Project-based learning is an instructional approach built upon authentic learning activities that engages student interest and motivation. The projects are designed to answer questions, solve problems, or simulate the work that students may someday perform in their occupations. It also fosters a sense of collaboration and teamwork among students as they depend on one another to reach goals.

View the video above to watch how students at High Tech High engage in project-based learning to build 21st Century skills.
 

According to Murphy et al (2006), students experiencing project-based instruction increase their level of reflection on the subject and gain a greater appreciation for the complexity of real-world issues and events.

Nastu (2009) relates that project-based learning is an effective instructional approach because it helps students retain the information they learn. It also sparks learner's interests and motivates them to continue acquiring new knowledge. (p. 22).

Nastu (2009) adds, "Project-based learning also encourages a deeper level of thinking by involving students in answering questions for themselves, making connections, and using analytical skills" (p.22). As students inquire, challenge, and question what they are learning, they will generate a richer understanding of content as they actively explore and obtain new skills and knowledge. David Moltz (2010) comments about a recent publication from the Association for Career and College Readiness that states, “’Career readiness involved three major skill areas: core academic skills, and the ability to apply those skills to concrete situations in order to function in the workplace and in routine daily activities; employable skills (such as critical thinking and responsibility) that are essential in any career area; and technical, job-specific skills related to a specific career pathway.” Ultimately, educators must consider these three areas that are critical for instructional planning.

Moltz, D. (2006, April 14). 'Career ready' vs. 'college ready'. Retrieved from Inside Higher Ed

 website: http://www.insidehighered.com/news/2010/04/14/definition 

Murphy, P., Lunn, S., & Jones, H. (2006). The impact of authentic learning on students’ engagement with physics.  Curriculum Journal, 17(3), 229–246.

Nastu, J. (Ed.). (2009, January). ESN Special Report: Project-Based Learning Engages Students,

    Garners Results, (21). Retrieved from http://www.eschoolnews.com/media/files/

    eSN-Project-Based%20Learning0109.pdf