Forms of Project-Based Learning
Project-based learning is both a strategy for learning and a process for instruction. As a strategy for learning, your students can create projects that will get them working in a relevant way with the content standards they need to learn. Through projects, students will be interacting with the material in a real-life, activity-based format that engages their interests and allows them to build positive relationships with others in their classroom culture.
As a process for instruction, you as a teacher can set up appropriate, well-structured projects that require authentic, intellectual inquiry connected to your curriculum standards and that engage your students in meaningful work.
Project-based learning comes in a variety of forms:
Problem-based learning is a form of project-based learning in which students are presented with a real world problem and then work cooperatively in small groups to find solutions to the problem. The focus here is solving the problem, and there may be many ways to achieve that end as well as numerous viable solutions.
- Problem-based learning might include looking for solutions to case studies in psychology or sociology or working to solve problems in economics, such as creating a realistic budget for living in the real world based on a given salary.
Performance-based learning is a form of project-based learning that emphasizes an action or skill the student will be able to do upon completion of the performance-based process. It also defines how students will know they can do the performance.
- Examples of performance-based learning would be learning to play a flute and presenting a recital, putting on a production of a play or musical, creating a work of art, and writing poetry. All of these require a performance that results in a product of some type-the flute solo, the play or musical, the piece of art, the poem.
Hypothesis-based learning is a form of project-based learning that is mainly used in science classes. The procedure begins with student observation of an initiating event produced by the teacher from which the students create hypotheses to explain the event. From the student hypothesis, students design tests for their hypotheses and then they collect data, analyze results, and draw conclusions. This process follows the steps of the scientific method used by scientists.
- Examples of hypothesis-based learning would include students engaging in experiments to collect data to test predictions, recording observations from a simulation, and proposing explanations to account for unexpected outcomes
In all types of project-based learning, there are common characteristics for both strategy and process:
- Students generally work collaboratively in small groups.
- The process and the learning are student-centered.
- Teachers act as facilitators and guides on the side.
- Students gain knowledge through inquiry.
- Students direct their own learning.
- Higher-order thinking is required.
- Real life workplace and life skills are used in the process.
- Outcomes and solutions are open-ended and unknown at the onset.
- Learning is interdisciplinary.
- Projects, problems, and performances and relevant, complex, and meaningful.
- Self-assessment, debriefing, and reflection are critical aspects of the process.