The Interview: Do Standards and Project-Based Learning Go Hand in Hand? Prof. Nell Duke Says Yes, & Looks at the Best & Worst of PBL
Take a look at previous interviews, where various individuals such as Senator Cory Booker, civil rights activist Dr. Howard Fuller, Harvard professor Karen Mapp, and former U.S. Department of Education secretary John King discuss a range of topics including Newark’s school reforms, equity in education, family engagement, and the Trump administration. The complete archive can be found here.
In 1919, it was a simple question: Should a child go to school or help with chores at home to stay engaged?
Fast forward to 2019, the question remains just as simple, but with a striking difference: Should a child go to school or play video games to stay engaged?
According to Nell K. Duke, a professor at the University of Michigan, schools now have to compete for students’ attention like never before. This may explain why project-based learning is becoming more prevalent in classrooms across the country.
Duke explains that project-based learning has the potential to make students feel empowered, as it allows them to feel like they are making a meaningful impact. This approach involves hands-on learning through long-term projects, where students play an active role in shaping the project. This method of learning can range from designing a baseball park to teaching their community about civics. The concept of project-based learning dates back to the early 20th century with philosopher and education reformer John Dewey, who believed that children learn best when the subject matter is relevant to their environment. Recently, this learning model has gained popularity due to its emphasis on collaboration, problem-solving, and the development of 21st-century skills.
However, not all classrooms that implement project-based learning do it effectively. Duke acknowledges that there is both good and bad implementation of this approach. In an interview with , she provided advice for schools interested in adopting this model and shared her research findings, which demonstrate how project-based learning can lead to academic gains for children in high-poverty schools.
To better understand project-based learning, Duke defines it as a learning experience that extends over a significant period of time. It is not considered project-based learning if it only occurs on a single Friday morning. The project itself should be the driving force behind the entire unit, rather than a mere culminating activity. Additionally, the project should serve a purpose beyond fulfilling a school requirement. It should involve building something, addressing a problem, or taking advantage of an opportunity in the community. In other words, the project should go beyond traditional teaching and learning.
Regarding the implementation of project-based learning in schools, Duke believes that while many schools and teachers are embracing this approach, some may not fully align with the aforementioned definition. The variation lies in the quality of implementation. An example of this variation is seen in how well a unit meets the three criteria mentioned earlier. Some units may meet the criteria but fail to address specific academic standards, while others may successfully address both the criteria and the standards. Ultimately, the implementation of project-based learning can vary greatly, with some instances being more successful than others.
Duke also discusses the potential pitfalls and successes of project-based learning. She warns that without proper guidance and planning, project-based learning can go "terribly wrong." This may include projects that lack a clear purpose, fail to engage students, or neglect to align with academic standards. On the other hand, when implemented effectively, project-based learning can be "powerfully right." This occurs when projects are carefully designed to be meaningful, engaging, and aligned with the desired learning outcomes.
In conclusion, project-based learning is an approach that offers students the opportunity to make a tangible impact while developing crucial skills. While there may be variations in its implementation, proper planning and alignment with academic standards can lead to successful outcomes.
Title: Engaging Students Through Inquiry, Discovery & Creativity: The Impact of Expeditionary Deeper Learning
Introduction:
In the realm of project-based learning, one particular project geared towards second graders stands out as an exemplar. This project revolves around children visiting a nearby park or public area, assessing its strengths and weaknesses, and exploring ways in which the local government could contribute to its improvement. Through this endeavor, students not only enhance their understanding of local governance but also conduct research by surveying park users to gain insights into their experiences and suggestions for improvements. The ultimate aim is to develop a proposal for enhancing the park, which is then communicated through persuasive letters or proposals delivered to relevant officials at the city level. Students also showcase their findings through a multimedia presentation to engage with local representatives. The excellence of this project lies in the fact that students are driven by a genuine purpose, beyond meeting school requirements, to improve a vital public space in their community. Moreover, they are empowered to make choices and decisions, such as identifying areas for improvement and determining how to present their case to the local government. Collaboration plays a pivotal role in designing the survey and creating the multimedia presentation. Ultimately, this entire process enables students to meet specific standards while fostering their creativity, inquiry skills, and independent thought.
Exploring the Research:
To evaluate the impact of this project, a randomized controlled trial was carried out in school districts facing economic challenges, where student achievement levels were comparatively low. The teachers who implemented project-based learning were novices in this teaching style, embarking on their first year of implementation. This experimental setting posed a demanding test for project-based learning. Teachers were randomly assigned to either teach using the project-based learning units or continue using the existing social studies curriculum. Notably, even in the controlled group, all teachers were committed to teaching social studies, as it is a subject that is often neglected in primary grades, especially in underprivileged communities.
The results of the study demonstrated that teachers who implemented the project-based learning units showcased greater growth and improved achievement in social studies and informational reading. However, there was not a statistically significant effect observed in terms of informational writing. Further analysis indicated that the fidelity of implementation played a vital role in students’ writing growth. Teachers who adhered closely to the lesson plans and project-based unit guidelines experienced more substantial improvements in their students’ writing skills.
Strategies for Effective Project-Based Learning:
Project-based learning presents challenges in terms of designing curriculum materials that offer support and structure to teachers, particularly those unfamiliar with this approach, while still allowing room for teacher and student choice and voice. The unit itself was designed to accommodate instructional decision-making by teachers. For instance, teachers had the flexibility to choose the park or public space for their students to visit. In the lesson plan, students also had the opportunity to express their preferences regarding the aspects of the park they wished to improve and how they created their survey, as well as whom they targeted within local government for their presentation. The study serves as a rigorous evaluation of the effectiveness of project-based learning and demonstrates that this approach can be impactful for second-grade students.
Uncovering the Future of Project-Based Learning:
From a research perspective, there is existing knowledge about the advantages of project-based learning. However, further exploration is necessary to deepen our understanding. Key areas of focus include refining curriculum materials to strike a balance between teacher guidance and student independence. Additionally, ongoing research can shed light on the most effective teaching strategies and approaches to maximize the benefits of project-based learning for students across various grade levels and subject areas. Through continued investigation, we can continue to enhance our understanding of project-based learning’s potential to engage, inspire, and empower students.
Another area of research that holds great significance is the implementation of project-based learning on a large scale. We need to move beyond the current situation where project-based learning is only practiced in a few isolated schools, and make it a fundamental part of education nationwide. To achieve this, we must identify the requisites for widespread implementation.
Additionally, we need to address the issue of supporting all learners. It is evident that some students may find this form of instruction easier to navigate than others. Therefore, we must consider different approaches that can enhance the effectiveness of project-based learning for the majority of children.
While project-based learning can be traced back to its early association with John Dewey’s philosophy, there has been a recent resurgence of enthusiasm surrounding this approach. What, in your opinion, triggered this renewed interest?
I believe that there is now a growing recognition of the mismatch between the traditional teaching methods employed in K-12 education and the skills that employers and active citizenship require in the modern era. People find project-based learning appealing because it offers the potential to cultivate crucial 21st-century skills such as collaboration, flexibility in thinking, problem-solving, and interdisciplinary thinking.
Another aspect that contributes to its appeal is the education field’s eagerness to find ways to make learning more engaging and motivating for students. Let’s consider a thought experiment: If we were to imagine what students did during their free time in the early 1900s, we would find that they were often occupied with chores, agricultural work, listening to the radio, or engaging in activities that may not have been as stimulating as today. Now, let’s compare that to what students do outside of school today: playing video games, watching YouTube videos, watching television, participating in organized sports, and playing with modern toys that were unimaginable in the early 1900s. When we reflect on this thought experiment, it becomes evident that schools held up quite well against the limited options available to students in the past. However, in the present, where students have more engaging alternatives, the appeal of school has diminished. Thus, to captivate students’ interest, we must now focus on creating a more motivating and engaging educational experience than we did 120 years ago. This need is particularly compelling because the standards we set for what students should know and be able to do are far more rigorous than they were in the early 1900s.
Furthermore, the adoption of the Common Core State Standards has played a significant role in generating interest in project-based learning. Some of these standards explicitly emphasize collaborative research and writing projects. In the context of project-based learning, these standards present an ideal opportunity for students to develop their writing skills while catering to external and unfamiliar audiences.
I have spoken with educators who work in schools that are incorporating project-based learning into their curriculum. While they embrace the freedom and creativity that comes with this approach, they express concerns about adequately preparing students for standardized tests. Can project-based learning and standards-based education coexist harmoniously?
When designing projects, we begin with the standards in mind right from the start. For example, in our social studies work, we are aware that a particular project aligns with our history standards, while another project addresses our economic standards. Once we have established this foundation, we embark on the creative and place-based process. We examine our community, identify its challenges and needs, and explore opportunities for connection. Today, project-based learning can best meet the standards when those standards are integrated into the project design process from the outset.
What unique benefits does project-based learning offer students that other instructional methods may not provide?
Project-based learning has the potential to instill in students a sense of making a meaningful contribution, empowering them as agents of change within their communities. This potential arises from the fact that they are achieving something beyond the confines of the school environment. Their accomplishments have tangible impacts on people outside the school walls, addressing genuine needs, opportunities, and problems.
Furthermore, project-based learning can facilitate the development of advanced social, emotional, and academic skills. Students learn how to collaborate effectively with others, navigate large projects step by step, exercise self-regulation to make progress, and communicate proficiently with adults. Additionally, project-based learning can foster the acquisition of knowledge and skills outlined in the standards. For instance, in the context of a project focused on a park, students not only learn how to meet Common Core State Standards for writing but also develop the ability to construct persuasive opinion pieces.
Is there anything else that you believe schools interested in implementing project-based learning should be aware of?
I would like to highlight another point for the field to acknowledge: the findings from research on effective professional development are highly applicable to project-based learning. It is questionable, from a research standpoint, to merely send teachers to a one-day professional development session on project-based learning, which I refer to as "drive-by professional development," and expect it to be successful when they return to their classrooms. While these initial contact hours to develop a foundational understanding of a specific teaching method are important, they must be supplemented with ongoing job-embedded learning. This includes opportunities for coaching and feedback, collaboration with fellow teachers, analysis of student work and material design, and alignment between assessments, standards, and district policies.
