I recently read three inspiring articles (“More Fun Than a Barrel of … Worms?!”, “Geometry Students Angle into Architecture Through Project Learning” and “March of the Monarchs: Students Follow the Butterflies’ Migration”) from the Edutopia web site. Project-Based Learning (PBL) is an “in-depth investigation of a real-world topic worthy of children’s attention and effort.” This is an active hands-on approach. Perhaps the most important parts of the students’ learning are how to collaborate, problem-solve, and work with their peers. In their future careers these interpersonal skills will be essential.

All three projects had many things in common. It was the enthusiasm of the students that was the most exciting. The projects were designed to address content standards but to extend knowledge and apply that student learning. The first thing a teacher needs to do is change her mind set of the one dispenser of knowledge to learner that doesn’t know everything, but that’s okay we are all learning together. “Teachers must be willing to work harder to ensure that projects are meaningful learning experiences.” The PBL projects were more labor intensive on the part of the teacher. The teacher needed to do a lot of planning with the projects; incorporating as many state standards as she could, coming up with a guiding question, setting up field work (field trips and lab work), collaborating with others in the project, setting up experts, etc.

Two of the projects put students in the role of thinking and acting like a scientist. In the first grade classroom there was a sign about a first grade wormologist. In the third grade classroom students not only shared their observations with scientists through the Journey North database, they had access to working scientists “who take questions about the different migrations.”  The geometry students consulted with and were judged by professional architects. It was very evident that what students were doing had real world applications. Students are required to use their problem-solving and collaborative abilities to create a project that meets the requirements set by the teacher.

After the guiding question is decided, the role of the teacher is one of master planner, designer of the project requirements, event planner and facilitator. She is no longer the sole source of knowledge. In every case the students had contact with experts. The teacher sets up the experiences so that the students can do the hard work. The teacher asks probing questions, she offers suggestions and provides support, encouragement and feedback.

These learning experiences increase student engagement because of their real-life application. These hands-on experiences are more interesting and fun for students. The students may have had input into the choice of the project. They certainly have some choice built into their work.  Children are enthusiastic when they see that their efforts make a difference. Kids are excited to hear and talk with experts. They are excited about getting out of the classroom and the exploring that is a part of field trips. All these things increase student engagement.

Students work harder when they have an authentic audience (like writing a real letter) so this helps transfer the knowledge they have from language arts. They put more energy into projects they can share with family and friends. Because the students spend more time on task they learn more. Teachers find there is not as much re-teaching. Students use what they are learning in their projects. This helps them remember it. One third grader said, “If you find it yourself, it stays in your brain.” I think that is a great testament for real knowledge.