosters critical thinking and information literacy skills.

Moreover, technology enables the integration of multimedia elements into projects. Students can create presentations, videos, and interactive content to showcase their work. Such tools not only engage learners but also enhance their understanding of complex concepts, making learning more dynamic and relevant.

In summary, technology’s impact on Project-Based Learning is profound, facilitating collaboration and resource acquisition while enabling creative expression. As educators embrace these tools, they further enhance the learning experience for students in diverse subjects.

Online collaboration tools

Online collaboration tools facilitate communication and cooperation among students undertaking project-based learning. These platforms allow learners to work together in real time, enhancing engagement and ensuring that everyone contributes effectively to the project.

Popular tools such as Google Workspace, Slack, and Microsoft Teams provide essential features like document sharing, messaging, and video conferencing. By utilizing these tools, students can maintain seamless collaboration, regardless of physical location.

In addition, these platforms support project-based learning by enabling the integration of digital resources. Collaborative brainstorming, feedback sessions, and progress tracking become more manageable, fostering a dynamic learning environment.

Ultimately, online collaboration tools enrich the educational experience and support the principles of project-based learning by making teamwork more effective and accessible.

Digital resources for projects

Digital resources for projects encompass a wide array of online tools and platforms that enhance the learning experience in Project-Based Learning. These resources include collaborative software, multimedia content, and online research databases that facilitate both creativity and knowledge acquisition.

Tools such as Google Workspace and Microsoft Teams allow students to collaborate in real time, sharing ideas and updating project statuses seamlessly. Additionally, educational platforms like Edmodo and Padlet create interactive spaces for discussion and feedback among peers and teachers, fostering a sense of community.

Multimedia resources play a critical role in enriching projects. Websites like Canva and Adobe Spark empower students to create visually compelling presentations, while platforms such as YouTube provide access to instructional videos and project ideas that inspire innovation.

Online research databases, including JSTOR and Google Scholar, enable students to access academic articles and studies relevant to their projects. This breadth of digital resources significantly enhances the depth and quality of work produced in Project-Based Learning, reinforcing its effectiveness as a teaching strategy.

Future Trends in Project-Based Learning

Emerging trends in Project-Based Learning indicate a shift towards greater integration of technology and real-world applications. The increased use of hybrid and online environments facilitates collaboration among students from diverse locations, enriching their learning experiences. This modern adaptation enables students to work together on projects that address local, national, or global issues.

Moreover, there is a rising emphasis on interdisciplinary projects that encourage holistic understanding. By blending subjects such as science, mathematics, and humanities, students develop complex problem-solving skills that are essential in today’s workforce. This approach enhances creativity and critical thinking, addressing the evolving demands of various industries.

Additionally, personalized learning experiences are becoming more prevalent within Project-Based Learning. Adaptive learning technologies allow educators to tailor projects according to individual student needs and preferences, fostering a more inclusive educational environment. As a result, students can engage with content that resonates with their interests, leading to a deeper commitment to their learning journey.

Finally, the incorporation of assessment tools that focus on both process and product provides a comprehensive evaluation of student performance. By utilizing portfolios and self-assessments, educators can gain insights into student understanding and skill development, ensuring that Project-Based Learning remains relevant and effective.

As Project-Based Learning continues to evolve, understanding its definition and essential components becomes crucial for educators and learners alike. This approach fosters deeper engagement and encourages collaborative skills essential for success in the modern world.

Embracing Project-Based Learning not only diversifies instructional strategies but also enhances critical thinking and problem-solving abilities. By connecting real-world challenges with educational objectives, this method prepares students to thrive in an increasingly dynamic environment.