Project Based Learning – meaningful action … or merely activity?

The world is awash with people and groups wishing to reform education.  Some want to go “back to basics” while others want to go “forward to the future”.       Amongst the more progressive groups there is a surprising degree of similarity in what they propose. Thus, the RSA “Opening Minds” project in the UK or the US based P21 or the Apple Classroom of Tomorrow Today all have a high degree of overlap - indeed a Venn diagram of their views would be almost a single circle.  

One thing that is common to reformist groups is the emphasis placed upon students working together in authentic project based learning (PBL).  As Alan November clearly demonstrates there are many valid humanistic reasons for this.  However, as in all approaches, there are dangers inherent in this technique. Done poorly this method can consume vast amounts of time for minimal return.  However, when done well  the returns can be astounding.  



John Lartimer and John Mergendoller, writing in Educational Leadership,  have identified seven essentials for PBL.  They identify two important criteria that define a project as meaningful.  The work must be personally meaningful to the students and it must have a valid educational purpose.  I’d interpret this last aspect as meaning that the PBL must have clear links to the curriculum.

The seven criteria are;

1. Students have a  need to know the topic.  It is no secret that many students are not engaged with their schooling.  Lartimer and Mergendoller maintain that this is often because students don’t see a need to know what they are being taught.
2. A driving question.  Many of the educational reformers refer to a curriculum based upon questions. Lartimer and Mergendoller maintain that a good driving question is clearly stated and provides purpose and challenge.  They should be open ended and link to the core of what students want to learn.  It is no surprise then that they also advocate that the students be involved in framing the guiding question.
3. Student voice and choice.  Students should be able to make genuine choices and decisions relating to the task - this is not to suggest “free reign” by the students but they should be able to suggest what artifacts they could produce and the methods by which they create them. Depending on circumstances students might also have meaningful input into time and resource use. (Teachers would have a “gate-keeper” role here).
4. 21st Century Skills are developed.  This is becoming an overused and under-defined expression generally.  However,  Lartimer and Mergendoller envision it as involving genuine collaboration, critical thinking and the use of technology.  It also must have an important purpose - just like the work place.  These skills are not just nurtured by the teacher - they are explicitly taught.  These could include production of simple videos or podcasts as well as print based work.
5. Inquiry and Innovation.  This should be genuine and meaningful - it is not simply format shifting provided  information or regurgitating  data from texts.  Students follow their driving question, form hypothesise, test them, revise them, summarise their results - which may be the solution to a real world problem in the student’s context.  This contrasts with “research” where students are given set information to locate and then supply to the teacher - information that the teacher, in all probablility, knew in advance.
6. Feedback and Revision.  Feedback provided to students is delivered during the process - which enables them to revise and hopefully improve their work.  As Edison is reported to have said “Genius is one per cent inspiration, ninety-nine per cent perspiration".  Or, in less well know parlance - “the only job in which you start on top... is a grave digger.”  Our students need to understand that first efforts are usually drafts - drafts, that need editing and improving.
7. A publicly presented product. Key in many reformists writing is the notion of public performance / presentation of work. Obviously, the nature of the task would reflect the audience - but a significant aspect of authentic PBL is that the artifact created is shared with an audience.  So, if a “project” is not shared outside the classroom...it probably isn’t really authentic PBL.   (Steven Levy addresses this well in his article “The Power of Audience.”)

The team at edutopia (edutopia.org)  have produced a free resource called “Top Ten Tips for Assessing Project-Based Learning” PDF.  Not surprisingly it has much in common with Lartimer and Mergendoller’s piece.  Their advice includes:

1. Keep it real with authentic products.  “Authentic products naturally reflect the learning goals and content standards you have identified during project planning. They don’t feel fake or forced.”
2. Don’t overlook soft skills.  “Soft skills” echos some aspect of 21stC skills above - creative problem solving, critical thinking and global awareness.  In what universe are these really “soft” skills?
3. Learn from Big Thinkers.  The concept of “assessment” needs to be rethought with this approach. It is not always sensible to assess in a traditional manner when using PBL.  Fortunately the  PDF provides links to leaders in the field - including James Paul Gee and Grant Wiggins.  Good practice would suggest that the assessment criteria would be assessed with students at the start of the PBL.  Gee would suggest that, if the task has been well designed, then successful completion of the task is itself the assessment.  
4. Use formative strategies to keep projects on track.  A teacher using PBL is less of a lecturer out the front of the class and more of a “guide on the side”, constantly moving around the classroom and offering advice...and asking questions.  The metaphor of project manager is not entirely inappropriate.
5. Gather feedback - fast. Providing feedback quickly is important in PBL - especially as the students are likely to be working in territory that is uncharted for them personally.  However, it is not just about providing feedback - it is also about receiving it.  There are many  activities that allow students to provide a quick snap shot of their learning and understanding to teachers.  It is important that this is done - not only does it inform the teacher about student learning, but it also indicates how the creation of artifacts is progressing.
6. Focus on teamwork. Teamwork is another one of those highly prized 21st century skills. It doesn’t always develop naturally - and a range of strategies that both scaffold and direct team work are required for effective PBL.
7. Track progress with digital tools.  A rough rule of thumb when working with”digital natives” is “think digital”.  The details will differ from project to project - but in general terms, the use of digital technology for recording work and providing feedback is recommended.  This could also include student reflection throughout the process - for example, instead of writing a reflection about progress students could do the same thing in a group wiki, individual blog, or perhaps even a podcast.
8. Grow your audience. Think back to Steven Levy’s “The power of audience” article.  Think outside of the classroom - have the students contact the local, state, national, or even global “experts” in a given area.  Send links to completed digital artifacts to them and ask for feedback. Share work on appropriate social media.  The classroom no longer has walls.
9. DIY Professional Development. It is likely that your skill set as a teacher will need to improve rapidly to enable you to assist students in their PBL.  Fortunately, there are experts galore online - use the internet as an online training facility to learn the skills you need - as you need them.
10. Assess better together. Depending on how and what you decide to assess, don’t do it alone. Ask a colleague to assist you. (The guide suggest some specific sites to assist in this).

Although no single educational technique holds all the answers to educational reform there is certainly a sizeable movement of significant people advocating PBL as being one of the important components of providing sensible educational reform.  Maybe PBL could be your next personal learning experience.

(To see where PBL fits into the broader educational agenda you may like to follow this link to TARGETS - Educational Reform in Three Minutes.)



Credits and acknowledgments:

Both main articles used in this blog are both highly readable and highly recommended.


Steven Levy URL =  http://www.ascd.org/publications/educational-leadership/nov08/vol66/num03/The-Power-of-Audience.aspx

Edutopia guide URL =
http://www.edutopia.org/10-tips-assessment-project-based-learning-resource-guide

Alan November link =
http://nbnotewell.blogspot.com/2011/05/students-leaving-legacy-alan-november.html

PBL graphic =
http://www.google.com.au/imgres?q=Project+based+learning&hl=en&biw=1440&bih=785&gbv=2&tbm=isch&tbnid=b-DJScWhpUrHQM:&imgrefurl=http://modelschoolscnyric.pbworks.com/w/page/40580862/Project-Based%2520Learning&docid=zYbVSigWezZK7M&w=401&h=367&ei=bfBVTvrRIdPQiAKp_ODKCQ&zoom=1&iact=hc&vpx=318&vpy=409&dur=465&hovh=159&hovw=173&tx=114&ty=123&page=6&tbnh=148&tbnw=162&start=133&ndsp=28&ved=1t:429,r:15,s:133