Project-based learning, or PBL, is the use of in-depth and rigorous classroom projects to facilitate learning and assess student competence (not to be confused with problem-based learning). Project Based Learning was developed by the Buck Institute for Education in the late 1990s, in response to school reform efforts of that time.^[1] Project-based learning is an instructional method that provides students with complex tasks based on challenging questions or problems that involve the students' problem solving, decision making, investigative skills, and reflection that includes teacher facilitation, but not direction. PBL is focused on questions that drive students to encounter the central concepts and principles of a subject hands-on. Students form their own investigation of a guiding question, allowing students to develop valuable research skills as students engage in design, problem solving, decision making, and investigative activities. Through Project-based learning, students learn from these experiences and take them into account and apply them to the world outside their classroom. PBL is a different teaching technique that promotes and practices new learning habits, emphasizing creative thinking skills by allowing students to find that there are many ways to solve a problem.

Structure

Project-based learning emphasizes learning activities that are long-term, interdisciplinary and student-centered. Unlike traditional, teacher-led classroom activities, students often must organize their own work and manage their own time in a project-based class.Project-based instruction differs from traditional inquiry by its emphasis on students' collaborative or individual artifact construction to represent what is being learned. Students can spend the entire length of the project involved or come in and out as they see fit.

[edit] Elements

The core idea of project-based learning is that real-world problems capture students' interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience. Advocates assert that project-based learning helps prepare students for the thinking and collaboration skills required in the workplace.
Rigorous and in-depth Project-based Learning:

• is organized around an open-ended Driving Question or Challenge. These focus students’ work and deepen their learning by centering on significant issues, debates, questions and/or problems.
• creates a need to know essential content and skills. Typical projects (and most instruction) begin by presenting students with knowledge and concepts and then, once learned, give them the opportunity to apply them. PBL begins with the vision of an end product or presentation which requires learning specific knowledge and concepts, thus creating a context and reason to learn and understand the information and concepts.
• requires inquiry to learn and/or create something new. Not all learning has to be based on inquiry, but some should. And this inquiry should lead students to construct something new – an idea, an interpretation, a new way of displaying what they have learned.
• requires critical thinking, problem solving, collaboration, and various forms of communication. Students need to do much more than remember information—they need to use higher-order thinking skills. They also have to learn to work as a team and contribute to a group effort. They must listen to others and make their own ideas clear when speaking, be able to read a variety of material, write or otherwise express themselves in various modes, and make effective presentations. These skills, competencies and habits of mind are often known as "21st Century Skills". For more info: http://www.bie.org/about/21st_century_skills
• allows some degree of student voice and choice. Students learn to work independently and take responsibility when they are asked to make choices. The opportunity to make choices, and to express their learning in their own voice, also helps to increase students’ educational engagement.
• incorporates feedback and revision. Students use peer critique to improve their work to create higher quality products.
• results in a publicly presented product or performance. What you know is demonstrated by what you do, and what you do must be open to public scrutiny and critique.

Project-based learning creates opportunities for groups of students to investigate meaningful questions that require them to gather information and think critically. Typical projects present a problem to solve (What is the best way to reduce the pollution in the schoolyard pond?); a phenomenon to investigate (Why is best way to stay on a skateboard?).

[edit] Activities

When used with 21st century tools/skills [1], Project Based Learning (PBL) is more than just a web-quest or internet research task. Within this type of project, students are expected to use technology in meaningful ways to help them investigate, collaborate, analyze, synthesize and present their learning. Where technology is infused throughout the project, a more appropriate term for the pedagogy can be referred to as iPBL (copyright 2006, ITJAB), to reflect the emphasis of technological tools/skills AND academic content.
The PROMOTE Georgia Project [2] is an excellent example of iPBL. This 2002 Georgia Department of Education initiative was developed by a team of instructional technologists. When used effectively, research has shown PBL, and iPBL, helps teachers create a high-performing classroom in which teachers and students form a powerful learning community. The aim is for real-life context and technology to meet and achieve outcomes in the curriculum through an inquiry based approach. A PBL approach is designed to encourage students to become independent workers, critical thinkers, and lifelong learners. Many teachers and researches involved in PBL believe it makes school more meaningful as it provides in-depth investigations of real-world topics and significant issues worthy of each individual child's attention and investigation.
Another example of a successful PBL interdisciplinary school is located in Pomona, California. International Polytechnic High School, commonly abbreviated as I-Poly High School, originated in 1993, is a public college preparatory high school (9-12) located on the California State Polytechnic University, Pomona (Cal Poly Pomona) campus and operated by the Los Angeles County Office of Education in conjunction with the College of Education and Integrative Studies at the university. I-Poly is also a teacher training site working collaboratively with Cal Poly Pomona. (http://www.lacoe.edu/orgs/1021/index.cfm)
Another example of a different PBL is Muscatine High School, A four-year comprehensive high school located in Muscatine, Iowa. The school and has recently started the G2 (Global Generation Exponential Learning) consists of middle and high school “Schools within Schools”, which deliver the four core subject areas. The concept is based loosely on High Tech High’s model of education practiced in public charter schools in San Diego. 16 teachers and 9 administrators visited High Tech High in the spring of 2010, worked with High Tech High Staff in Muscatine, and spent days of curriculum development and planning over the summer. Approximately 380 students, representing MCSD demographics, are involved with the inquiry-based approach at the middle and high school levels. At the high school, activities may include making water purification systems, investigating service learning, or creating new bus routes. At the middle school level, activities may include researching trash statistics, documenting Muscatine history through interviews, or writing essays related to a community scavenger hunt. Classes are designed with an emphasis of assisting a group of diverse students to become college and career ready as they graduate from high school. Design principles that form the foundation of G2 include Personalization, Adult World Connection, College/Career Ready, and Teacher as Designer.[1]
Yet another example is the New Tech Network, http://newtechnetwork.org/, is a non-profit organization that helps high school students gain the knowledge and skills they need to succeed in life, college, and the careers of tomorrow. We work nationwide with schools, districts, and communities to provide services and support that enable schools to implement innovative high schools that promote deeper learning.Beginning in the mid-90s in Napa, California. The local schools were meeting education standards, and the community thought of Napa High School as a good school. However, local business leaders remained concerned that meeting basic standards would not be enough to ensure that students were graduating with the skills needed to meet the needs of the new economy.These business and community leaders decided to make a difference. Working with the local school district, they began researching innovations in education to re-imagine what a truly great school might be like. In 1996, the Napa Valley Unified School District established Napa New Technology High School with the first class of 100 students.As Napa New Technology High School thrived, local business leaders and education advocates came together to ensure the school’s long-term success and sustainability by establishing the New Tech Foundation. In 2001, New Tech was awarded a $6 million grant from the Bill and Melinda Gates Foundation. Today, their name is New Tech Network and they support 87 public high schools in 16 states. New Tech schools leverage what research tells us about how people learn to create an exceptional teaching and learning environment. Based on this research and our own experience, we create a rigorous and engaging high school experience that features project-based learning, the seamless use of technology, and a positive and empowering school culture.
High Tech High in San Diego is yet another example of successful project-based learning with a 21st Century flair (iPBL), as presented in this Jim Lehrer News Hour video.
Within the last several years, a handful proven models organized by PBL educators have received funding from the Bill and Melinda Gates Foundation to start holistic PBL schools across the United States. A few of those organizations include: