Project-based learning, as with all lessons, requires much preparation and planning. It begins with an idea and an essential question . When you are designing the project and the essential question that will launch the activities, it is important to remember that many content standards will be addressed. With these standards in mind, devise a plan that will integrate as many subjects as possible into the project.
Have in mind what materials and resources will be accessible to the students. Next, students will need assistance in managing their time -- a definite life skill. Finally, have multiple means for assessing your students' completion of the project: Did the students master the content? Were they able to apply their new knowledge and skills? Many educators involve their students in developing these rubrics.
Teacher Eeva Reeder developed and implemented an architecture project for her geometry students.
Here are steps for implementing PBL, which are detailed below:
The question that will launch a PBL lesson must be one that will engage your students. It is greater than the task at hand. It is open ended. It will pose a problem or a situation they can tackle, knowing that there is no one answer or solution.
"Questions may be the most powerful technology we have ever created. Questions and questioning allow us to make sense of a confusing world. They are the tools that lead to insight and understanding." --Jamie McKenzie, The Question Mark
Take a real-world topic and begin an in-depth investigation. Base your question on an authentic situation or topic. What is happening in your classroom? In your community? Select a question about an issue students will believe that, by answering, they are having an impact on. Make it relevant for them. The question should be a "now" question -- a question that has meaning in your students' lives.
When designing the project, it is essential that you have in mind which content standards will be addressed. Involve the students in planning; they will feel ownership of the project when they are actively involved in decision making. Select activities that support the question and utilize the curriculum, thus fueling the process. Integrate as many subjects as possible into the project. Know what materials and resources will be accessible to the students to assist them. Be prepared to delve deeper into new topics and new issues that arise as the students become increasingly involved in the active pursuit of answers.
Create a Schedule
Design a timeline for project components. Realize that changes to the schedule will happen. Be flexible, but help the students realize that a time will come when they need to finalize their thoughts, findings, and evaluations. Consider these issues when creating a schedule:
"We have to know the curriculum. We've got to know the standards inside and out. Even though it looks like the kids are doing all the hard work, there's a lot of planning that goes on behind it to make sure that the work is there for them." --Patty Vreeland, kindergarten and first-grade teacher, Newsome Park Elementary School, Newport News, Virginia
What time allotment will be given to the project?
Will this project be conducted during the entire school day or during dedicated blocks of time?
How many days will be devoted to the project?
Enable success by practicing the following tactics:
Help students who may not perceive time limits.
Give students direction for managing their time.
Teach them how to schedule their tasks.
Remind them of the timeline.
Help them set deadlines.
Keep the essential question simple and age appropriate.
Initiate projects that will let all students meet with success.
Also, allow students to go in new directions, but guide them when they appear to digress from the project. When a group seems to be going in a different direction, ask the students to explain the reasoning behind their actions. They may have an insight to a solution you haven't seen. Help the children stay on course, but don't accidentally set limitations.
Monitor the Students and the Progress of the Project
To maintain control without preventing students from taking responsibility for their work, follow these steps:
Facilitate the process and the love of learning.
Teach the students how to work collaboratively.
Designate fluid roles for group members.
Have students choose their primary roles, but assume responsibility and interactivity for all group roles.
Remind them that every part of the process belongs to each individual and needs each student's total involvement.
Provide resources and guidance.
Assess the process by creating team and project rubrics.
"As the number of ideas to consider or the number of procedures that need to be followed increases, students may need to stay organized, track their progress, and maintain a focus on the problem rather than get confused by its elements." --Phyllis P. Blumenfeld and others, "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning," Educational Psychologist magazine
What's the difference between team rubrics and project rubrics?
Team rubrics state the expectations of each team member: Watch the group dynamics. How well are the members participating? How engaged are they in the process? Assess the outcome.
Project rubrics, on the other hand, ask these questions: What is required for project completion? What is the final product: A document? A multimedia presentation? A poster? A combination of products? What does a good report, multimedia presentation, poster, or other product look like? Make the requirements clear to the students so they can all meet with success.
allows one to evaluate progress and relate that progress to others.
gives students feedback on how well they understand the information and on what they need to improve.
helps the teacher design instruction to teach more effectively.
"Project-based learning is focused on teaching by engaging students in investigation. Within this framework, students pursue solutions to nontrivial problems by asking and refining questions, debating ideas, making predictions, designing plans and/or experiments, collecting and analyzing data, drawing conclusions, communicating their ideas and findings to others, asking new questions, and creating artifacts (e.g., a model, a report, a videotape, or a computer program)." --Phyllis P. Blumenfeld and others, "Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning," Educational Psychologist magazine
Whenever possible, give the students the opportunity to conduct self-assessment. When a student's assessment and the teacher's assessment don't agree, schedule a student-teacher conference to let the student explain in more detail his or her understanding of the content and justify the outcome.
Little time for reflection is available in the busy schedule of the school day, yet reflection is a key component of learning. How do we expect our students to synthesize new knowledge if they are not given time to reflect on what they have discovered? Too often, we teachers do not allow ourselves that time, either. Designate a time for reflection of the daily activities. Allow for individual reflection, such as journaling, as well as group reflection and discussion. (For example, validate what students have learned and make suggestions for improvements.)
To enable effective self-evaluation, follow these steps:
Take time to reflect, individually and as a group.
Share feelings and experiences.
Discuss what worked well.
Discuss what needs change.
Share ideas that will lead to new questions and new projects.