Project-based Learning
Overview
Project-based learning (PBL) actively engages learners in authentic tasks designed to create products that answer a given question or solve a problem. When educators act as facilitators and promote projects that are relevant to students as a part of the curriculum, students have agency over their learning, promoting self-efficacy and Motivation through this experiential learning. Working collaboratively on multimodal or cross-disciplinary projects as leaders and team-members can provide opportunities to build on individuals' experiences and strengths. It also can develop learners' collaboration, problem solving, critical thinking, and communication skills while fostering a Sense of Belonging. Educators should recognize that not all students have had previous experience with student-driven learning and may need additional support, including opportunities to participate successfully, and ample time to review materials and make decisions.
Example: Use This Strategy in the Classroom
See how well-designed project-based learning (PBL) can result in deeper learning and more engaged, self-directed learners. This video highlights five core elements of successful PBL including real-world connections, academic rigor, structured collaboration, student-driven, and multifaceted assessment.
Design It into Your Product
References Project-Based Learning
Almulla, M.A. (2020). The effectiveness of the project-based learning approach (PBL) approach as a way to engage students in learning. Sage Open,10(3), 1-15.
Beem, H. R. (2021, July). Exploring the Role of Project-based Learning in Building Self-efficacy in First-year African Engineering Students. In 2021 ASEE Virtual Annual Conference Content Access.
Belland, B. R., Glazewski, K. D., & Ertmer, P. A. (2009). Inclusion and problem-based learning: Roles of students in a mixed-ability group. RMLE online, 32(9), 1-19.
Condliffe, B. (2017). Project-Based learning: A literature review. Working Paper. MDRC.
Creghan, C., & Adair-Creghan, K. (2015). The positive impact of project-based learning on attendance of an economically disadvantaged student population: A multiyear study. Interdisciplinary Journal of Problem-Based Learning, 9(2), 7.
Culclasure, B. T., Longest, K. C., & Terry, T. M. (2019). Project-based learning (Pjbl) in three southeastern public schools: Academic, behavioral, and social-emotional outcomes. Interdisciplinary Journal of Problem-Based Learning, 13(2), 5.
Duke, N.K., Halvorsen, A., Strachan, S.L, Kim. J., & Konstantopoulos, S. (2021). Putting PjBL to the test: The impact of project-based learning on second graders' social studies and literacy learning in low-SES school settings. American Educational Research Journal, 58(1), 160-200.
Eldiva, F. T., & Azizah, N. (2019, April). Project Based Learning in Improving Critical Thinking Skill of Children with Special Needs. In International Conference on Special and Inclusive Education (ICSIE 2018) (pp. 348-355). Atlantis Press.
Hendriani, A., Herlambang, Y. T., & Setiawan, D. (2020). Effectiveness of project-based learning models in improving the metacognition ability of elementary school students. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(8), 665-679.
Koparan, T., & Güven, B. (2014). The effect of project based learning on the statistical literacy levels of student 8th grade. European Journal of Educational Research, 3(3), 145-157.
Liu, M., & Hsiao, Y. P. (2002). Middle school students as multimedia designers: A project-based learning approach. Journal of interactive learning research, 13(4), 311-337.
Meyer, D. K., Turner, J. C., & Spencer, C. A. (1997). Challenge in a mathematics classroom: Students' motivation and strategies in project-based learning. The Elementary School Journal, 97(5), 501-521.
Reid-Griffin, A., Sterrett, W., & Stanback, A. (2020). Project-Based Learning (PjBL): Providing a community of engagement for middle school learners. Journal of Classroom Interaction, 55(1), 4-25.
Scogin, S.C., Kruger, C.J., Jekkals, R.E., & Steinfeldt, C. (2017). Learning by experience in a standardized testing culture: Investigation of a middle school experiential learning program. Journal of Experiential Education, 40(1), 39-57.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Active Learning Strategies
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Analyzing incorrect worked examples is especially beneficial for helping students develop a conceptual understanding of mathematical processes.
When students explain their thinking process aloud with guidance in response to questions or prompts, they recognize the strategies they use and solidify their understanding.
Math games allow students to practice many math skills in a fun, applied context.
Response devices boost engagement by encouraging all students to answer every question.
When students create their own number and word problems, they connect math concepts to their background knowledge and lived experiences.
Analyzing and discussing solved problems helps students develop a deeper understanding of abstract mathematical processes.
