EDIM 502: Project-Based Learning

-->

Sign me up!

Who can brag that their students are excited EACH day to learn? Who can brag that their students eagerly discuss schoolwork during lunch and after school? Teachers who wisely incorporate project-based learning  (PBL) into their curriculum can! Three different articles on the website Edutopia’s “What Works in Education” series tell the success stories of classrooms that incorporate PBL and the enthusiasm that is generated both within and outside the school walls.

First and foremost, there are some similar circumstances and design principals that are constant in each success story. Each project is developed from an interest the students have. From wondering about a peer’s physical health to earning money by selling plants, student curiosity plants the seed and teachers coach the students in the cultivation. The project must be challenging yet attainable, with real-life, hands-on activities. Flexibility is a must as the projects are done in real time and are authentic. Each project must allow the students enough time to do research, experiment or hypothesize, work in teams, complete a final report or presentation and self-assess, developing personal goals for future projects.

The teacher’s role is that of a learning coach. He or she must be enthusiastic and curious about the projects. Although time consuming, the teachers must know the state standards and skills that are expected to be learned, and ensure that they are being covered through the completion of the project. Teachers must be attuned to their students’ needs and interests in the development of real-life projects. Teachers must teach students how to work in teams by clearly defining roles and expectations, predicting challenges and offering advice. Authentic assessment and differentiated work projects must take place along the way, with very clear expectations, timetables, models of student work and self-assessment upon completion.  As teacher Eeva Reeder said so eloquently about varied assessments along the way, “It demystifies grades, and most importantly, helps students see that the whole object of schoolwork is attainment and refinement of problem-solving and life skills" (Armstrong, 2002).

The student’s role is to be a team player and be responsible in taking ownership of each project task. The three schools in the spotlight in Edutopia all noted that there was no lack of enthusiasm or involvement with the students in the completion of projects. As they learned to plan their time and work together to solve a real-life problem, they became confident and proud of their accomplishments.

Learning is increased tremendously with projects. First, there is very little student absenteeism due to the fact that students are engaged in their learning. They want to be in class. Students become a part of the project as they are given the opportunity to help develop it from the start, are given formative and helpful feedback along the way, work with others, and care about the subject they are studying.

Students are motivated (rare today) because they see meaning in the project and are able to connect it to their lives. It is not just busy work, or complicated or boring work unrelated to anything they are living, or foresee themselves doing in the future. No, projects are infused with real work. Students learn outside the school walls as they go out into the community seeking professionals in the field or use the computer to access life across the globe. They are able to utilize technology throughout the process as they research, connect and present findings to others.

The skills that students learn not only cross curricular boundaries (incorporating math, science, reading, writing, etc.) but also are improved tremendously. The student test scores that are higher than expected in classrooms that utilize PBL tell the truth. Not only do the best projects incorporate varied subject matter, but allow for higher order thinking, reasoning and understanding as students synthesize the information to pull together the project. As Edutopia author Diane Curtis noted of teacher Fran Koontz, “Koontz says she sees big dividends in the hands-on approach to learning... from better writing to deeper investigation skills.”

In conclusion, it is difficult to argue with success. Students who are engaged in learning through real-life projects they have helped develop and completed with the help of a teacher-coach, experts in the field, as well as teammates, are happier, more educationally advanced, and motivated to learn more. Sign me up!

References:

Armstrong, S. (2002). Geometry students angle into architecture through project learning. Edutopia. Retrieved from http://www.edutopia.org/geometry-real-world-students-architects

Curtis, D. (2002). March of the monarchs: Students follow the butterflies’ migration. Edutopia.  Retrieved from http://www.edutopia.org/march-monarchs

Curtis, D. (2001). More fun than a barrel of… worms?! Edutopia. Retrieved from http://www.edutopia.org/more-fun-barrel-worms