Project-Based Learning
Project-Based Learning (PBL) is an instructional strategy that can be used across the content areas, particularly for science, which some researches refer to as Project-Based Learning in Science and Technology (PBLSAT). Often, project-based learning is also referred to as PjBL because PBL stands for problem-based learning, which is another constructivist approach.
According to Bender (2012), "Project-based learning (PBL) is one of the most effective ways available to engage students with their learning content, and for that reason, PBL is now recommended by many educational leaders as a best instructional practice (Barell, 2010; Baron, 2011; Cole & Wasburn-Moses, 2010; Larmer & Mergemdoller, 2010)" (p. 7). Moreover, Toolin (2004) explains that "[t]he goal of project-based learning is to investigate real-world, standards-based problems that are of interest, relevance, value, a students and teachers over a sustained period of time" (p. 180). Through this project, students collaboratively working together with an essential question in mind, which their project aims to address.
When thinking about PBL, it is important to note the difference between PBL and projects. PBL focuses on a driving or an essential question, which students work to address. Moreover, the driving or essential question(s) is/are connected to a real world problem. It requires students to work in small groups to collaboratively come up with a solution. Therefore, the outcome of the each group depends on that collaboration. Conversely, projects are specific in nature with a teacher-directed approach, where students are expected to come up with a focused outcome. More simply, "'Projects can represent a range of tasks that can be done at home or in the classroom, by parents or groups of students, quickly or over time. While project-based learning (PBL) also features projects, in PBL the focus is more on the process of learning and learner-peer-content interaction that the end-product itself" (TeachThought, 2019, p. 1).
The following chart provides an overview of the major differences between projects and PBL:
According to Bender (2012), "Project-based learning (PBL) is one of the most effective ways available to engage students with their learning content, and for that reason, PBL is now recommended by many educational leaders as a best instructional practice (Barell, 2010; Baron, 2011; Cole & Wasburn-Moses, 2010; Larmer & Mergemdoller, 2010)" (p. 7). Moreover, Toolin (2004) explains that "[t]he goal of project-based learning is to investigate real-world, standards-based problems that are of interest, relevance, value, a students and teachers over a sustained period of time" (p. 180). Through this project, students collaboratively working together with an essential question in mind, which their project aims to address.
When thinking about PBL, it is important to note the difference between PBL and projects. PBL focuses on a driving or an essential question, which students work to address. Moreover, the driving or essential question(s) is/are connected to a real world problem. It requires students to work in small groups to collaboratively come up with a solution. Therefore, the outcome of the each group depends on that collaboration. Conversely, projects are specific in nature with a teacher-directed approach, where students are expected to come up with a focused outcome. More simply, "'Projects can represent a range of tasks that can be done at home or in the classroom, by parents or groups of students, quickly or over time. While project-based learning (PBL) also features projects, in PBL the focus is more on the process of learning and learner-peer-content interaction that the end-product itself" (TeachThought, 2019, p. 1).
The following chart provides an overview of the major differences between projects and PBL:
Projects |
Project-based Learning |
Teacher-directed approach |
Student-directed approach |
Independent submission and work |
Collaborative approach |
Provided after the learning occurs |
Learning occurs through the project |
Goals/outcomes are the same for all students |
Outcomes are based on each group of students |
Focused on delivering a product |
Focused on a meaningful process |
Not necessirily linked to the real world |
Always based on real world problems |
This does not mean that projects are not beneficial to student learning. In fact, I use projects for various content areas, as a way to assess students' knowledge and understanding. However, PBL provides a scope to have a student-directed approach, providing students with the opportunity to learn while going through the process of addressing a project. Furthermore, the real world aspect motivates student to engage in PBL. As Bender (2012) suggests, "This factor, coupled with student choice in various activities, tends to increase motivation and often results in increased academic engagement" (p. 33).
Essentials for PBL
Bender (2012) suggests the following essential characteristics of PBL:
In order to start a PBL, the Edmonton Regional Learning Consortium suggests starting with a debate/discussion, field trip, guest speaker, piece of correspondence, or video to launch the project to build interest and initiative in students. The use of any one of these would be referred to as the anchor for the PBL, drawing students into the project. Bender (2012) says that it can also be as simple as using a paragraph or two to explain the project or problem.
Then, we move towards the driving question. This provides students with a purpose for the PBL, as they spend the unit trying to answer the question through their project, including looking into research. The driving question is the major question that students are trying to answer, but it also includes "Need to Know Questions," which students have to think about to support their work around answering the driving question. For the purpose of this explanation, let us suppose the driving question is the following: what should we do about the waste in our school? The PBL has to establish "Need to Know Questions" in order to delve into the driving question. For example, students would need to know the following:
Once the driving question and the "Need to Know Questions" are established, we have to consider student voice and choice. Here, Larmer & Mergendoller (2010) say, "On the limited-choice end of the scale, learners can select what topic to study within a general driving question or choose how to design, create, and present products. As a middle ground, teachers might provide a limited menu of options for creative products to prevent students from becoming overwhelmed by choices. On the "the more, the better" end of the scale, students can decide what products they will create, what resources they will use, and how they will structure their time. Students could even choose a project's topic and driving question." This engages student in the PBL, empowering them to become active participants.
Then, we delve into the processes around investigation and research. This is the part where students gather information and knowledge around the PBL. Bender (2012) suggests using the following instructional procedures:
- Anchor, collaborative teamwork (or 21st century skills)
- Driving question
- Feedback and revision
- Inquiry and innovation
- Opportunities for reflection
- Process of investigation
- Publicly presented product
- Student voice and choice.
In order to start a PBL, the Edmonton Regional Learning Consortium suggests starting with a debate/discussion, field trip, guest speaker, piece of correspondence, or video to launch the project to build interest and initiative in students. The use of any one of these would be referred to as the anchor for the PBL, drawing students into the project. Bender (2012) says that it can also be as simple as using a paragraph or two to explain the project or problem.
Then, we move towards the driving question. This provides students with a purpose for the PBL, as they spend the unit trying to answer the question through their project, including looking into research. The driving question is the major question that students are trying to answer, but it also includes "Need to Know Questions," which students have to think about to support their work around answering the driving question. For the purpose of this explanation, let us suppose the driving question is the following: what should we do about the waste in our school? The PBL has to establish "Need to Know Questions" in order to delve into the driving question. For example, students would need to know the following:
- What is waste?
- Where is the waste coming from?
- How are students and teachers throwing out waste right now?
Once the driving question and the "Need to Know Questions" are established, we have to consider student voice and choice. Here, Larmer & Mergendoller (2010) say, "On the limited-choice end of the scale, learners can select what topic to study within a general driving question or choose how to design, create, and present products. As a middle ground, teachers might provide a limited menu of options for creative products to prevent students from becoming overwhelmed by choices. On the "the more, the better" end of the scale, students can decide what products they will create, what resources they will use, and how they will structure their time. Students could even choose a project's topic and driving question." This engages student in the PBL, empowering them to become active participants.
Then, we delve into the processes around investigation and research. This is the part where students gather information and knowledge around the PBL. Bender (2012) suggests using the following instructional procedures:
Project-based Learning Instructional Procedures (Bender, 2012. p. 50)
Thereafter, teachers have to think about how to promote student inquiry and innovation since a core component of PBL revolves around a student-directed project. Therefore, the teacher acts as a facilitator and the learning comes from student engagement both through inquiry and innovation. More simply, this means creating a space where students "investigate" on their own. This can involve asking the teacher, conducting a field trip or study, exploring websites, going to the library, speaking with experts, reading articles and/or books, and reading newspapers.
All of this is done through collaboration and teamwork, which some authors refer to as 21st century skills (Larmer & Mergendoller, 2010) in their work around the essentials of PBL. Here, I suggest using a teamwork rubric, which students should become familiar with while working in the PBL or in any other collaborative effort.
Through the PBL process, there should be scope for feedback and revision, where students are able to review their work and the work of others (Everette, 2015). Thus, it can be a form of self-evaluation, peer evaluation, or teacher evaluation (Bender, 2012) This can be done using a rubric, for example. Another way to do this is through a "feedback share," where students sit with their PBL group to think about what they are doing well and what they can improve. Bender (2012) adds that feedback can be both formative and summative. Formative feedback involves feedback during the PBL the process to support students (Bender 2012), whereas the summative feedback is a final evaluation.
Accordingly, reflection should be a part of the PBL process. This involves both group and individual reflection. While reflection is often a difficult process, it is helpful to teach different skills in reflection such as brainstorming (Bender, 2012). In brainstorming, Bender (2012) suggests that students list their ideas, knowing that some of those ideas will be later rejected or reconsidered.
Once the PBL process comes to an end, students should have the opportunity to publicly present their work. This does not mean that students have to present in a front a large crowd. It simply means that students are able to showcase their work in some form or another. For example, students can create a video, develop a write-up, present to their class, or present to an outside audience.
All of this is done through collaboration and teamwork, which some authors refer to as 21st century skills (Larmer & Mergendoller, 2010) in their work around the essentials of PBL. Here, I suggest using a teamwork rubric, which students should become familiar with while working in the PBL or in any other collaborative effort.
Through the PBL process, there should be scope for feedback and revision, where students are able to review their work and the work of others (Everette, 2015). Thus, it can be a form of self-evaluation, peer evaluation, or teacher evaluation (Bender, 2012) This can be done using a rubric, for example. Another way to do this is through a "feedback share," where students sit with their PBL group to think about what they are doing well and what they can improve. Bender (2012) adds that feedback can be both formative and summative. Formative feedback involves feedback during the PBL the process to support students (Bender 2012), whereas the summative feedback is a final evaluation.
Accordingly, reflection should be a part of the PBL process. This involves both group and individual reflection. While reflection is often a difficult process, it is helpful to teach different skills in reflection such as brainstorming (Bender, 2012). In brainstorming, Bender (2012) suggests that students list their ideas, knowing that some of those ideas will be later rejected or reconsidered.
Once the PBL process comes to an end, students should have the opportunity to publicly present their work. This does not mean that students have to present in a front a large crowd. It simply means that students are able to showcase their work in some form or another. For example, students can create a video, develop a write-up, present to their class, or present to an outside audience.
Planning for PBL
All of these essentials are important to know when planning for a PBL whether it be through a series of lessons or through a unit. Particularly, the planning addresses the time management of PBL, which Hutchison (2005) explains is a part of the challenges of PBL, "especially in terms of time, scope, and quality" (p. 1). As such, this essential element checklist for PBL from the Buck Institute for Education (2011) is helpful to have when planning. This can be used with the Buck Institute's (2015) project design template.
When planning the PBL, the driving question tends to be the most difficult part. One useful resource for this can be found on the Performing in Education blog, which explains the three parts of a driving question: question starter + challenge + audience. For example, a driving question can be the following: How can I reduce [question starter] the use of plastic [challenge] at home with my family [audience]? Then, we can plan out the anchor questions and move on to the rest of the plan, focusing on the rest of the essentials. Lynch (2019) shares his thoughts on framing a driving question, which is another helpful resource.
In terms of time, a particular PBL is usually two (2) to three (3) weeks long, although that time frame can be tweaked based on the classroom. When I plan a unit for science, I usually go back and forth between theory and practice. The first week focuses on theory around the topic while the second week moves towards practice through science centres, which usually occur on the Monday in our schedule. However, the rest of the second week includes a free block and two days for a project. The free block is just an added part of the science unit to alleviate accommodations or changes in the schedule during the school year. Then, the two days for the project are aspects that I use to plan for an inquiry-based approach or a PBL, depending on what makes sense.
When planning the PBL, the driving question tends to be the most difficult part. One useful resource for this can be found on the Performing in Education blog, which explains the three parts of a driving question: question starter + challenge + audience. For example, a driving question can be the following: How can I reduce [question starter] the use of plastic [challenge] at home with my family [audience]? Then, we can plan out the anchor questions and move on to the rest of the plan, focusing on the rest of the essentials. Lynch (2019) shares his thoughts on framing a driving question, which is another helpful resource.
In terms of time, a particular PBL is usually two (2) to three (3) weeks long, although that time frame can be tweaked based on the classroom. When I plan a unit for science, I usually go back and forth between theory and practice. The first week focuses on theory around the topic while the second week moves towards practice through science centres, which usually occur on the Monday in our schedule. However, the rest of the second week includes a free block and two days for a project. The free block is just an added part of the science unit to alleviate accommodations or changes in the schedule during the school year. Then, the two days for the project are aspects that I use to plan for an inquiry-based approach or a PBL, depending on what makes sense.
Example of PBL in Science
While there are several templates for PBL, I have made this PBL template for a week long PBL, but it can be used for a longer PBL unit wide project as well. As an example, I have created a one-week PBL for a Grade 1 classroom.
The following weekly calendar shows the essentials for the PBL, as a progression from one to the other. I start with the anchor to the PBL and then move towards the introduction of the driving question, in addition to the "Need to Know" questions. Then, the PBL moves towards other essentials of the PBL, specifically deep diving into investigation/research and inquiry/innovation.
The following weekly calendar shows the essentials for the PBL, as a progression from one to the other. I start with the anchor to the PBL and then move towards the introduction of the driving question, in addition to the "Need to Know" questions. Then, the PBL moves towards other essentials of the PBL, specifically deep diving into investigation/research and inquiry/innovation.
References
- Bender, W.N. (2012). Project-based learning: differentiating instruction for the 21st century. Corwin, SAGE Publications. California, United States.
- Edmonton Regional Learning Consortium. (n.d.) Project-based learning guide.
- Everette, M. (2015). 8 essential elements of project-based learning. Scholastic.
- Hutchison, D. (2005). Project-based learning: drawing on best practices in project management. Research Monograph #60. Ontario Ministry of Education.
- Larmer, J. & Mergendoller, J.R. (2010). Seven essentials for project-based learning. Giving Students Meaningful Work, 68(1), p. 34-37.
- TeachThought. (2019). The difference between projects and project-based learning.
- Toolin, R.E. (2004). Striking a Balance between Innovation and Standards: A Study of Teachers Implementing Project-Based Approaches to Teaching Science. Journal of Science Education and Technology, 13(2), p. 179- 187. Retrieved from JSTOR database.
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