1. Project-Based Learning1
Implementing Project-Based Learning in the Classroom
A Project Presented to the Faculty of the College of Education
By: Kelly Hughes
Touro University
In Partial Fulfillment of the Requirements of the Degree of
MASTERS OF ARTS
In
Educational Technology
by
Kelly Hughes
May, 2010

2. Project-Based Learning2
Abstract
This project examines the benefits of implementing Project-Based
Learning (PBL) in the classroom. These benefits include greater student understanding of
topics, higher-level reading, and an increased motivation to learn. PBL is a key strategy
in creating independent thinkers and learners, and, due to the key element of student
choice, lends itself nicely to differentiation amongst student interest and abilities.
Research supports PBL as an effective method to engage students in real-world tasks. It
demonstrates to students how what they are learning in the classroom is applicable to
their lives outside of the classroom. Research on PBL also indicates that students who are
engaged in project-based learning perform better on standardized tests than their
traditionally educated peers.

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Chapter 1
Introduction
Project-based learning (PBL) is an innovative way to help children relate what
they learn in school to their lives outside of the classroom. Unlike traditional learning,
PBL is a student-driven, teacher-facilitated approach to learning. Through project-based
learning, students drive their own learning through inquiry, as well as work
collaboratively to research and create projects that reflect their knowledge (Bell, 2010).
Students select an area of interest and work collaboratively to research the topic, using as
many different types of information as possible. Using a competent model and a specific
audience, they then create a real-world product to share what they have learned (Diffily,
2002). Rather than being prescribed by textbooks, the content and the processes of
learning in PBL are connected to the world outside of the classroom. Textbooks aren’t
completely abandoned, but rather serve only as one resource for students in facilitating
their learning. PBL should not be looked at as a supplementary activity to support
learning, but rather the basis of curriculum since most PBL encompasses all of the main
subjects including reading, writing, mathematics, science, and social studies. As a result,
the outcome of PBL is greater understanding of a topic, deeper learning, higher-level
reading, and increased motivation to learn (Bell, 2010).
In project based learning (PBL) the role of the teacher and student are reversed.
Teachers give up the role of a “dispenser of knowledge” and “answerer of all questions”.
Instead, they serve as mentors, models, and facilitators to the students in their classes
(Diffily, 2002). Teachers who implement PBL in their classrooms still remain “in
charge”, they just use different teaching strategies than more traditional teachers.

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Teachers implementing PBL use questioning strategies with all of their students. Instead
of directly answering a student’s question, a project teacher might respond, I wonder how
you might find the answer to that question? Or if you’ve already checked the books in the
room, what else could you do to find the answer? (Diffily, 2002).
The role of students in a project-based classroom is also different than most
traditional classrooms. Students assume the decision making role about their learning
instead of just following the directives of the teacher. Students work with their teacher to
select a topic for their project, and plan the activities and share their learning. Throughout
the course of a project, students might take part in various different activities such as
researching through books, magazines, or Internet sites to find answers for their
questions, interviewing people who they feel are experts on the topic, plan field trips, or
any other number of activities. All of these decisions are made under the guidance and
support of their teacher (Diffily, 2002).
The active learning process that is implicit in PBL also takes into account the
various learning styles and preferences of students. The element of student choice allows
students the ability to decide various aspects of their project, including the tools and
resources they use in their research, how they want to demonstrate their learning in their
final product and the type of learning environment they would like to work in. A more
reflective child might choose to demonstrate their learning in journal entries that will be
shared with classmates, while a more analytical student might choose to demonstrate
their learning by creating timelines, graphs, and other visual representations to present to
their audience. Students who prefer a quiet working environment might choose to work in
the library, while other students who work better with more external activity might

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choose to work in a busy classroom, or outdoor area. Children learn so much about
themselves when they are empowered to make their own decisions (Bell, 2010).
Statement of the Problem:
Linking what children learn in the classroom with things they learn and can apply
outside the classroom, is one of the primary objectives of Project-based learning. Unlike
the traditional classroom learning environment where the teacher drives the learning,
PBL utilizes a more student-driven approach where the teacher is more of a facilitator.
The traditional approach to teaching and learning doesn’t always work for all
students. Oftentimes, students find it difficult to relate to what is being taught because
there doesn’t appear to be a linkage to what’s going on in their world outside of the
classroom. This learning disconnect can lead to students being less motivated to
understand and solve problems.
Traditional teaching methods also focus on students working and learning
independently, rather than with other students. This lack of collaboration can result in
some students feeling off on their own, reluctant to ask questions if they feel like they’re
falling behind. They assume that all of the other students understand what is being
taught, and therefore won’t take the risk of being embarrassed by raising their hand and
asking what they fear might be perceived as a dumb question.
A student’s ability to retain what they learn has long been an issue for schools.
Some of this goes back to the problem students have relating what is being taught to other
things in their life, but it also has something to do with the level of fun and excitement
students experience in the classroom. The traditional lecture approach to teaching
requires the students to consistently focus all of their attention on the teacher, which in

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some situations doesn’t lend itself to a fun and exciting learning experience. Lecture
approaches don’t lead to long-term retention. “Kids learn it for a week, then forget it.”
(Mergendoller, J.R., Maxwell, N., & Bellisimo, Y. 2007) If the students aren’t enjoying
their learning experience, they’re less likely going to retain what they learn.
Background and Need:
The traditional teaching methods used in classrooms today have not proven to be
effective for some students. Issues that need to be addressed include the linkage of
what’s being taught by teachers, to what students are experiencing outside the classroom,
a more collaborative approach to teaching that allows students to work and learn together,
rather than independently, and improving the long-term retention of students by making
their learning experience more fun and exciting.
The traditional teaching methods have also not proven to have a positive impact
on standardized test scores and graduation rates. The National Assessment of
Educational Progress (NAEP) indicates that there has not been any significant change in
test scores throughout the nation since 1971. At the same time, high school graduation
rates continue to decline, and the current drop-out rate is over 20%. In 2007, 6.2 million
students dropped out of high school, and 1 of 5 high school students in California
dropped out of school in 2008.
In measuring the basic academic subject proficiency, standardized testing shows
that students engaged in project-based learning outscore their traditionally educated peers
(Bell, 2010). This is partially due to the fact that students involved in PBL are solving
real-world problems. They aren’t being given problems that only require that they
memorize rules or concepts in order to solve, they are applying their knowledge to

7. Project-Based Learning7
something more concrete; something that they will be able to use in their everyday lives.
This gives students more of a sense of ownership of their learning, which in turn
increases their motivation to learn and perform well.
In one British study, over the course of three years, students were taught using
traditional math programs at one school, and PBL at another. Results of standardized
testing indicated that three times as many PBL students achieved the highest possible
score on the national exam than the students at the traditional schools (as stated by
Boaler, 1999 in Bell, 2010). The study further indicated that PBL students were able to
answer the basic procedural problems using formulas as their traditionally taught peers,
but were far superior in answering conceptual problems. In another study, eighth grade
students in an inner-city, racially diverse school in Boston which implemented a PBL
program, exhibited the second highest scores in the district on the Stanford 9 Open Ended
Reading Assessment (as stated by Thomas, 2000 in Bell, 2010).
Project-based learning provides students with a powerful learning experience.
Students feel a sense of pride and ownership of their learning and their projects and in
turn push themselves to dive deeper into the subject matter. Because PBL is student
directed, and connected with the “real world” outside of the classroom, students are
motivated to learn, and acquire a deeper and conceptual understanding of subject matter.
PBL can not only be beneficial in increasing test scores, and motivating students, but it
also serves to create a more well-rounded, and empowered student.
Purpose of the Project:
The purpose of this project is to introduce Project-Based Learning into a 4th grade
classroom to determine the impact it has on the student’s learning. The baseline control

8. Project-Based Learning8
data will be the student’s past grades and test scores, and project conclusions will be
based on the changes in performance over the school year.
As a relatively new elementary school teacher, I am passionate about identifying
and experimenting with new methods of teaching that have the potential of increasing
student engagement, participation and self-confidence, and improving their overall
performance.
The following issues/questions will be addressed throughout this project:
• How receptive will the school be regarding this project and this new method
of teaching?
• How receptive will parents be of this project? What is the best way to
communicate the project and project updates to them?
• What will the student’s acceptance level be related to transitioning from a
traditional learning environment to a Project-Based Learning environment?
• What impact will PBL have on students who are currently struggling with the
traditional teaching methods? What impact will it have on students who are
currently realizing success in the traditional environment?
• Other than test scores and grades, are there other metrics that can be used to
effectively measure the success or failure of the project?
• What are some of the lessons learned during the project and once the project is
completed?
Project Objectives:
The objectives of this project include the following:
• Create a handbook to infuse technology into the Interact Gold Rush teaching unit

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to include:
o Project implementation process
o Issues and Challenges
o Project Controls
o Project Results
o Lessons Learned
• Create an evaluation plan to:
o Identify and document any challenges and obstacles related to
the implementation of PBL in a 4th grade classroom.
o Determine if some students prefer the PBL learning
environment over the traditional method. Attempt to identify
any common characteristics of those who prefer PBL.
o Measure the effectiveness of the PBL process by tracking,
trending and evaluating the performance metrics for each
student during the project (specific milestones) and at the
conclusion of the project.
Definitions of Terms:
Project-Based Learning – An innovative teaching method that can help students relate
what they learn in school, to their lives outside of the classroom.
Standardized Testing – Nationally approved tests to measure the aptitude of students at
all levels in various subjects.

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Stanford Open Ended Reading Assessment – These valuable open-ended assessments
address important educational objectives best measured with student-constructed
responses.
Performance Metrics – Data points used to determine the progress and performance (i.e.
grades, test scores, etc.)
Summary:
Project-based learning is a successful approach to instruction for a variety of
reasons, its proponents say. For one thing, it helps students retain the information they
learn. Lecture approaches don’t lead to long-term retention, “Kids learn it for a week,
then forget it.” (Mergendoller, J.R., Maxwell, N., & Bellisimo, Y. 2007). Another reason
project-based learning is useful is because it engages students’ interest and motivates
them to learn. One of the main reasons kids drop out of school is because they’re bored.
With project-based learning, students are encouraged to explore their own interests and to
make connections to the world beyond school. “I can’t tell you how many times I have
heard, ‘Why am I learning this? This is a waste of time. What’s the point?’ Project-based
learning gives you a way of answering those questions,” (Kantrov, as cited in Nastu,
2009). Project-based learning also encourages a deeper level of thinking by involving
students in answering questions for themselves, making connections, and using analytical
skills. “When I’m doing project-based learning, I’m looking at taking the ‘whole’ apart
and looking at the pieces. That’s problem-solving, the ability to analyze information by
putting it together in a new way to solve the problem,” (Walkington, as cited in Nastu,
2009) Walkington is the vice president of sales and marketing for Sebit LLC, which
produces an online learning solution called Adaptive Curriculum. Adaptive Curriculum is

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an interactive, web-based software product that allows students to conduct scientific
experiments, in realistically rendered surroundings, that are substitutes for actual
experiments when these might be dangerous in real life or when they require costly
equipment. The virtual experiments help students develop standards-based scientific
inquiry skills. “In project-based learning, instead of answers being provided to students,
[students] have to do experiments to come up with the solutions.” (Walkington, as cited
in Nastu 2009) What’s more, project-based learning can help students develop the same
kinds of 21st-century skills— such as problem solving, critical thinking, communication,
collaboration, and creativity—that today’s employers covet. Tackling long-term, student-
led projects can help students build real-world skills and knowledge.

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References
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The
Clearing House, 83, 39-43.
Diffily, D. (2002). Project-Based Learning: Meeting social studies standards and the
needs of gifted learners. Gifted Child Today, 25(3), 40-43, 59. Retrieved from
ERIC database
Mergendoller, J.R., Maxwell, N., & Bellisimo, Y. (2007). The effectiveness of problem
based instruction: A Comparative Study of Instructional Methods and Student
Characteristics. Interdisciplinary Journal of Problem-based Learning, 1(2), 49-
69.
Nastu, Jennifer. (2009). Project-based learning engages students, garners results. eSchool
News Retrieved from http://www.eschoolnews.com/2009/01/27/esn-special-
report/