In specific content areas, PBL has been

shown to be more effective than traditional

methods for teaching math, economics,
language, science, and other disciplines.
(Beckett & Miller, 2006; Boaler, 2002;
Finkelstein et al., 2010; Greier et al., 2008;
Mergendoller, Maxwell, & Bellisimo, 2006)

Project-Based
Learning
Amanda Eiman
October 22, 2014
Literacy Research Seminar Workshop
Foundations of
Project-Based Learning
Project-Based Learning can be linked
back as far as Confucius, Aristotle,
and Socrates. Confucius and Aristotle
believed in learning by doing. Socrates
had the belief that one learned
through questioning, inquiry, and
critical thinking.

During the 20
th
century John Dewey,
an American educational theorist and
philosopher challenged the traditional
view of students as recipients of
knowledge and the teacher as supplier
of information and facts. Dewey
believed in active experiences to
prepare students for ongoing learning.

Maria Montessori demonstrated that
that education happens "not by
listening to words but by experiences
upon the environment."
What is Project-Based Learning?

Jean Piaget stated that we
make meaning from our
experiences at different
ages. These ideas built a
foundation for the
constructivist approach to
education in which students
build on what they know by
asking questions, interacting
with others, investigating,
and reflecting on their
experiences.

I











Map of the Terrain
Project-Based Learning is a teaching
approach in which students gain
knowledge and skills by working over an
extended period of time to investigate
and respond to a complex question,
problem, or challenge.

In the PBL approach the teacher takes
on the role of facilitator, coaching
students to develop meaningful
questions, structuring worthwhile, guiding
both knowledge development and social
skills. During this process the teacher is
constantly assessing student learning.
Project-Based Learning has
evolved as a method of
instruction that addresses core
content through rigorous,
student-centered, hands-on
learning.



REFERENCES
Boss, S. (2012). The challenge
of assessing project-
based learning. District
Administration, 48(9),
46-52.
Callison, D. (2006). Project-
based learning. School
Library Monthly,
22(5), 42-45.
Katz, L., & Chard, S.C. (2000).
The project approach:
An overview. In J.L.
Roopnarine &J.E.
Johnson (Eds.),
Approaches to early
childhood education
(pp. 175-190).
Columbus, OH: Merrill.
Larmer, J., & Mergendoller, J.
R. (2013). Speaking of
speaking. Educational
Leadership, 70(4),
74-76.
Licht, M. (2014). Controlled
chaos: project-based
learning. Education
Digest, 80(2), 49-51.
Mitchell, S., Foulger, T., Wetzel,
K., & Rathkey, C.
(2009). The
negotiated project
approach: Project-
based learning without
leaving the standards
behind. Early Childhood
Education Journal,
36(4), 339-346.
doi:10.1007/s10643-
008-0295-7

Online Resource
Buck Institute of Education-
includes information about PBL,
videos, zand research:
http://bie.org/

PBL students also show improved critical
thinking. (Beckett & Miller, 2006; Horan, Lavaroni,
& Beldon, 1996; Mergendoller, Maxwell, &
Bellisimo, 2006; Tretten & Zachariou, 1995)
Students learning through PBL retain content
longer and have a deeper understanding of what
they are learning. (Penuel & Means, 2000;
Stepien, Gallagher & Workman, 1993)

Characteristics of Project-Based
Learning
Students make decisions within a prescribed framework.
Problem or challenge does not have a predetermined solution.
Students design the process for reaching a solution.
Students are responsible for accessing and managing the information they
gather.
Evaluation takes place continuously.
Students regularly reflect on what theyre doing.
A final product (not necessarily material) is produced and is evaluated for
quality.
The classroom has an atmosphere that tolerates error and change.


Education is not preparation for life; education is life itself.
John Dewey