Project-based Learning - Why it works

First Principle:

There are two basic ways we use technology in education

a) For instruction - when we use tools, ranging from transparencies, to audio-visual, to data projectors, to interactive whiteboards for imparting information to students.

b) Technology integration - when we use a variety of tools, computer, PDA, internet, software, recording equipment, etc. to involve our students with learning.  In true integration, students are acquiring, analyzing, understanding and communicating information even as they gain valuable skills in the powerful uses of technology.

Understand that using technology for instruction, though often effective for communicating information, is not tech integration.  Real integration occurs when kids are "hands on" with tools that they can engage with and use to do things that matter to them.
Text Box: Understand that using technology for instruction, though often effective for communicating information, is not tech integration.  Real integration occurs when kids are "hands on" with tools that they can engage with and use to do things that matter to them.

 

 

 

 

Second Principle:

Project relates to real world and especially to future career - This means that we use the technology to introduce students to the real-life business and industrial applications for the content we are teaching.

For instance,
higher math applies to industry and design,
geography applies to transportation, shipping and regional production
writing applies to publishing or business communication
science applies to chemical, medical, genetic industry

Of course, these are just a few of the applications you may make as you design projects that help students see how the content of your teaching can benefit them in a future career.  And it's not "all business."  Students can learn to touch and understand their world--and the global community--in ways that only working through a project can bring to them.

Third Principle:

Project creates questions about other disciplines and allows student to explore new data and ideas.

For instance,
a geography project must use algebra and geometry to calculate distances, demographics, statistics.
a literature project extends to science as students understand properties of fabrics, metals, weather
    patterns, building materials.
a science project must use language arts to consider Latin names, write up results and explore scientific
    ideas in literature like Shelley's Frankenstein.  

Fourth Principle:

Project should connect to life outside of school-emulate workplace technology

Use Wikipedia to learn collaboration
Use Facebook to practice international contacts
Use Skype to encourage direct communication in new ways.
Use YouTube to publish multimedia projects
Use podcasting to encourage web posting
Use Google Docs to experience group editing

 

 

 

 

 

Fifth Principle:

Wide-ranging exploration to discover answers-students learn how to search, recognize good data, etc. because:

The project is designed to send students on a "journey of discovery."
The need for data, ideas, collaboration built into instructions for project.
Assigned tasks require specific learning that supports curriculum.

 

Sixth Principle:

Assessment is integral to project:

Project instructions relate directly to assessment rubric.
Train students in self and peer evaluation.
Provide for evaluation of both process and product.
When teacher assesses project success, student evaluation is encouraged.
 

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So why does Project-based Learning work?  Because it does these things:

It allows students to be hands-on with technology that directly relates to the real world and future careers.  It allows kids to connect data from a variety of disciplines while they explore new ways of finding, using and combining knowledge sets.  It gives students opportunities to emulate workplace technologies in ways that prepare them to engage in a business community even as it involves them in assessment of the process and product of their work.

Warning!!!

 

 

 

 

 

 


Projects that make good use of technology and allow real exploration of ideas are messy!  Your idea of teaching will have to change from "stand and deliver" to "stand back and watch."  Of course, you will have to facilitate student work and help where necessary, but when kids start really being interested in learning, they may be difficult to control and limit.  This kind of learning is not quiet or orderly--students get excited about their discoveries and the new applications of knowledge they find.  If you design effective projects for learning, you may unleash learners who can't be stopped.
 
Text Box: Projects that make good use of technology and allow real exploration of ideas are messy!  Your idea of teaching will have to change from "stand and deliver" to "stand back and watch."  Of course, you will have to facilitate student work and help where necessary, but when kids start really being interested in learning, they may be difficult to control and limit.  This kind of learning is not quiet or orderly--students get excited about their discoveries and the new applications of knowledge they find.  If you design effective projects for learning, you may unleash learners who can't be stopped.  

 

 

 

 

 

This is a great opportunity for the teacher to explore with students and to encourage kids to discover new online programs, peering sites, communication forums and bring their ideas to class.  If we want workers who can think independently and create ideas in a global economy, we need to let them discover and think outside a restrictive school environment.
Text Box: This is a great opportunity for the teacher to explore with students and to encourage kids to discover new online programs, peering sites, communication forums and bring their ideas to class.  If we want workers who can think independently and create ideas in a global economy, we need to let them discover and think outside a restrictive school environment.