Project Based Learning

What does the perfect classroom look like? Is it students sitting primly at their desks, listening quietly to the teacher lecture on the day’s topic? Perhaps the classroom is a bit noisier, with students digging through the mud in search of worms, students discussing with group members how to create a 3D model of a classroom, or perhaps students learning outdoors as they track the growth of tulip plants. Authentic collaborative learning is not occurring in the first example, and little learning is taking place. The others are examples of project-based learning, where students utilize 21st-century skills and solve inquiry-based questions. Project-based learning, or PBL, teaches students skills needed to succeed in their future, it is student-centered, involves critical thinking, and authentic learning. Learning becomes more student directed and teachers act as mentors in the learning process (Edutopia, 2007).

Common Elements of Project Based Learning

While miles and grades apart, students in these classes have similar experiences. Project based learning (PBL) starts with a driving question and continues with scaffolded activities that allow for critical thinking and collaboration. The scaffolded activities enable students to build on the prior knowledge, develop their skills, and expand their knowledge. (What is project-based learning, n.d). Edutopia provides three excellent examples of teachers using PBL in their classroom. Sarah Armstrong (2002) shares how Geometry teacher Eeva Reeder culminates her class with an architectural challenge of designing a classroom for 2050. Diane Curtis (2001) shares how Newsome Park Elementary School challenges their classes with many real world learning opportunities. Curtis (2002) also shares how students learn about Monarch butterflies through the Journey North project. Students see the real world application of their knowledge and understand how it benefits them at the moment, as well in their future.

The question “when will ever use this?” will not be heard in these classrooms. From the start, students see the real-world connection of the learning. In the Journey North classroom, students see how the weather patterns affect monarch migration throughout the years (Curtis 2002). The students at Newsome Elementary learn more about their classmates’ cystic fibrosis in their study of genetics (Curtis, 2001). Mrs. Reeder’s students see the real-life application of their geometry skills as they create architectural designs (Armstrong 2002). Students must know or learn how to use technology for each project as well. This includes using digital cameras, using AutoCAD, or the internet to find reliable research. Learning to use technology for more than texting or games, helps students understand how vital technology is for their education.

Real world learning also involves bringing in community members and field trips to deepen students knowledge. Newsome Elementary students start out their projects with research that involves field trips, and then they bring in experts that share their experience with the students (Curtis, 2001). Mrs. Reeder has the help of two architects, Kirk Wise and Mark Miller, who offer students their expert opinions and answers (Armstrong, 2002). Through the Journey North website, students can connect with Scientists who answer their questions about the migration (Curtis, 2002). These experts bridge the gap between the classroom and the real world and help students with questions that their teacher may not have been able to answer.

Each project also offers students the opportunity for hands-on learning. These projects are not about reading and answering questions from a textbook. Mrs. Reeder’s class must build a scale model of at least one room (Armstrong, 2002). One class at Newsome Elementary did experiments with worms, even smelling them (Curtis, 2001). In the Journey North classroom, the students tracked the growth of tulip plants (Curtis, 2002). These hands-on experiences helps to foster student interest in the classroom and puts them, rather than the teacher, in charge of their learning.Though the projects may take place in a particular subject area, multiple subjects and skills are integrated into project-based learning. The geometry students had to draw on their design skills, language arts skills as well as presentation skills to complete their projects (Armstrong, 2002). Students at Newsome elementary learned economic expertise, business skills, and math skills in their stock market and floral business (Curtis, 2001). Students are not only learning about Science when the study monarchs through they Journey North, but they also learned about Geography while tracking the states and countries where the monarchs travel (Curtis, 2002). The projects allow students to see the connection between subjects and disciplines and understand how each plays a role in their learning.

Working as a team and group collaboration, an essential skill in their future lives, is another common element in project-based learning. Students work in groups throughout the entire project in Mrs. Reeder’s class, and they must learn to work as a team. They must communicate with each other, share ideas, and learn to listen to their teammates. They may also learn that working with a friend can be as challenging as working with someone they do not know when trying to stay on task (Armstrong, 2002). Group work is less evident in the Journey North but still important. Much of the project involves whole class learning, but students work in groups as they study their tulips, play a geographical game “Mystery Class,” and work together to log their observations (Curtis, 2002). Newsome Elementary students work in groups of various sizes as they complete their projects (Curtis, 2001).

These projects also teach students responsibility, as they must keep track of their materials and learning. In each of the schools, students are responsible for keeping track of materials. Teachers are also able to assess their students in multiple ways. For example, in the geometry class, the students assess their group on its ability to work together (Armstrong, 2002). Teachers can also offer informal feedback as students progress the project. Formal assessments can come in the form of filled out rubrics, presentation grades, and a final project grade. The entire project aligns with state and national standards.

Student Engagement, Knowledge Acquisition & Transfer

Project-based learning also increases student engagement and knowledge and skill acquisition.. Principal Peter Bender of Newsome Elementary, reports that at his school student attendance has increased, scores on state assessments are continuing to rise, and students are engaging their classmates with project discussions during lunch and recess. He gives the credit for these positive outcomes to project-based learning, as it meets the “students’ academic, emotional, and creative needs (Curtis, 2001).” In Mrs. Reeder’s class one student explained how important the project was to him because he felt his design and thinking skills and it enabled him to become a team leader (Armstrong, 2002). Student engagement also evident in the Journey North classroom as students attend to even the smallest detail of became excited at the prospect of writing a letter to someone in Mexico (Curtis, 2002).

Project-based learning is active and connected to the real world. Rather than being graded by tests or quizzes students are graded by their projects enabling the project to carry more personal meaning. As community members and not just their teachers often evaluate students, they put more effort into their work.. They not only have to impress their teacher or classmates, but real architects or scientists as well. Knowledge and skills learned from these community members may never have been learned in the classroom, as the teacher may have been less knowledgeable than the experts in the field. When architects told Mrs. Reeder’s students that their work was on par with first year architectural students the compliment carried more weight and credibility than if it had come from their teacher (Armstrong, 2002).

As students progress through their project, they gain confidence in their abilities and will see the result of their efforts. They have a chance to show their creativity, and perhaps impress even themselves with how talented and capable they are. Text-based learning rarely allows for the creativity and teamwork seen in project-based learning. Those who doze off during a lecture or cause disruptions may become an entirely different student when given a chance to dig through the mud for worms or research on the computer. Students are able to take charge of their learning and skill building with project based learning. Project-based learning helps to motivate, engage, and inspire students to put forth their best effort (Edutopia, 2007).

Transfer also occurs in project based learning, as students must use the skills they learned in a more traditional way to succeed in their projects. For example the geometry students must take the math skills they have learned all year and use them in the architectural design project. The project gave students a “hands-on, real-life applications of abstract mathematical concepts” (Armstrong 2002).

The Role of the Student and the Teacher

The role of the teacher is very different in project-based learning compared to a traditional classroom. The teachers are involved in every part of the process from planning to researching, and the culmination of the project. The teacher must put a lot of effort into the development and design of the project before the process even begins. Once the project begins the teacher must become a mentor to the students. The teacher assists, encourages, challenges, and assess the students throughout the project. At the beginning of the project, the teacher must help the students as they discuss ideas for the project and help students to focus and improve their thoughts. Throughout the process, the teacher must consult with the students to ensure they are staying on track and working well as a team. Providing feedback during the process allows students to see how they are progressing and where they may need to improve. The teacher needs to help students reflect on their learning. At the end of the project, the teacher must assess the students on the culmination of the project. They may do this with the help of community experts, as was the case with Mrs. Reeder’s class (Armstrong, 2002).

The student plays the central role in project-based learning, and their learning process is the most important part. They must design and complete their project, collaborate with their group members, listen to their peers, and understand the needs of their group, and requirements of the project. As students are keeping track of their materials and progress, they need to know how to keep themselves on task and focused. They also need to be able to reflect and self-evaluate. In the end, the students also must present their work to class members, their teacher, and possibly community members (Edutopia, 2007).

Technology is used to Enhance and Transform Learning

When technology and project-based learning are combined research has shown that deeper learning occurs. Suzie Boss (n.d.) explains that “in many instances, the right tech tool takes learning more in-depth, allowing students to analyze information, create and share original content, or accomplish other project results that would be hard to do otherwise.” For example, in Newsome Elementary the students were able to research on the internet to learn more about the New York Stock Exchange (Curtis, 2001). The students in Mrs. Reeder’s class learned how to use AutoCAD to create their designs. One student was able to act as an expert in the program the following year (Armstrong 2002).

Do These Projects Meet the Buck Institute for Education Gold Standard for Project Based Learning?

According to the Buck Institute for Education (Larmer, Mergendoller, & Boss, 2015) a Gold Standard Project contains three parts “1) Student Learning Goals, 2) Essential Project Design Elements and 3) Project Based Teaching Practices. The central part of any project must be academic understanding and 21st Century skills and projects should focus on “critical thinking/problem solving, collaboration, and self-management” (Larmer, Mergendoller & Boss, 2015). As already discussed, Newsome Elementary, Mrs. Reed’s class and the Journey north include these as the central part of their projects. Each example requires the students to think critically about what they are learning and how they proceed and their project. Collaboration among their class and team members is essential to success and students must self manage their time, resources, and reflection.

The second part of a Gold Standard projects are the essential design elements. Each project must start with a essential problem or question. Each of the examples meet this critical element. Students must either solve their problem or investigate a question. Newsome Elementary students decide with their teacher and class what question to explore while the others are presented with a specific investigation. With their essential problem or questions a gold standard project also requires sustained inquiry, the projects are not complete in a day or two but rather require in-depth research, study and problem solving (Larmer, et al, 2015, April 5). Each example requires the students to devote class and perhaps personal time to their project and it is time well spent. Throughout the process students go deeper and deeper into the subject asking higher-level questions and increasing their knowledge and skills. Gold Standard projects must also be authentic and related to the real world (Larmer et. al, 2015, April 5). Each of the examples meets this requirement as well. Student voice and choice is an element met by the Newsome Elementary because students decide as a class what question to explore. The other two examples also allow for student choice as students decide on group members, what direction they will go in for their design elements or which student from Mexico to reply to with a letter. The Journey North does seem to offer less student choice, but their voice is heard during class discussions. The element of reflection is evident in Mrs. Reed’s class and at Newsome Park Elementary as teachers and students discuss and evaluate their project and progression. It is less evident in the Journey North example, but students discuss their learning and findings. With this reflection students are able to critique and revise their projects. For example the students in Newsome Elementary who studied worms, through reflection were able to come up with an essential questions about worms to answer and explore (Curtis, 2001). Mrs. Reed’s students may have gone through various design ideas before coming up with their final project. The last essential element is the public product and again all examples had an element of this. Mrs. Reed’s students presented to architects, Newsome Elementary had a Project Day, and the Journey North is an international website.

Project-based teaching practices are also meet by all the examples. These practices require teachers to design and plan the projects to meet the needs of their students and be standards based. The projects must also “build the culture,” or allow for student growth. Teacher must also manage the project and provide scaffolded learning opportunity. Teachers must also assess student learning throughout and coach their students (Larmer, Mergendoller, & Boss, 2015, April 21). Each project met and exceeded these requirements. As all three projects included all the parts required, all three quality as Buck Institute for Education Gold Standards in Project Based Learning.

Resources:

Armstrong, S. (2002, February 11) Geometry students angle in architecture through project based learning. Edutopia. Retrived from http://www.edutopia.org/mountlake-terrace-geometry-design.Boss, S. (n.d.).

Integrating technology with PBL: Keep the end in mind. P21: Partnership for 21st Century Learning. [Web log comment]. Retrieved from http://www.p21.org/news-events/p21blog/1105-integrating-technology-with-pbl-keep-the-end-in-mind.

Curtis, D. (2001, October 1). More fun than a barrel of…worms?! Edutopia. Retrieved from http://www.edutopia.org/more-fun-barrel-worms.

Curtis, D. (2002, June 6). March of the monarch: Students follow the butterflies’ migration. Edutopia. Retrieved from http://www.edutopia.org/march-monarchs.

Edutopia (2007, October 19). Why is project based learning important? Edutopia. Retrieved from http://www.edutopia.org/project-based-learning-guide-importance.

Larmer, J., Mergendoller, J., & Boss, S. (2015, April 5). Gold standard PBL: Essential project design elements. Buck Institute for Education. [Web log comment]. Retrieved from http://www.bie.org/blog/gold_standard_pbl_essential_project_design_elements.

Larmer, J., Mergendoller, J., & Boss, S. (2015, April 21). Gold standard PBL: Project based teaching elements. Buck Institute for Education. [Web log comment]. Retrieved from http://www.bie.org/blog/gold_standard_pbl_project_based_teaching_practices.

What is project-based learning? (n.d.). Retrieved September 07, 2016, from http://www.projectfoundry.com/what-is-project-based-learning/.

Reposted from my Wilkes Blog

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