Project-Based Learning (PBL)

Elementary students need rich content knowledge to become better readers and to be able to engage in project-based learning.

Project-based learning often culminates in a presentation for an audience beyond the classroom, and students need a lot of practice to be successful.

Project-based learning allows very young students to explore, research, and grow their knowledge. Presenting their work to the community validates their efforts.

One school used a PBL unit that combined science, math, and cooking dumplings to explore the many cultures that make up their community.

When high school students present a lesson, they actively engage in learning and grow their research, organizational, and speaking skills.

Taking students’ interests into account when designing project-based learning helps ensure that they stay engaged throughout the unit.

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

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.

Here’s a framework for a project-based learning unit that guides upper elementary students to develop a rich understanding of local history.

Reflecting on learning and student voice and choice are core elements of project-based learning, and they’re also key to differentiation.

A strategy called hexagonal thinking provides students with an effective way to launch project-based learning.

Researchers in Michigan showed that project-based learning in high-poverty communities can produce statistically significant gains in social studies and informational reading—see how they did it in this video.

A high school course on running a retail store can provide special education students with valuable academic and professional skills.

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