Project-Based Learning 1

Implementing Project-Based Learning in the Classroom

By: Kelly Hughes

Touro University

In Partial Fulfillment of Requirements for EDU 710B

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Abstract

This paper examines the benefits of implementing Project-Based Learning (PBL) in the

classroom. These benefits include greater student understanding of topics, higher-level reading, and an

increased motivation to learn. PBL is a key strategy in creating independent thinkers and learners, and,

due to the key element of student choice, lends itself nicely to differentiation amongst student interest and

abilities. Research supports PBL as an effective method to engage students in real-world tasks. It

demonstrates to students how what they are learning in the classroom is applicable to their lives outside of

the classroom. Research on PBL also indicates that students who are engaged in project-based learning

perform better on standardized tests than their traditionally educated peers.

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What is Project-Based Learning?

Project-based learning (PBL) is an innovative way to help children relate what they learn in

school to their lives outside of the classroom. Unlike traditional learning, PBL is a student-driven,

teacher-facilitated approach to learning. Through project-based learning, students drive their own learning

through inquiry, as well as work collaboratively to research and create projects that reflect their

knowledge (Bell, 2010). Students select an area of interest and work collaboratively to research the topic,

using as many different types of information as possible. Using a competent model and a specific

audience, they then create a real-world product to share what they have learned (Diffily, 2002). Rather

than being prescribed by textbooks, the content and the processes of learning in PBL are connected to the

world outside of the classroom. Textbooks aren’t completely abandoned, but rather serve only as one

resource for students in facilitating their learning. PBL should not be looked at as a supplementary

activity to support learning, but rather the basis of curriculum since most PBL encompasses all of the

main subjects including reading, writing, mathematics, science, and social studies. As a result, the

outcome of PBL is greater understanding of a topic, deeper learning, higher-level reading, and increased

motivation to learn (Bell, 2010).

Role of Teacher and Student in Project-Based Learning

In Project based learning (PBL) the role of the teacher and student are reversed. Teachers give up

the role of a “dispenser of knowledge” and “answerer of all questions”. Instead, they serve as mentors,

models, and facilitators to the students in their classes (Diffily, 2002). Teachers who implement PBL in

their classrooms still remain “in charge”, they just use different teaching strategies than more traditional

teachers. Teachers implementing PBL use questioning strategies with all of their students. Instead of

directly answering a student’s question, a project teacher might respond, I wonder how you might find the

answer to that question? Or if you’ve already checked the books in the room, what else could you do to

find the answer? (Diffily, 2002).

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The role of students in a project-based classroom is also different than most traditional

classrooms. Students assume the decision making role about their learning instead of just following the

directives of the teacher. Students work with their teacher to select a topic for their project, and plan the

activities and share their learning. Throughout the course of a project, students might take part in various

different activities such as researching through books, magazines, or Internet sites to find answers for

their questions, interviewing people who they feel are experts on the topic, plan field trips, or any other

number of activities. All of these decisions are made under the guidance and support of their teacher

(Diffily, 2002).

Differentiation in Project-Based Learning

The basis of project-based learning is “choice”. Students are able to choose the direction in which

they would like to take their projects. They become the decision makers in their own learning under the

guidance of their teacher. This type of differentiation allows students to develop their own interests and

pursue deeper learning (Bell, 2010). Since students are working individually, or sometimes in small

groups in a PBL classroom, they use resources that are appropriate to their individual reading levels, and

compatible with their knowledge in other areas such as technology.

The active learning process that is implicit in PBL also takes into account the various learning

styles and preferences of students. The element of student choice allows students the ability to decide

various aspects of their project, including the tools and resources they use in their research, how they

want to demonstrate their learning in their final product and the type of learning environment they would

like to work in. A more reflective child might choose to demonstrate their learning in journal entries that

will be shared with classmates, while a more analytical student might choose to demonstrate their

learning by creating timelines, graphs, and other visual representations to present to their audience.

Students who prefer a quiet working environment might choose to work in the library, while other

students who work better with more external activity might choose to work in a busy classroom, or

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outdoor area. Children learn so much about themselves when they are empowered to make their own

decisions (Bell, 2010).

Project-based learning is especially effective in reaching gifted students. Due to the fact that PBL

encompasses most, if not all, of the core academic subjects, teachers and students are able to spend more

time on their projects than they would if only one core subject was addressed. This added time allows

students to experience a depth of content not achieved in most classrooms. This is particularly beneficial

to gifted students who are often held to a higher standard of research and creation of the end product of a

project. Gifted students are also expected to work independently, accept leadership roles, be responsible

and exhibit intellectual curiosity (Diffily, 2002). Gifted students explore project topics on a deeper level,

and are challenged to push themselves to ask higher-level questions of themselves and their project.

The Effect of Project-Based learning on Standardized Test Scores

In measuring the basic academic subject proficiency, standardized testing shows that students

engaged in project-based learning outscore their traditionally educated peers (Bell, 2010). This is partially

due to the fact that students involved in PBL are solving real-world problems. They aren’t being given

problems that only require that they memorize rules or concepts in order to solve, they are applying their

knowledge to something more concrete; something that they will be able to use in their everyday lives.

This gives students more of a sense of ownership of their learning, which in turn increases their

motivation to learn and perform well.

In one British study, over the course of three years, students were taught using traditional math

programs at one school, and PBL at another. Results of standardized testing indicated that three times as

many PBL students achieved the highest possible score on the national exam than the students at the

traditional schools (as stated by Boaler, 1999 in Bell, 2010). The study further indicated that PBL students

were able to answer the basic procedural problems using formulas as their traditionally taught peers, but

were far superior in answering conceptual problems. In another study, eighth grade students in an inner-

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city, racially diverse school in Boston which implemented a PBL program, exhibited the second highest

scores in the district on the Stanford 9 Open Ended Reading Assessment (as stated by Thomas, 2000 in

Bell, 2010).

Conclusions

Project-based learning provides students with a powerful learning experience. Students feel a

sense of pride and ownership of their learning and their projects and in turn push themselves to dive

deeper into the subject matter. Because PBL is student directed, and connected with the “real world”

outside of the classroom, students are motivated to learn, and acquire a deeper and conceptual

understanding of subject matter. PBL can not only be beneficial in increasing test scores, and motivating

students, but it also serves to create a more well-rounded, and empowered student.

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References

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House,

83, 39-43.

Diffily, D. (2002). Project-Based Learning: Meeting social studies standards and the needs of gifted

learners. Gifted Child Today, 25(3), 40-43, 59. Retrieved from ERIC database.