This document discusses project-based learning, an instructional approach where students engage in collaborative investigations of real-world problems. It provides a brief history of how project-based learning emerged from developments in learning theory. Key aspects of project-based learning are described, such as using driving questions to structure inquiry projects and assessments. The roles of both teachers and students are examined, with teachers acting as facilitators and students responsible for self-directed learning. Research on project-based learning is mixed, finding it can be engaging but also stressful for teachers.

1. Learn more
GlobalSchoolNet.org
GlobalSchoolNet engages
teachers and students in
"project learning exchanges"
with people around the
world.
ThinkQuest.org A learning
platform where teachers and
students can create learning
projects, participate in a
website competition, and
browse a library of student
projects.
OnlineInternetInstitute.org
Web-based professional
development and classroom
activities aimed at infusing
technology into the curricula.
BuckInstituteforEducation.org
The Buck Institute provides a
project-based learning model
which draws on research,
teacher experience and
instructional models.
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Wall-to-wall project-based
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LEARN NC
Project-based learning
BY HEATHER COFFEY
Project-based learning is a teaching approach that engages students in sustained,
collaborative real-world investigations. Projects are organized around a driving question,
and students participate in a variety of tasks that seek to meaningfully address this
question.
History of project-based learning
According to the Buck Institute for Education (BIE), project-based learning has its roots
in experiential education and the philosophy of John Dewey. The method of project-
based learning emerged due to developments in learning theory in the past 25 years. The
BIE suggests, “Research in neuroscience and psychology has extended cognitive and
behavioral models of learning — which support traditional direct instruction — to show
that knowledge, thinking, doing, and the contexts for learning are inextricably tied.”1
Because learning is a social activity, teaching methods can scaffold on students’ prior
experiences and include a focus on community and culture. Furthermore, because we live
in an increasingly more technological and global society, teachers realize that they must
prepare students not only to think about new information, but they also must engage them
in tasks that prepare them for this global citizenship. Based on the developments in
cognitive research and the changing modern educational environment in the latter part of
the 20th Century, project-based learning has gained popularity.
Project-based learning defined
BIE defines project-based learning as “a systematic teaching method that engages
students in learning knowledge and skills through an extended inquiry process structured
around complex, authentic questions and carefully designed products and tasks.” This
process can last for varying time periods and can extend over multiple content areas.
John Thomas (2000) explains that project-based learning requires “complex tasks,
based on challenging questions or problems, that involve students in design, problem-
solving, decision making, or investigative activities; give students the opportunity to
work relatively autonomously over extended periods of time; and culminate in realistic
products or presentations.”2
According to Ronald Marx et. al. (1994), project-based instruction often has a
“‘driving question’ encompassing worthwhile content that is anchored in a real-world
problem; investigations and artifacts that allow students to learn concepts, apply
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2. with biology teacher Kelley
Yonce: This article explains
the process of project-based
learning (PBL) as it is
practiced by Kelley Yonce, a
high-school biology teacher
who uses PBL throughout
the school year. Concrete
guidelines for a DNA project
are included, as well as
rubrics, assessment criteria,
and other relevant
documents.
Managing a classroom with
brain food: Tina Maples'
eighth-grade language arts
students are serious about
their work they do. When
students work on projects
they care about — what
Maples calls "brain food" —
they manage the classroom
themselves.
RELATED TOPICS
Learn more about project-
based learning and teaching
methods.
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information, and represent knowledge in a variety of ways; collaboration among students,
teachers, and others in the community so that participants can learn from one another;
and use of cognitive tools that help learners represent ideas by using technology…”3
Methods of using project-based learning
The project-based learning approach is often used in small school settings, like charter
and magnet schools, because they are affected to a lesser degree by the high-stakes state-
mandated testing movement. Although project-based learning can be done in
combination with the national standardized testing model, it is often difficult for teachers
to effectively interweave these two seemingly different types of instruction.
In order to create effective project-based learning units, professional development
organizers suggest using the following guidelines:
Begin with the end in mind and plan for this end result.
Craft the driving question; select and refine a central question.
Plan the assessment and define outcomes and assessment criteria.
Map the project: Decide how to structure the project.
Manage the process: Find tools and strategies for successful projects.4
Project-based learning can involve, but is not limited to:
Asking and refining questions
Debating ideas
Making predictions
Designing plans and/or experiments
Collecting and analyzing data
Drawing conclusions
Communicating ideas and findings to others
Asking new questions
Creating artifacts 5
Teacher role in project-based learning
Project-based learning is only possible in classrooms where teachers support students by
giving sufficient guidance and feedback. The teacher must thoroughly explain all tasks
that are to be completed, provide detailed directions for how to develop the project, and
circulate within the classroom in order to answer questions and encourage student
motivation. In order to create successful units focused on project-based learning, teachers
must plan well and be flexible. In this approach to instruction, teachers often find
themselves in the role of learner and peer with the students. Teachers can assess project-
based learning with a combination of objective tests, checklists, and rubrics; however,
these often only measure task completion. The inclusion of a reflective writing
component provides for self-evaluation of student learning.
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3. Student role in project-based learning
Students generally work in small, collaborative groups in the project-based learning
model. They find sources, conduct research, and hold each other responsible for learning
and the completion of tasks. Essentially, students must be “self-managers” in this
approach to instruction.6
Results of project-based learning research is mixed. Some studies suggest that it is
an engaging instructional approach, but numerous studies have also claimed that students
are not motivated by this type of learning, and that it places a great amount of stress on
teachers.
Notes
“Project-based learning.” http://www.bie.org/index.php/site/PBL/pbl_handbook_introduction/#history. Buck Institute
for Education. Date Accessed: 12 November 2008. [return]
1.
Thomas, J. (2000). A Review of the Research on Project-Based Learning. The Autodesk Foundation. [return]2.
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Blunk, M., Crawford, B., Kelley, B., & Meyer, K. M. (1994). Enacting
project-based science: Experiences of four middle grade teachers. Elementary School Journal. 94(5): p. 518. [return]
3.
Ravitz, J., Mergendoller, J., Markham, T., Thorsen, C., Rice, K., Snelson, C., & Reberry, S. (2004). Online
professional development for project based learning: Pathways to systematic improvement. Association for
Educational Communications and Technology Annual Meeting. Chicago, IL. [return]
4.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-
based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26 (3 & 4), 369-398. [return]
5.
Mergendoller, J. & Thomas, J. (2000). Managing project based learning: Principles from the field. Date accessed: 13
November 2008. http://www.bie.org/index.php/site/RE/pbl_research/29. [return]
6.
LEARN NC, a program of the University of North Carolina at Chapel Hill School of
Education, finds the most innovative and successful practices in K–12 education and
makes them available to the teachers and students of North Carolina — and the world.
For more great resources for K–12 teaching and learning, visit us on the web at
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