Project Based Learning
GETTING A GRIP ON PROJECT-BASED LEARNING:
THEORY, CASES AND RECOMMENDATIONS
Michael M. Grant
1|2|3
Abstract
Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism, and notes the similarities and differences among implementations, including project-based science (Blulmenfeld et al., 1991), disciplined inquiry (Levstik & Barton, 2001) and WebQuests (Dodge, 1995). In addition, an anatomy of a model case will be considered using a WebQuest example developed by the author, describing seven characteristics common among the various implementations of project-based learning. Finally, practical advice and recommendations for project-based learning are discussed, including beginning slowly with the implementation, teaching students to negotiate cooperative/collaborative groups and establishing multiple forms of performance assessments.
Introduction and Background
Project-based learning is an instructional method centered on the learner.
Instead of using a rigid lesson plan that directs a learner down a specific path of learning outcomes or objectives, project-based learning allows in-depth investigation of a topic worth learning more about (Harris & Katz, 2001). Through the construction of a personally-meaningful artifact, which may be a play, a multimedia presentation or a poem, learners represent what they 've learned
(Harel & Papert, 1991; Kafai & Resnick, 1996). In addition, learners typically have more autonomy over what they learn, maintaining interest and motivating learners to take more responsibility for their learning (Tassinari, 1996; Wolk,
1994; Worthy, 2000). With more autonomy, learners "shape their projects to fit their own interests
THEORY, CASES AND RECOMMENDATIONS
Michael M. Grant
1|2|3
Abstract
Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism, and notes the similarities and differences among implementations, including project-based science (Blulmenfeld et al., 1991), disciplined inquiry (Levstik & Barton, 2001) and WebQuests (Dodge, 1995). In addition, an anatomy of a model case will be considered using a WebQuest example developed by the author, describing seven characteristics common among the various implementations of project-based learning. Finally, practical advice and recommendations for project-based learning are discussed, including beginning slowly with the implementation, teaching students to negotiate cooperative/collaborative groups and establishing multiple forms of performance assessments.
Introduction and Background
Project-based learning is an instructional method centered on the learner.
Instead of using a rigid lesson plan that directs a learner down a specific path of learning outcomes or objectives, project-based learning allows in-depth investigation of a topic worth learning more about (Harris & Katz, 2001). Through the construction of a personally-meaningful artifact, which may be a play, a multimedia presentation or a poem, learners represent what they 've learned
(Harel & Papert, 1991; Kafai & Resnick, 1996). In addition, learners typically have more autonomy over what they learn, maintaining interest and motivating learners to take more responsibility for their learning (Tassinari, 1996; Wolk,
1994; Worthy, 2000). With more autonomy, learners "shape their projects to fit their own interests
References: Palinscar, A.(1991). Motivating project-based learning: Sustaining the doing, supporting the learning Cognition and Technology Group at Vanderbilt. (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Dodge, B. (1995, May 5, 1997). Some thoughts about WebQuests, [Online] Dodge, B. (1998, June 22-24). WebQuests: A strategy for scoffolding higher level learning Drake, F. D., & McBride, L. W. (1997). Reinvigorating the teaching of history through alternative assessment Harel, I., & Papert, S. (Eds.). (1991). Constructionism. Norwood, NJ: Ablex Hoover, L. A., & Taylor, R. (1998). Exploring Vietnam: A multiple intelligence portfolio of learning Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research Kafai, Y., & Resnick, M. (Eds.). (1996). Constructionism in practice: Designing, thinking and learning in a digital world Land, S. M., & Greene, B. A. (2000). Project-based learning with the world wide web:A qualitative study of resource integration Levstik, L. S., & Barton, K. C. (2001). Doing history. Mahwah, NJ: Lawrence Erlbaum. Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1997). Moursund, D. (1998). Project-based learning in an informationtechnology environment. Learning and Leading with Technology, 25(8), 4. Perkins, D. N. (1991). What constructivism demands of the learner. Piaget, J. (1969). Science of education and the psychology of the child. Pickett, N., & Dodge, B. (2001, June 20, 2001). Rubrics for web lessons, [Online] Scott, C. (1994). Project-based science: Reflections of a middle school teacher Socha, T. J., & Socha, D. M. (1994). Children 's task-group communication Starr, L. (2000). Creating a WebQuest: It 's easier than you think!, [Online] Tassinari, M. (1996). Hands-on projects take students beyond the book Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes Wolk, S. (1994). Project-based learning: Pursuits with a purpose. Worthy, J. (2000). Conducting research on topics of student interest. Yoder, M. B. (1999). The student WebQuest. Learning and Leading with Technology, 26(7). Zvacek, S. M. (1999). What 's my grade? Assessing learner progress.