Real Project-Based Learning

I can really relate to the image above when it came to group work in school: One person usually took over the project and did it all by himself/herself, and the rest had varying levels of involvement. In case there was any doubt, this is not the way group work (and teamwork) are supposed to happen- either in school or at work. Many educators are reluctant to do any 'group work' fearing students will copy one another, or there be an imbalance in contributions.

Previous experiences shape our perception and attitude toward concepts that are perceived as 'new.' As with most philosophies- in education and elsewhere- the pendulum of pedagogy does and has swung yet again. For years I and many other educators have been utilizing some form of project-based and/or inquiry-based learning, but I am still coming to terms with how to fully implement the truest form of project-based learning. I have created and modified a wide variety of activities, unit assignments and the like over my 10 years of teaching experience, yet some vital pieces were still missing.

In the past few weeks I have undertaken a more thorough investigation into project-based learning, and have drawn out a few key elements:

1. Start with the curriculum standards (this is second-nature to the seasoned educator, but needs to be pointed out)

2. Establish the entry events: determine what students know, and what they need to know. This will set the stage for the rest of the process.

3. Establish group contracts which specify the roles and responsibilities of each group member. These roles could be identified in the instructions and/or preassigned to individual students. Either way, this stifles the desire of the controlling, perfectionist students to not just take over the whole project, and ensures that a student who contributes little work is held accountable. This document may also provide an opportunity for the group to set individual and collective goals.

4. The groups of students then undertake research and collaborate together to work towards an end-goal. Keep in mind that the process is more important than the product; however, there need to be clear assessment practices throughout. Groups should not simply be left to their own devices to do the remainder of the project: the teacher is a facilitator. The teacher is not supposed to be there to give all the answers either. This form of project-based learning will likely be a stretch for some students- either because they are fiercely independent or have become dependent on teachers and/or learning support professionals. Note: there is ample room for support for diversity in the classroom so students with learning disabilities and those who in excel in a variety of the multiple intelligences (developed by Howard Gardner) can flourish with varying levels of support as required.

5. Provide multiple opportunities for self-reflection, and feedback from peers (I like the term 'critical friends'), teacher & community experts. There is greater buy-in when there is support (and/or an audience) that is from outside the classroom. Note: this presents opportunities for authentic field trips to collect data, speak to experts, and see first-hand the concepts in action in 'real-world.'

6. Finally, project-based learning must have a venue for meaningfully sharing the findings with people outside of the classroom. This project is also assessed using a clear set of guidelines to which students have been privy to since the onset of the project.

For more information on Project-based learning, check out:

or take a look at edutopia's collection of resources.

I am really looking forward to fully implementing project-based learning next school year. I hope other educators will join me.