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Project-Based Learning Research Review

Project-Based Learning Research Review
Editor's Note: This article was originally written by Vanessa Vega, with subsequent updates made by the Edutopia staff. Studies have proven that when implemented well, project-based learning (PBL) can increase retention of content and improve students' attitudes towards learning, among other benefits. Edutopia's PBL research review explores the vast body of research on the topic and helps make sense of the results. In this series of five articles, learn how researchers define project-based learning, review some of the possible learning outcomes, get our recommendations of evidence-based components for successful PBL, learn about best practices across disciplines, find tips for avoiding pitfalls when implementing PBL programs, and dig in to a comprehensive annotated bibliography with links to all the studies and reports cited in these pages. What is Project-Based Learning? Learning Outcomes Keys to Project-Based Learning Success

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Five Keys to Rigorous Project-Based Learning Voiceover: How will today’s children function in a dangerous world? What means will they use to carve the future? Will they be equipped to find the answers to tomorrow’s problems? Teacher: When you think about traditional learning you think of a student sitting in a classroom and being talked at. Teacher: Now I imagine a lot of you are still thinking... Time to Debunk Those PBL Myths What are the myths you hear most often about project-based learning? Here are some PBL misconceptions I encounter with surprising regularity: "Projects may be fun, but they'll never prepare students for ____ [fill in high-stakes test of your choice]" "If kids work in teams on projects, one or two will do all the work and the others will coast" "PBL won't work with my students because they are ____ [fill in the challenge of your choice]" "I'll never have time to cover all my content if I spend time on projects" "Projects just aren't rigorous" "Parents will wind up doing most of the work" "We can't do PBL because we don't have ____ [fill in the technology of your choice]" Once you start listening for PBL myths, you'll hear them in the most surprising places. During a long flight recently, I was reading to pass the time.

How to Get High-Quality Student Work in PBL “I thought the project was going well… but by the end, I felt that the work my students produced was not as good as I imagined it would be. I was a little embarrassed and almost wanted to dial back the audience’s expectations on the night of the presentations!” This is a common concern of teachers who are new to Project Based Learning. Viewpoint on PBL: What Students Say We are Miles, Gaby, Ethan, Lauren, Madison, and Aiden from Novi Community Schools District, in Michigan. What we do we have in common? We were really lucky to have Project Based Learning teachers. Some of us are still in Project Based Learning classrooms and love it. Some of us have moved to more traditional classrooms. 3 Ways To Use Vine In The Project-Based Learning Classroom - Project-based learning (PBL) — an educational approach in which students work together to solve real-world problems — is redefining how many kids learn. Vine, a social video app purchased by Twitter, is growing in popularity — and fast. What happens when the two collide?

Project-based learning done right With traditional learning, students memorize information for upcoming tests and don’t retain what is learned, said John Larmer, editor-in-chief of the Buck Institute for Education, a nonprofit that helps teachers use project-based learning. When students focus on projects, the learning “really sinks in” and it becomes easier to transfer their knowledge to new situations, Larmer said. Eight teachers from grades K-3 at Parkside participate in The Compass. Students often work together and collaborate on projects.

The Project-Based School: Transforming an Underperforming Campus - edWeb As a teacher, Todd Nesloney was active on Twitter and as a blogger. Based on his social media presence, which showcased his love of project-based learning, Navasota School District offered him a job as principal at an underperforming fourth- and fifth-grade campus, along with the rare opportunity to transform the school from the ground up. In this webinar, Nesloney, Principal at Navasota Intermediate School (TX), discussed how he hired his staff over social media, how his summer learning sessions intended for a handful of teachers reached a worldwide audience, and how he plans to use the flipped classroom and project-based learning to turn around his new school.

Unfamiliar Landscapes Unfamiliar Landscapes We are surrounded by the landscapes of the natural world, the built environment, and even our bodies. These landscapes shape not only what we see, but also how we experience the world, ourselves and each other. In this project and exhibition, we used the key concept of “unfamiliar landscapes” to learn how we create or alter landscapes, and how, in turn, landscapes alter us as individuals and community members. This semester long project is a collaboration of 12th grade students’ Digital Art class with Instructor Margaret Noble and English class with Instructor Tania Jabour. Students functioned as researchers, computer programmers and presenting artists to create a body of writing and a final code-based media project using the programming language, Processing.

Problem solving skills: The value added by maker spaces What do great problem solvers do? They take time to carefully define a problem… Ineffective problem solvers sometimes go off track because they make assumptions about what a problem requires. An effective problem solver will take the time to ensure that she understands the problem and what it is asking. They know what they know… Good problem solvers perform an inventory of what they already know and incorporate that knowledge into their understanding of the problem and in their solution design. They can figure out what they need to know… Good problem solvers can identify gaps in their own understanding and articulate those gaps as questions. Good problem solvers are constantly asking themselves , “What don’t I understand about this system, and what do I need to learn?”