What is project-based learning?
I think it’s fair to say that there is no ultimate definition of PBL upon which all proponents of the approach agree. Different institutions adopt it and transform it in their own way to suit their specific contexts. Even within the same classroom, PBL learning environments can look very different – ranging from the more traditional use of textbooks for research to the more unusual, with all learners working on their own project at their own pace.
I don’t believe there is a ‘right’ way to undertake PBL; however, I would argue that there are several principles which make PBL more effective. Much of the drive to develop PBL in schools has come from the United States where there are some well-established institutions such as High Tech High, Edutopia and the Buck Institute which have been influential in spreading the approach.
There are a number of common PBL principles across all of these institutions, in particular the elements of ‘real-world’ learning and learners driving the process. Real-world learning To a greater or lesser extent, projects aim to relate to the real world. This means they involve pupils working in situations that people may experience in their real lives, outside of learning subject knowledge for tests.
Projects could involve learners working on community projects to contribute to their local area or they might culminate in individual learners creating their own family tree (one of my own school’s well-established projects – see the article, ‘Power of family tree’, in volume 4.1 of Creative Teaching and Learning.. The outcomes of a project have a real purpose and therefore participants feel a sense of responsibility to produce quality outcomes which add value to the wider world. In addition, in many cases, the final outcome is presented more formally at an exhibition attended by people who have been involved in supporting the project, such as friends, family and local organisations.
Learner-driven: This principle of PBL being learner-driven includes both learner choice and learner accountability. Learner choice could relate to the design and implementation of a project in terms of the outcomes and how they are achieved. Pupils who have ownership over their learning will be far more interested and involved. The level of autonomy will vary depending on numerous factors.
At one extreme, the teacher could give learners complete choice to design the project outcomes, decide how to achieve them and do so at their own pace. At the other extreme, projects could be relatively fixed – for example, the production of an article for a magazine with a choice of three topics about which to write. The more choice there is, the more the participants will engage. However, this choice needs to be balanced against other issues, such as whether there are sufficient staff and resources to help learners if an entire class decide to carry out completely different projects. Teaching Approaches 54 Volume 5.1 in Creative Teaching & Learning
The other aspect of PBL being learner driven is that pupils must be the ones in the driving seat, working at their own pace to produce the outcomes using their chosen methods without teachers directing them at every step of the way. Again, the level of independence will depend on the project and the learners. They must be given the space and time to make their own decisions – especially, on occasion, the wrong ones. This is essential to understanding how to cope when struggling and to cultivating resilience.
Nevertheless, student choice does not mean a free-for-all, with every individual doing what they want, when they want and how they want. The hardest thing about PBL from the facilitator’s perspective is holding learners accountable in the most appropriate manner. Skilled facilitators know what each learner should be working towards and they know when and how best to intervene if extra support is needed. If pupils are allowed the freedom and responsibility to manage their own learning, independent adults will be created for the 21st century who ‘know what to do when they don’t know what to do’.
Reflection and meta-cognition: Experienced facilitators recognise that to embark on PBL is for the long-run – creating life-long learners is a life-long process. It’s not about learners carrying out one or two random projects; it’s about a whole continuum of projects which are linked together to nurture learning habits over time. I think this type of PBL is quite unusual and I was fortunate to experience this at Matthew Moss High School in Rochdale. (Volume 5.1 in Creative Teaching & Learning )
Teaching Approaches: Each new project should ensure that the learning habits which most need to be developed next are fostered. For example, if a pupil has taken on a lead role during a group project which involves assertive communication skills, an individual project, designed to encourage focusing without distractions, might be worthwhile in the future.
Therefore, I would argue that reflection and metacognition should form a central part of PBL. Metacognition provides a language for understanding how learning takes place, while reflection complements this by enabling consideration of learning habits. This can be through relaxed learning conversations between facilitators and pupils during a project or more formal methods, such as a reflection diary to evaluate progress. This aspect of PBL seems distinct from many of the approaches I have come across at other organisations, yet I feel it is what makes PBL worthwhile.
Alexis Shea