Project Based Learning

According to a 2001 article published by the George Lucas Educational Foundation, "a growing body of academic research supports the use of project-based learning (PBL) in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores." These types of projects put students in charge of their own learning. Instead of sitting all day listening to a teacher lecture on the answers to the questions of the universe, the students are engaged in activities that allow them to find the answers themselves. "Everybody is motivated by challenge and solving problems" (Curtis, 2001).

In order for project-based learning to be successful, the teacher must choose a "real-world topic worthy of children's attention and effort" (Curtis, 2001). The project must begin with discussion of the topic, to establish what the children already know about it, as well as what problem they will be solving. Then students begin the work of gathering information from a variety of sources, and using information literacy skills to analyze and apply what they have found. In the final stage, students present what they have learned.

The benefits of project-based learning extend beyond the enthusiasm of students. Research shows that students retain information better when they have applied it to a real world situation instead of just regurgitating it for a test. They are better able to apply their knowledge to future situations than their peers who learned the same material through lecture in the isolated context of the classroom. Project-based learning has also been shown to increase standardized test scores, reduce absenteeism, and improve social and collaborative skills (Curtis, 2001).

It takes some work and a willingness to try new things to implement project-based learning in the classroom. The teacher must have a clear picture of the objectives to be taught and the assessment of learning outcomes. Educators can get assistance with the sometimes onerous task of assessment by using pre-made checklists that can be tailored to meet the needs of a particular project. One site that provides such checklists is 4Teachers.org (http://pblchecklist.4teachers.org/). In the interest of time, not all required curriculum material can be taught through project-based learning. The teacher must evaluate which topics can be covered effectively by more traditional teaching methods such as lecture and textbook activities. The topics that require in-depth coverage for student understanding are best suited for PBL (Buck Institute for Education, 2002).

It is easy to implement cross-curricular learning through the used of project-based learning activities. For example, students from Tolenas School in California learned about Native Americans, marsh ecosystems, geography, geology, and local history when they took on a PBL task to find out why it was important to preserve Rush Ranch (Ball, 2003). In the course of the project, students also strengthened their skills in research, writing, technology, and communication. The class's finished project can be seen on the website they created at http://www.geolit.org/rushranch/ .

The way I feel about implementing project-based learning in my classroom is the way I feel while waiting in line for a ride at an amusement park. There is excitement mixed with nervousness. Is it going to be a blast, or am I going to regret this decision? Just like I anxiously watch the people getting off the ride to see if they survived, I eagerly search the Internet for accounts of teachers who have implemented project-based learning. I try to gather hints about what worked and what didn't, so that when I do get on this ride, I can throw up my arms and enjoy the experience instead of closing my eyes and holding on for dear life, praying for it to be over.

References

Ball, A. (2003). Geo-Literacy: Forging New Ground. Edutopia. Retrieved February 25, 2006, from http://www.edutopia.org/php/article.php?id=Art_1042&key=037

Buck Institute for Education. (2002). Project Based Learning Handbook. Retrieved February, 25, 2006, from http://www.bie.org/pbl/pblhandbook/intro.php#coverage

Curtis, D. (2001). Start with the Pyramid. Edutopia. Retrieved February 25, 2006, from http://www.edutopia.org/php/article.php?id=Art_884&key=037

GLEF Staff. 2001. Project-Based Learning Research. Edutopia. Retrieved February 25, 2006, from http://www.edutopia.org/php/article.php?id=Art_887&key=037