Project Based Learning - Guide

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What Is Project-Based Learning?

From the primary-grade teacher who engages students in studying spiders for a month to the high school physics teacher who has students build a bridge from balsa wood, nearly all teachers say that they include “projects” in their teaching repertoire. Upon closer examination, however, the distinctions between units, exercises, activities, performance assessments, problems, and projects are not particularly clear. While educators differ in their use of these terms, the definition here pulls together ideas from best practices, research, and curriculum experts. Well-designed projects ask students to:

•          Tackle real problems and issues that have importance to people beyond the classroom. Projects emanate from issues of real importance to students and adults in the community and answer the age-old student question “Why do we need to know this?”
•          Actively engage in their learning and make important choices during the project. Projects make room for student choice and creativity while still demanding student mastery of essential content, enabling students and teachers to interact as co-learners in the experience, rather than in the traditional student-teacher relationship.
•          Demonstrate in tangible ways that they have learned key concepts and skills. Projects provide opportunities for students to produce observable evidence that they have mastered rigorous curricular standards as they apply their learning and solve the problem at hand. Projects and exhibitions also provide extensive evidence of process work and self-directed learning.

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