Scott Edward Moran, Ph.D.
moran.scott1@gmail.com 210-269-7531
In Project Based Learning, teachers make learning come alive for students.
Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience. As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.
And in case you were looking for a more formal definition...
Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.
How does PBL differ from “doing a project”?
PBL is becoming widely used in schools and other educational settings, with different varieties being practiced. However, there are key characteristics that differentiate "doing a project" from engaging in rigorous Project Based Learning.
We find it helpful to distinguish a "dessert project" - a short, intellectually-light project served up after the teacher covers the content of a unit in the usual way - from a "main course" project, in which the project is the unit. In Project Based Learning, the project is the vehicle for teaching the important knowledge and skills student need to learn. The project contains and frames curriculum and instruction.
In contrast to dessert projects, PBL requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team.
Gold Standard PBL: Essential Project Design Elements
Gold Standard PBL includes a challenging problem or question, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and presentation of a public product.
Gold standard PBL (Teaching)
For more information about key PBL Teaching Practices, see the PDF below.
Seven Project Based Teaching Practices
Why PBL?
Impact on students
PBL blends content mastery, meaningful work, and personal connection to create powerful learning experiences, in terms of both academic achievement and students’ personal growth.
PBL can be transformative for students, especially those furthest from educational opportunity. Now more than ever, we need young people who are ready, willing, and able to tackle the challenges of their lives and the world they will inherit - and nothing prepares them better than Project Based Learning.
Here are just some of the ways that PBL transforms students' educational experiences:
– Engaged hearts and minds
Students actively engage with PBL projects that provide real-world relevance for learning. Students can solve problems that are important to them and their communities.
– Deeper learning
PBL leads to deeper understanding and greater retention of content knowledge. Students are better able to apply what they know to new situations.
– Exposure to adults and careers
Students interact with adults, businesses and organizations, and their community, and can develop career interests.
– A sense of purpose
A great project can be transformative for students. Seeing a real-world impact gives them a sense of agency and purpose.
– Success skills
Students gain skills valuable in today’s workplace and in life, such as how to take initiative, work responsibly, solve problems, collaborate in teams, and communicate ideas.
– Rewarding teacher relationships
Teachers work closely with active, engaged students doing meaningful work, and share in the rediscovered joy of learning.
– Creativity and technology
Students enjoy using a spectrum of technology tools from research and collaboration through product creation and presentation.
