Project Based Learning

This immediately includes a number of important points where Project Based Learning differs from 'normal lessons'. There are a number of  important things to take into account in Project Based Learning. These points can be summarized in the following list:

• • Content that matters;

  • 21st century skills;

  • Into the depths;

  • The Driving Question;

  • Importance in learning;

  • Choice and influence;

  • Feedback and revision;

  • Public presentations.

First of all, it is important to choose content that matters. The content is focused on important things that students need to learn. This can be done from a vision (e.g. skills) as well as from final attainment levels. Learning must also be for the present time, meaning that students build skills that are needed both in this society and in the future.

A good project also goes into depth. Students are challenged to really understand a subject and need this new knowledge. This works by using a 'Driving Question', or a 'Design problem' that must result in a tangible solution. This is a stimulating question and/or subject that amazes and challenges students. Such a question also helps with the importance of learning. Students then want to learn and produce, because they feel they really need it and are then intrinsically motivated. Finally, the choice and influence of learners is important in this area. You can let them choose how they work, how they want to use the time and what kind of end product they want to deliver. Yet, this process must be guided by setting clear milestones and expected deliverables by the teacher.

The end product has an important role within Project Based Learning, as it is intended to make learning visible. By making something you can show as a student that you have gained the knowledge and skills needed for the final product.

The presentation of this is also important: by having this presented to an audience that goes beyond the regular teacher and the classmates, it provides more value. It is therefore a good idea to include 'external experts' in a presentation, such as students from another class/year or an external assignment giver.

The final product and the presentation are not the only forms of recording and showing what has been learned. In the process there should be a lot of room for feedback and at the end of the process it is important that students have time to improve, deepen or broaden their work.

Success factors for Project Based Learning

The mistake that is often made in Project Based Learning is that it is seen as a very free form of education. By not setting clear frameworks and giving little feedback to students in the process, the results are so often a lot less than expected. A good project requires a lot of preparation and good planning, in which all those involved are aware of what needs to be done.

A realistic problem

There are a number of things you can do to make a project a success. First of all, it is important that it concerns a realistic problem or project. This should match the interest, knowledge and skills of the students. 

Also, the complexity of successive projects during the educational programme is of importance. Students should start with relative simple problems with a few degrees of freedom (limited number of project members and diversity in project members expertise and little external resources.)

It is important that the learning is described as well as possible, both in terms of content and skills. That way, as a teacher, you can give clear feedback in the process as well, because you know what you can coach the students on.

Structure collaboration

There is a lot of cooperation within projects. This also often results in the most frustration. So make sure that there is a structured collaboration. As a teacher you can do this by making groups of 3 or 4 students, with different skills. In the group there should always be mutual dependency. It is great when teams can earn rewards for good teamwork. In this way you teach them the important skills needed for group work. 

Think about helping students by providing a global framework for their planning, milestones, various tasks and working methods. For example point students to using project tools such as Trello to have a unified platform for keeping track of tasks, deadlines and responsabilities.

Think about incorporating Group Peer Review using FeedbackFruits to have students assess each other and follow up with discussions. Do not only incorporate Peer Review at the end of the project, but also quickly during the start and at an intermediate moment so the group can adjust their leadership, working methods, communication agreements etc. in a non-threatening way.

Multiple facets

Another mistake that is often made is that the project focuses on 1 type of assessment or product. In order for a project to be successful, it is better to choose to let the assessment consist of several facets. Different chances for students to receive feedback and improve their work increases performance. Also choose different possibilities for learning and presentations that challenge and connect to the real world (both digital and real life.

Assess the students attainement on multiple facets also: the final product, the design process, collaboration skills, peer judgement (BuddyCheck -SBE) and reflection.

Keep learning as teacher

A final recommendation is to continue learning as teachers. Just as project-based learning for students is about the process, working together and learning, so is learning for colleagues. Every project is different and it is important to take that as teachers as well. Flexibility ensures the most beautiful and the best results. In concrete terms, you can summarise the success factors in 4 points:

• • A realistic problem or project

  • Structured collaboration

  • Assessment that consists of several facets.

  • Keep learning!

More resources

• Making Group Contracts

• Group Decision Making

• Teamwork Skills: Being an Effective Team Member

• Group Roles: Maximizing Performance