Project-Based Learning: The Key to Success

     Project-Based learning is associated with a constructivist approach to teaching (Drake, Reid, & Kolohon, 2014).  Constructivism strays from the traditional model of teaching.  A traditional model of teaching is what many individuals envision when asked the question, "what do you picture when I say the term classroom?".  When a teacher is the knowledge deliverer and the students are "blank slates" that are to memorize and regurgitate information on a written standardized test, a traditional approach to teaching is being taken.  This method of direct instruction has been popular within school systems for centuries, and I am sure that you have experienced it as a student and perhaps have enforced it as a teacher (if that is your profession).  Within all of my years of schooling, the teacher has been the leader of the class, dictating information that is designed for me by the curriculum.  Although the curriculum should be met, it should be used as a tool or guide for teachers as opposed to being thought of as unalterable.  Teachers should choose options that promote the success and development of their students.  I can envision countless times as a student where I have experienced a traditional teaching approach.  Specifically, I can remember spending countless hours throughout the week, within most grades of elementary school, studying for my weekly spelling test.  Now my method for studying was memorization and when I would receive my test back with red pen markings on it, I would barely remember the words I tried to spell and was just concerned with my grade accomplished.  A traditional approach promotes this fixed mindset of grade orientation.
   
     A constructivist approach draws knowledge forth from the students and has the teacher as a guide and monitor of knowledge as opposed to a deliverer (Drake et al., 2014).  A highly effective way of introducing a constructivist approach to teaching within the classroom is launching project-based learning.  Project-based learning differs from simply completing a project (often seen in a traditional classroom) because students are not using previous knowledge and simply putting it on a bristol board; rather, students are engaged and learn while completing a project that fascinates them and is used to answer a question they pose.

     A teacher within a traditional classroom solely takes on unnecessary responsibilities for the students which in turn makes them reliant and undetermined.  The students at any given age are fully capable of also aiding in questioning, planning and researching their own project, as this engagement will entice them to strive to achieve their goals.  Below are the differences between the responsibilities assumed by the teacher and the student within a traditional setting (a.) and a constructivist setting (b.)

a.

b.

attribution: http://thoughtfullearning.com/resources/how-are-projects-and-project-based-learning-different

     Project-Based Learning or PBL values the voice and perspective of the students as they are given choice.  Students develop interest within the topic because they had a part in its determination.  PBL incorporates twenty-first century skills such as critical thinking, communication, collaboration, and research in order to keep students within the context of their time and have them establish qualities relative to their future success (Drake et al., 2015).  "Students build success skills valuable for today's world" (Buck Institute for Education, 2015).  PBL also allows for students to challenge themselves to think outside the box in order to drive their research within the topic.  For example, a student can decide to build a wind turbine based on their driving inquiry of whether or not it will power his or her mp3 player (Drake et al., 2015).

picture attribution:https://www.examtime.com/guide/project-based-learning-introduction/

     I can recall a project I completed during Grade 6 on Ancient Greece.  I remember having to complete some research; however, nothing far from typing into Google "Ancient Greece", rewording some things, printing it off and pasting it to a hot pink bristol board.  Can I recall anything about Ancient Greece today as I write this post? Absolutely not.  However, if a PBL approach geared about Ancient Greece was used instead of the traditional method, perhaps I would still hold memories today based on my experience.

     PBL allows for assessment based on process and product rather than simply the final project.  It promotes learning within a positive atmosphere and demonstrates to students the importance of wanting to learn in regard to their success (David, 2008).  Project-based learning provides opportunities for students to harness their own knowledge, create their own disposition and deepen their understanding.  It promotes students to effectively gather information in order to build upon their knowledge and think critically (David, 2008).  Teaching is not a career based on an individual's want to teach, it is a career based on an individual's want to positively impact the lives of his or her students.  Project-based learning is a method which promotes the success of students; therefore, will you use a project-based learning approach within your classroom as a teacher with such intentions?  Think about it.  

References

Buck Institute for Education. (2015). What is project-based learning (PBL)? Retrieved September 21, 2015, from http://bie.org/about/what_pbl

David, J. (2008). What research says about project-based learning (5th ed., Vol. 65, pp. 80-82).

Drake, S., Reid, J., & Kolohon, W. (2014). Toward a new story of curriculum, instruction and assessment.  In Interweaving curriculum and classroom assessment: Engaging the 21st century learner (pp. 3-4). Don Mills, Ontario: Oxford University Press.