Project Based Learning

Key knowledge, understanding, and success skills – the project is focused on student learning goals, including curriculum-based content and skills such as critical thinking, problem solving, collaboration, and self-management.

A challenging problem or question – the project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge.

Sustained inquiry – inquiry is iterative, students engage in a rigorous, extended process of asking questions, finding resources, and applying information to reach a satisfactory solution.

Authenticity – the project features real-world tasks, processes, tools, and performance/quality standards. It can have an impact on others, or create something that will be used or experienced by others. It can have personal authenticity relating to students’ personal concerns, interests, and issues in their lives.

Student voice and choice – students have input and (some) control over the project, including the questions they generate, the resources they use, how they work, and what they create.

Reflection – reflection should be an explicit part of project journals, formative assessment, discussions at project checkpoints, and public presentations of student work.

• Reflection on the content knowledge and understanding gained helps students solidify what they have learned and think about how it might apply elsewhere.

• Reflection on skill/competency development helps students set goals for further growth.

• Reflection on the project itself – how it was designed and implemented – helps students decide how they might approach their next project, and helps teachers improve the quality of their PBL practice.

Critique and revision – teach students how to give and receive constructive peer feedback to improve their process and products.

Public product – students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom.