Project Based Learning

Project Based Learning (PBL; sometimes called Problem Based Learning) is an instructional method in which students build knowledge, develop skills, and gain deeper conceptual understanding of content through collaboration, critical thinking, creativity and communication (the Four C's) by investigating and responding to an authentic, engaging and complex question, problem, or challenge. They work together in teams to produce a product that is reviewed by an authentic audience.

PBL in fifth grade is largely connected to social studies content but all other academic disciplines are integrated. We have found PBL to increase engagement by making social studies content relevant. Students work in teams within classrooms to begin, but teams are constructed from all four classrooms as the school year progresses. This promotes fifth grade as a learning community and develops broader social interaction across the entire grade.

  1. PBL tasks begin with significant content, which is directly related to state standards and have relevance. In fifth grade, our PBL projects begin with social studies content but are integrated with most other disciplines.

  2. The driving question frames the problem or challenge that needs to be solved.

  3. The appeal of PBL is student choice. Groups collaborate and choose the direction they want to travel in solving the driving question. This is inquiry based learning at its best, with students learning independently and controlling content. This makes PBL highly engaging.

  4. PBL promotes the Four C's of 21st Century Skills: Collaboration, Critical Thinking, Creativity, and Communication.

  5. PBL requires deeper inquiry and innovation as teams work to solve the driving question in creative ways. This has been shown to drive meaningful learning, conceptual understanding, and it produces interesting final products. Teachers act as facilitators asking guiding questions to promote autonomous learning rather than controlling content and providing answers.

  6. Student groups receive feedback from teachers and peers and have opportunities to rethink, revise, and improve.

  7. Student groups demonstrate competence and establish ownership over their final product by presenting it to an authentic audience.