Project-based learning

Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach
in which it is believed that students acquire a deeper knowledge through active exploration of real-world
challenges and problems.[1] Students learn about a subject by working for an extended period of time to
investigate and respond to a complex question, challenge, or problem.[2] It is a style of active learning and
inquiry-based learning. PBL contrasts with paper-based, rote memorization, or teacher-led instruction that
presents established facts or portrays a smooth path to knowledge by instead posing questions, problems or
scenarios.[3]

Contents
History
Concept
Structure
Elements
Examples
Roles
Outcomes
Overcoming obstacles and criticisms
Criticism
See also
References
Notes
External links

History
John Dewey is recognized as one of the early proponents of project-based education or at least its principles
through his idea of "learning by doing".[4] In My Pedagogical Creed (1897) Dewey enumerated his beliefs
including the view that "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.[5] For this reason, he promoted the so-called expressive or
constructive activities as the centre of correlation.[5] Educational research has advanced this idea of teaching
and learning into a methodology known as "project-based learning". William Heard Kilpatrick built on the
theory of Dewey, who was his teacher, and introduced the project method as a component of Dewey's
problem method of teaching.[6]

Some scholars (e.g. James G. Greeno) also associated project-based learning with Jean Piaget's "situated
learning" perspective[7] and constructivist theories. Piaget advocated an idea of learning that does not focus
on the memorization. Within his theory, project-based learning is considered a method that engages students
to invent and to view learning as a process with a future instead of acquiring knowledge base as a matter of
fact.[8]

Further developments to the project-based education as a pedagogy

later drew from the experience- and perception-based theories on
education proposed by theorists such as Jan Comenius, Johann
Heinrich Pestalozzi, and Maria Montessori, among others.[6]

Concept
Thomas 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 John Dewey in 1902
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."[9]

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."[10] 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.

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.[11]

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.[12]

Structure
Project-based learning emphasizes learning activities that are long-term, interdisciplinary and student-
centered. Unlike traditional, teacher-led 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.[13]

Elements
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?). PBL replaces other
traditional models of instruction such as lecture, textbook-workbook driven activities and inquiry as the
preferred delivery method for key topics in the curriculum. It is an instructional framework that allows
teachers to facilitate and assess deeper understanding rather than stand and deliver factual information. PBL
intentionally develops students' problem solving and creative making of products to communicate deeper
understanding of key concepts and mastery of 21st Century essential learning skills such as critical thinking.
Students become active digital researchers and assessors of their own learning when teachers guide student
learning so that students learn from the project making processes. In this context, PBLs are units of self-
directed learning from students' doing or making throughout the unit. PBL is not just "an activity" (project)
that is stuck on the end of a lesson or unit.

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.
allows some degree of student voice and choice.
incorporates feedback and revision.
results in a publicly presented product or performance.[14]

Examples
Although projects are the primary vehicle for instruction in project-based 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 single-subject (commonly
science and math). Some projects involve the whole class, while others are done in small groups or
individually. For example, Perrault and Albert[15] report the results of a PBL assignment in a college setting
surrounding creating a communication campaign for the campus' sustainability office, finding that after
project completion in small groups that the students had significantly more positive attitudes toward
sustainability than prior to working on the project.
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 (Interdisciplinary PBL) has also been used
to reflect a pedagogy where an emphasis on technology and/or an
interdisciplinary approach has been included.

An example of a school that utilizes a project-based learning

curriculum is Think Global School. In each country Think Global
School visits, students select an interdisciplinary, project-based
learning module designed to help them answer key questions about
the world around them. These projects combine elements of global
studies, the sciences, and literature, among other courses. Projects
from past years have included recreating Homer's The Odyssey by
sailing across Greece and exploring the locations and concepts
central to the epic poem, and while in Kerala, India, students
participated in a project-based learning module centered around
blending their learning and travels into a mock business venture. The
interdisciplinary project was designed to enable students to engage
in the key areas of problem solving, decision making and
communication — all framed by the demanding parameters of a
"Shark Tank", or "Dragon's Den" style competition.
Project-based learning in secondary
school Euroinstitut
Another 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. Notable funded organizations include,

EdVisions Schools
Envision Schools
New Tech Network
North Bay Academy of Communication and Design
Raisbeck Aviation High School[16]

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.[17]

The European Union has also providing funding for project-based learning projects within the Lifelong
Learning Programme 2007–2013.

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.[18]

Roles
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."[19] 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
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. 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.

Blumenfeld & Krajcik (2006) cite studies that show students in project-based learning classrooms get higher
scores than students in traditional classroom.[20]

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."[21] 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. Another seemingly
similar approach is quest-based learning; unlike project-based learning, in questing, the project is
determined specifically on what students find compelling (with guidance as needed), instead of the teacher
being primarily responsible for forming the essential question and task.[22]

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.[23]

Overcoming obstacles and criticisms

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, human'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.[24]

Criticism
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.

See also
Da Vinci Schools
Dos Pueblos Engineering Academy
Energetic Learning Campus (North Peace Secondary School)
Design-based learning
Experiential education
Fremdsprachen und Hochschule (German academic journal)
Hyper Island
Inquiry-based learning
John Dewey Academy of Learning
Khan Lab School[25]
Minnesota State University, Mankato Masters Degree in Experiential Education
New Technology High School
North Bay Academy of Communication and Design
Northwoods Community Secondary School
Phenomenon-based learning
Problem-based learning
Challenge-based learning
Reggio Emilia approach
Student voice
Sudbury school
TAGOS Leadership Academy
Teaching for social justice
Valley New School

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Notes
John Dewey, Education and Experience, 1938/1997. New York. Touchstone.
Hye-Jung Lee1, h., & Cheolil Lim1, c. (2012). Peer Evaluation in Blended Team Project-Based
Learning: What Do Students Find Important?. Journal of Educational Technology & Society,
15(4), 214-224.
Markham, T. (2011). Project Based Learning. Teacher Librarian, 39(2), 38-42.
Blumenfeld et al. 1991, EDUCATIONAL PSYCHOLOGIST, 26(3&4) 369-398 "Motivating
Project-Based Learning: Sustaining the Doing, Supporting the Learning." Phyllis C.
Blumenfeld, Elliot Soloway, Ronald W. Marx, Joseph S. Krajcik, Mark Guzdial, and Annemarie
Palincsar.
Sawyer, R. K. (2006), The Cambridge Handbook of the Learning Sciences. New York:
Cambridge University Press.
Buck Institute for Education (2009). PBL Starter Kit: To-the-Point Advice, Tools and Tips for
Your First Project. Introduction chapter free to download at:
http://www.bie.org/tools/toolkit/starter
Buck Institute for Education (2003). Project Based Learning Handbook: A Guide to Standards-
Focused Project Based Learning for Middle and High School Teachers. Introduction chapter
free to download at: http://www.bie.org/tools/handbook
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Blumenfeld, P.C. et al. (1991). Motivating project-based learning: sustaining the doing,
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Boss, S., & Krauss, J. (2007). Reinventing project-based learning: Your field guide to real-
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approach: Project-based learning without leaving the standards behind. Early Childhood
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Heick, Terry. (2013). 3 Types of Project-Based Learning Symbolize Its Evolution. Available at
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External links
Project Based Learning for the 21st century (http://www.bie.org) – From The Buck Institute for
Education
North Lawndale College Prep High School's Interdisciplinary Projects (http://www.nlcphs.org/in
terdisciplinaryprojects/) – Vertically aligned, high-bar problem- and project-based learning, 9-
12, on Chicago's west side.
Ten Tips for Assessing Project-Based Learning (http://www.edutopia.org/10-tips-assessment-p
roject-based-learning-resource-guide) – From Edutopia by The George Lucas Educational
Foundation.
Project-Based Learning and High Standards at Shutesbury Elementary School (http://www.edu
topia.org/php/article.php?id=Art_182) – From Edutopia by The George Lucas Educational
Foundation.
Intel Teach Elements: Project-Based Approaches (http://www.intel.com/education/elements) is
a free, online professional development course that explores project-based learning.
Project Work in (English) Language Teaching (http://project-work-in-english-teaching.blogspot.
com/) provides a practical guide to running a successful 30-hour (15-lesson) short film project
in English with (pre-)intermediate students: planning, lessons, evaluation, deliverables,
samples and experiences, plus ideas for other projects.
Project Based Freelance Initiative (http://www.certificationpoint.org/student%20freelance.php)
Connects college students with local, national & global businesses as a way for students to
gain real world experience via project based learning freelance. Project based learning
"tasCerts" have a qualified mentor to ensure projects meet the required objectives of the
businesses involved.

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