The document outlines 32 key principles of project-based learning, emphasizing the importance of real-world projects that involve driving questions, artifact production, and student choice. It details the components of projects, the process of creating and managing them, and offers insights on assessing both the process and product. The realities and challenges of project-based learning are addressed, highlighting the roles of teachers and students in this educational approach.

1. The Secrets to Project-based Learning Michael M. Grant, Ph.D. Michael M. Grant 2009

2. Michael M. Grant

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8. 32 Secrets to Share • Defining projects Components of projects Managing projects Creating projects Grading projects The realities of projects

11. It’s up to me & you!

12. Defining projects

13. 1 Projects are authentic, real world.

14. 2 Projects use a driving question or problem.

15. 3 Projects require the production of an artifact.

16. 4 Projects value depth over breadth.

17. Components of projects

18. 5 Projects require a task or series of tasks.

19. 6 Students follow a process or investigation to complete task(s) and produce artifact.

20. 7 Project task(s) afford multiple paths to completion and learning.

21. 8 Students should have choice in the topic(s) and/or process of investigation.

22. 9 Scaffolds help students perform at a higher level with project tasks.

23. 10 Resources are evaluated and synthesized to produce artifact(s).

24. 11 Collaborations allows students to negotiate content and receive feedback.

25. 12 Assessment encompasses process and product.

26. 13 Artifacts afford multiple representations of knowledge.

27. 14 Projects take time.

28. 15 Good projects offer students opportunities to gauge their learning.

29. 16 Teachers embed mechanisms to help students manage projects.

30. 17 Projects achieve multiple standards/objectives at the same time.

31. Creating projects

32. 18 Projects should encourage students to at least apply knowledge.

33. Bloom’s Taxonomy Lower Order Thinking Skills (LOTS) Higher Order Thinking Skills (HOTS)

34. 19 Students will segment their learning from one class or topic to another.

35. 20 Students will gauge what is easy to do and choose the path of least resistance.

36. 21 Students' previous experiences with projects will impact what artifacts students produce.

37. 22 The amount of time and the resources available to the student will impact the artifacts students produce.

38. Grading projects

39. 23 Projects should be rigorous

40. 24 Projects take longer to grade...but the final grade shouldn't be the first grade.

41. 25 Projects may aggregate multiple sources of knowledge into a portfolio.

42. 26 Students will weigh what's good enough versus the amount of time and effort required.

43. 27 It is practically impossible for an artifact to represent all that has been learned.

44. 28 Process and product must be assessed in order to accommodate all that has been learned.

45. The realities of projects

46. 29 Teachers and students must recognize and accept their roles in project-based learning.

47. 30 Teachers and students must be comfortable with the physical messiness of project-based learning.

48. 31 Teachers and students must have a tolerance for ambiguity in project-based learning.

49. 32 Project-based learning must be integrated with the reality outside a teacher’s classroom.

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