Blogs on Project-Based Learning

Blogs on Project-Based LearningRSS
Heather Wolpert-GawronJanuary 9, 2014

Since being asked to pilot my school's first iPad 1:1 classroom, I've been working through a paperless project-based learning unit with my eighth graders. It had been going on since the first day of school. And just before winter break, at the end of the quarter, it culminated in classroom presentations.

However, that didn't mean that the audience got to kick back and let their mind drift. Heck no. Instead, the audience of students arguably developed more brain sweat then the actual student presenter.

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Joshua BlockJanuary 7, 2014

Learning is a messy process -- and authentic, project-based learning immerses us in unique parts of this mess. There are days when my check-ins with students reveal that many young people are lost or unclear about how to proceed with the early stages of a project.

"What topic are you going to focus on?" I ask Keith as I kneel down next him.

"I can’t decide. I’m stuck," he mumbles, leaning forward and staring straight into his computer screen as he talks.

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John LarmerJanuary 6, 2014

At the Buck Institute for Education (BIE), we've been keeping a list of the many types of "_____- based learning" we've run across over the years:

  • Case-based learning
  • Challenge-based learning
  • Community-based learning
  • Design-based learning
  • Game-based learning
  • Inquiry-based learning
  • Land-based learning
  • Passion-based learning
  • Place-based learning
  • Problem-based learning
  • Proficiency-based learning
  • Service-based learning
  • Studio-based learning
  • Team-based learning
  • Work-based learning

. . . and our new fave . . .

  • Zombie-based learning (look it up!)
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Shira LoewensteinDecember 19, 2013

"Does spelling count?"

This is one of my favorite and least favorite questions all rolled into one.

As a science teacher, I gave an assignment to my students to create a children's book. "In your book, I want you to explain everything your readers have learned about the different types of clouds and how they relate to weather patterns." Before I even have the chance to hand out a rubric, no less than five children call out, "Does spelling count?!?" I am sure they're hoping for a simple "yes" or "no" (and more specifically a "no"), but this seems to be a teachable moment if I have ever met one. I'm going to seize it . . .

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Sara HallermannDecember 17, 2013

Editor's note: John Larmer, Editor in Chief at the Buck Institute for Education (BIE), contributed to this post.

The Common Core has embedded within it some Big Ideas that shift the role of teachers to curriculum designers and managers of an inquiry process. How can project-based learning (PBL) help with this shift?

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aaronkaioDecember 11, 2013

Two years ago when my wife and I moved to Madison, Wisconsin, I was lucky enough to get a job at a new project- and environment-based charter school, Badger Rock Middle. After a tough first year of learning and experimenting (sometimes with the help of Edutopia and sometimes with the help of other teachers like Sara Krauskopf, on whose project the following lesson is based), I have become more confident in assigning projects and letting students take them as far as possible.

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Andrew MillerNovember 29, 2013

We have all been inspired by the San Francisco Bat Kid! To fully grasp what happened in that city in mid-November, watch these videos. It isn't every day that you see so many volunteers coming together to make a child's wish come true. In truth, creating that entire scenario for the San Francisco Bat Kid was a model PBL project.

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Suzie BossNovember 4, 2013

Melissa Alvarez, 15, spent her summer imagining how to transform an eyesore of a vacant lot in her hometown of Philadelphia. Thanks to her vision -- plus some useful advice from architects and a graphic designer -- the gritty urban space is about to be turned into an outdoor canvas where everyone from muralists to taggers will be welcome to express themselves through art.

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John LarmerOctober 7, 2013

"I thought the project was going well . . . but by the end, I felt that the work my students produced was not as good as I imagined it would be. I was a little embarrassed and almost wanted to dial back the audience's expectations on the night of the presentations!"

This is a common concern of teachers who are new to project-based learning. Things can appear to be going smoothly -- students have been engaged by the project, they've been learning content and skills, they've been busy and meeting deadlines -- but their thinking is not as in-depth and their final products not as polished as they should be. If this is your experience, it's time to ask yourself some questions:

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Andrew MillerOctober 4, 2013

Authenticity -- we know it works! There is research to support the value of authentic reading and writing. When students are engaged in real-world problems, scenarios and challenges, they find relevance in the work and become engaged in learning important skills and content. In addition, while students may or may not do stuff for Mr. Miller, they are more likely to engage when there is a real-world audience looking at their work, giving them feedback, and helping them improve. This is just one critical part of project-based learning. However, maybe you aren't ready for fully authentic projects. Where are some good places to start taking the authenticity up a notch in your classroom?

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