Project-Based Learning: The Key Design Principles
Introduction
In the education world, there has been growing excitement and interest over project-based Learning. Let’s be honest, our education system has not kept pace with the rapidly changing world. And as teachers, many times we are overworked, overwhelmed and just plain stressed out with the growing requirements of our job. It is no surprise that educators around the world are excited about a teaching method that research demonstrates brings joy & engagement, while also boasting rigor in real-world learning.
Key Design Principles
With PBL’s rapid onset of adopters, it is easy for project-based learning to become something it is not. If we want project-based learning to provide the benefits research proves, then it is important that we implement it with fidelity. Over our years of implementing, researching and studying project-based learning, we have observed seven design principles that lead to successful project-based learning experiences. They include:
Standards & Skills
The foundation of every successful project-based learning experience are key knowledge & skills. These include content standards, literacy standards and the often-left-out 21st century skills.
Throughout the project, students should be investigating and learning skills that have been intentionally planned for. All activities, readings and discussions are centered around the key knowledge & skills that will eventually be formally assessed.
Maybe one of the greatest differences in project-based learning, is that 21st century skills are specifically planned for, taught and formally assessed. So many times in traditional classrooms, students are assumed to have these skills or are expected to learn them on their own. Project-based learning acknowledges that these skills are critical to our students’ future success and their ability to navigate the world.
Driving Question
First impressions are everything. And for students, their first impression of their project will be the driving question. It is important that it is the type of question that will instantly get kids talking. For this to happen, a few things must be true:
It clearly captures the purpose of the project.
It is written in student-friendly, grade-level language.
It is open-ended with no easy solution.
It is relevant & interesting to the kids.
Real-World Connection
If we want to prepare students for the real world, then they need to be learning in the real world. They need to be ready for high-stakes deadlines, data analysis, collaborative projects, and constant feedback and improvement. Take our work as educators for instance. The work in education is hard, but even still, we push through and continue to learn and grow because we know our work is important. It is vital that our students know their work is important and adds value as well.
If you want to see project-based learning bring joy & engagement, then create projects that are real and relevant to the kids. It must speak to who they are, where they come from, or the world they must be ready for.
Student-Driven
You want an easy way to ensure your project is authentic to your students? Then explicitly plan for their voices to be heard throughout it. This means providing them with choice & decision making along the way. But even more importantly, it also means providing space for their voices to be heard through discussion, reflection and inquiry - with their peers, teacher and the greater community.
Deep Investigation
Investigation is defined as formal or systemic examination or research of a particular topic. For deep investigation to happen, teachers must deliberately plan it. This means creating frequent cycles of investigation where students generate questions, dive into those questions through research and learning, and then discuss and communicate their findings with others which then leads to more student generated questions.
This deep investigation is what guides our students to cultivate the thinking habits of great learners. It is also what leads them to deep, meaningful rigor in their learning.
Feedback Cycles
How many times have you given back work to a student with feedback, only to have them grumble at you? Our traditional schooling has cultivated a mindset with students of “I turn in a paper, I get a grade in return. Done.” For so many of our students, it is the grade that matters most to them.
This is precisely the reason it is so important to purposely create classroom norms and expectations around the “process” of learning, instead of the product. Which means we must teach and guide our students through feedback cycles and then provide them opportunities to reflect and see their improvement. This must happen throughout the project in varying formats with peers, teachers and community members.
Authentic Product
While I know I just got done explaining that it is the “process” that matters, the final product is still important. After all, it is what is driving the whole process.
So what do I mean by an authentic product? I mean, it must be a product that adds value to the world in some way - it is important that your students see the value in it as well. We do not want students writing a lab report for a grade, only to then throw it in the recycling.
One surefire and important way to increase engagement and authenticity in your project is to ensure the end product is a public product. For example, instead of having your students write letters that no one sees, have your students present testimony to the Board of Education on a relevant topic. You better believe that when the stakes are this high, your students will be motivated to create their best, high-quality work. Just make sure you have adequately prepared your students to present their work. It is our duty to set our students up for success and nobody wants to look bad in public.