Project-Based Learning (PBL)

Research shows that PBL can lead to better outcomes for many students—here are five reasons why it works.

To motivate students and teachers alike, we need to deepen the work of schools and give everyone the time and space to work toward greatness, says the noted educator.

Teachers in any content area can use project-based learning to explore environmental concerns with their students.

Linda Darling-Hammond discusses how well-placed direct instruction can scaffold rigorous, student-centered project-based learning.

When students have a say in choosing driving and supporting standards for project-based learning units, they get invested in the outcomes.

High school students can apply lessons from science, technology, engineering, and math classes to a local issue they’re interested in.

New research reveals that when science, reading, and math come together in rigorous hands-on projects, student collaboration, engagement, and achievement can soar.

A new study shows that when implemented well, AP courses built around project-based learning can raise test scores for all students, including those in traditionally underserved demographics.

Two new gold-standard studies provide compelling evidence that project-based learning is an effective strategy for all students—including historically marginalized ones.

When PBL is personal to students, it can provide more than just content knowledge—it can also foster important connections.

When projects begin with a compelling question that students investigate over time, curiosity can spark the drive to read.

A growing body of research shows that project-based learning can have a positive impact on achievement and engagement. Linda Darling-Hammond describes how a rigorous project-based approach fits in with what we know works for students.

This challenging time provides an opportunity for students to work on real-world problems they see every day.

The open-ended work in project-based learning can help students explore issues that matter to them.

Assignments that are bigger than a lesson and smaller than a unit are a good way to experiment with inquiry-based learning.