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RESEARCH BRIEFS

PROJECT-BASED LEARNING

Description

Project-based learning (PBL) is a student-centered teaching and learning strategy which enables students to acquire new knowledge and skills in the course of designing, planning and creating a product or performance. It provides students an opportunity to develop higher order thinking skills through hypothesizing, questioning and analyzing.
Seven features have been identified as key components of project-based learning:

  • Core curriculum content,
  • Multimedia,
  • Real-world connections,
  • Student decision-making,
  • Collaboration,
  • Varied and frequent assessments and
  • Extended time frame.

Project-based learning provides one way to engage students in a wider range of learning opportunities. Students are required to work cooperatively on complex and open-ended tasks as well as follow specific steps of instruction. Real world connections are made through the application and integration of content from different subject areas during the production process.

Evidence of Effectiveness

According to the Technology and Education Reform: Technical Research Report (August, 1995), PBL has increased motivation, heightened self-esteem, improved technical skills, enhanced better student self-regulation of learning and afforded accomplishments of more complex tasks. PBL has proven to be effective in increasing student motivation and in improving problem-solving and higher order thinking skills. (Stites, 1998)

Implication for instruction

To effectively assess student achievement with PBL, teachers must use a variety of assessment instruments such as structured observations, checklists, rubrics and portfolios. Assessment measures must be designed to correspond with the unique goals of the project.

Teachers must participate in the process as a coach, facilitator and "co-learner".

During project development, teachers must guide their students to define a purpose, identify the audience, research the topic, design a product, create a plan for project management, resolve production issues, present the project and reflect on and evaluate their work.

Student projects can be prepared in collaboration with multiple teachers or an individual teacher.

Since students design, create and present their own projects and accept the responsibility for the product, they spend more time on task.

The opportunity to develop and share projects affords students a sense of pride and accomplishment.

Projects involve the use of media and technology to promote communication. The internet can be used as a research tool while images, text, sound, motion and interactivity programs provide sources for effective and engaging presentations.

References

  • Allen, Rick, (Spring 2001). " The Project Approach to Learning." Association for Supervision and Curriculum Development. Retrieved May 5, 2003, from http://www.ascd.org/readingroom/update/2001/allen2.html.
  • Center for Problem Based Learning at the Illinois Mathematics and Science Academy website: http://www.imsa.edu.
  • Contextual Learning Resources, (2001). " Project-Based Learning." Center for Occupational Research Development. Retrieved May 9, 2003, from http://www.cord.org/project-based-learning/.
  • Esch, Camille, (1998). " Project-Based and Problem-Based: The Same or Different?" San Mateo County Office of Education. Retrieved May 9, 2003, from http://pblmm.k12.ca.us/PBLGuide/PBL&PBL.htm.
  • Lafond, Susan, (Fall 1999). "Teaching and Learning with Presentation Software." Association for Supervision and Curriculum Development. Retrieved May 5, 2003, from http://ascd.org/readingroom/ctq/vol09/1fall.html.
    Oleksy, W., (1995). Education and Learning. Facts on File, Inc. New York, NY.
  • Roblyer, M.D.; Edwards, Jack, (2000). Integrating Educational Technology into Teaching. Merrill: Columbus, OH.
  • San Mateo Office of Education, (1997). " Why Do Project-Based Learning?" San Mateo County Office of Education. Retrieved May 9, 2003, from http://pblmm.k12.ca.us/PBLGuide/WhyPBL.html.
  • Simkins, Michael; Cole, Karen; Tavalin, Fern; Means, Barbara, (2002). Increasing Student Learning Through Multimedia Projects. Association for Supervision and Curriculum Development: Alexandria, VA.
  • Stites, Regie, (January 1998). " Evaluation of Project Based Learning." San Mateo County Office of Education. Retrieved May 9, 2003, from http://pblmm.k12.ca.us/PBLGuide/pblresch.htm.
  • US Department of Education, (August 1995). Technology and Education Reform: Technical Research Report. US Government Publications. Retrieved May 9, 2003, from http://www.ed.gov/pubs/SER/Technology/ch9.html.


Developed by:
Edd Dunlap, Consultant
Judy McInnis, Consultant
Sarah Wiggins, Consultant
Marilyn McCarthy, Consultant
School Support Services

 

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