Exploring Project Based Learning

Upon reviewing three exemplar project based learning lessons in action, it is safe to say the benefits of this learning style are immense. The three projects reviewed for this assignment ranged in content and grade-level, but they had some common themes through the use of technology, student engagement and choice.  

1) Choice: During a Project Based Learning lesson the students are given the chance to decide on the topic as a class. They may choose to study an idea that relates closely to the makeup of their room or a real-life problem occurring in their community. With this opportunity students are excited about their learning and take on a new level of interest. When they enter the research phase of their project they work in teams and make group decisions along the way. According to Principal Peter Bender, we’ve been pumping kids with information we thought they should know for so long, but there are great benefits in allowing students to research material they are interested in (Curtis, 2001).”

2) Student Engagement: Project Based Learning gives students an opportunity to work in teams on a project they have prior knowledge in and fostered enthusiasm for . While they have the opportunity to become scientist or architects as part of their research, they will share their findings with an audience outside of the classroom. According to Fran Kootz, students have authentic opportunities for students to create work for a real audience. They know that someone real is going to read their work and they are extremely careful to do their best (Curtis, 2001). During project based learning, every class seeks out an expert. Students realize their teachers don’t have all the answers and neither do they, but they can have someone visit their class to share ideas. Given these students have a personal connection with the work, some schools are noticing an increase in the quality of work (Curtis, 2001).

3) Technology: Project Based Learning caters nicely to emerging technologies and the Common Core State Standards. Given that units last from five to six weeks, students have an opportunity to dive deeper into content. Through the use of mobile technology, students are efficiently utilizing the tools available in their classroom to research material. Next, they must take this research and formulate a presentation or digital slideshow. This material is presented to a real audience outside of the classroom. Since these videos were presented before the explosion of tablets and social networking tools, they don’t exemplify the best practices happening currently. Now students are using technology to communicate, collaborate and introduce creative ideas to people around the world.

In a Project Based Learning setting, the role of the teacher has changed from the expert of the material to the facilitator. They are there to guide the class through the learning experience and provide direct and immediate feedback. But, you may be wondering, how are these kids ready for high stakes tests? Reeder believes, Project Based Learning is the most effective way to deliver information and for students to understand concepts. Once they have learned a skill it is theirs (Armstrong, 2002). Through multiple forms of assessment, students are evaluated on a variety of criteria. They work as a team and are forced to reflect on their learning throughout the process. Using scoring rubrics as feedback and reflection tools, students are given direct and immediate feedback rather than a grade for the assignment. Reeder explains, “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)."

Overall, Project Based Learning has transformed the knowledge obtained in these schools. We are seeing the transfer of skills taught in the classroom being applied to real-life problems, which students are interested in solving. Any time we can merge reading, writing, science, math and social studies we are heading in the right direction. One of the biggest takeaways from Project Based Learning is students are collaborating, communicating and thinking critically in an authentic setting where they can share with others.    

References:

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

Curtis, D. (2001). March of the monarchs: Students follow the butterflies' migration [Web]. Retrieved from http://www.edutopia.org/march-monarchs

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