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Using Project-Based Learning in the Classroom

The idea of project-based learning may seem like a good one. But how can it be implemented into a curriculum that may already be filled with proficiency test preparation and core subject learning? Some teachers may be concerned with the length of time to prepare and manage a long-term class project. However, with some proper planning, it can be done, and done well. There are many online resources that can help you plan and implement your project. One such organization, The Buck Institute for Education (BIE), is a non profit research and development organization working to make schools and classrooms more effective through the use of problem and project based learning. BIE creates curriculum and training materials, provides professional development, and conducts and disseminates research. The outline and preparation plan below, adapted from BIE's Web site can provide you with a place to begin:

• Summarize the theme of the project. Ask yourself why students should do this project. What do you want them to accomplish? Identify the content standards that students will learn from the project. Identify the skills students will learn.
• Create a hypothesis or problem statement. Clearly state the question, problem statement, or hypothesis for the project. It should encompass all project content and outcomes. It provides a central focus for students.
• Plan the assessment (Part 1). Define what you will assess early in the project, during the project, and at the end of the project.
• Plan the assessment (Part 2). Clearly state the criteria for satisfactory performance of each product.
• Map the project (part 1). Decide what students need to know to complete the project successfully. How and when will they learn the necessary knowledge and skills? Analyze one major product for the project and describe the tasks necessary to complete the product successfully.
• Map the project (part 2). Create a production schedule and record project milestones. Keep in mind challenges that may arise.
• Manage the project. List preparations needed for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles. How will you and your students reflect on and evaluate the project?

Another important step in the preparation process is to communicate with other teachers. If your project involves other disciplines, have teachers in those subjects help you develop a well-rounded plan to help students use those specific skills. Collaborate with experts from your community as well. Enlist the help of community and business leaders, and other professionals in the project. They can model business practices and skills that students can practice and apply while completing their projects.

Finally, ask students what interests them. Choose project topics that students find interesting and exciting. They will be more motivated to ask questions and will want to find solutions to the problem posed by the project. For more information about project-based learning, and resources that can help you incorporate projects into your curriculum, please visit our Professional Development Resources section in this month's e-Newsletter.