Project Based Learning: Unlocking Creativity and Collaboration

Indeed, the days-of-old are earmarked in my memory by sitting-and-getting, by memorizing-and-regurgitating. That was school. Find your desk, pay attention, learn (somehow) everything on the first try, and then take your test or write your essay. Those days are gone, though, and in many ways those practices are being replaced with project based learning in education.

Remember the old days when we’d study for a test with notecards, flipping cards over with a smooth precision, pausing only when a term or concept slipped our memory (or we arrived at the cold realization that we don’t know what the notecard means at all)? Or do you recall the days-gone-by when we would read a book and then have the final test, bubbling in answers to questions about who a character was or what a character did?  (The worst were always the quote-questions: Which character in Of Mice and Men says, “…”?  Hmmm, was that Crooks or George?) 

Hmmmm…in fact, I just saw a test like this today for a freshman English honors student… I guess the “old-school” hasn’t completely gone bye-bye.

Howwwwwwever…. I think we can do better. And by “better,” I don’t mean that we need to completely ditch everything all at once. I mean that we can start to think forward in the direction of project-based, inquiry-based learning.

Why? Because this is the sort of learning that engages students. The sort of learning that is more authentic and enduring than knowing which character said what for the sake of some ticky tacky test.

With project-based learning, the focus is on inquiry, finding patterns, designing, constructing, analyzing, synthesizing…the higher-level DOK stuff.

Project-Based Learning Defined

According to Boston University’s Center for Teaching and Learning, their project based learning definition “involves students designing, developing, and constructing hands-on solutions to a problem.”  Notice how that project based learning definition doesn’t involve “tests” or “quizzes” or “essays.” (There’s not even a hint of standardized testing in that project based learning definition.) 

You see, project based learning is the future of education, not its past. It’s a way for students to unlock creativity and collaboration in the classroom, which are major project based learning benefits.

In fact, recent project based learning research “conducted by researchers from the University of Southern California and Michigan State University, provide compelling evidence that project-based learning is an effective strategy for all students, outperforming traditional curricula not only for high achieving students, but across grade levels and racial and socioeconomic groups,” according to a recent article in Edutopia.  From the project based learning research, it seems to me that we need to seize this opportunity to help our students learn better.

The Problems We Have to Solve to Construct Project Based Learning Lesson Plans

Of course, teaching new things in new ways creates opportunities–and strains and stresses.  Moving beyond rote memorization or teacher-driven assignments and lessons can be hard, but asking students to do more allows us to do less. 

With a project based learning lesson plan, we shift responsibility from teacher to student, giving students more opportunities to construct knowledge rather than soak it up from us, to solve problems rather than watch us admire them, to collaborate with others rather than just listen to us.

So, then, to build a project based lesson plan, let’s keep the following things in mind as we brainstorm project based learning ideas:

• Selecting a Real-World Context:
  • Start by identifying a real-world context or problem that relates to ELA (or your subject-area) concepts. This could be a literary theme, a social issue, or a communication challenge. For example, students could explore the impact of literature on society or create a campaign to promote literacy.
• Defining Learning Objectives:
  • Clearly outline the learning objectives and skills you want students to develop through the project. These could include reading comprehension, critical analysis, effective communication, collaboration, and creative expression.  You can draw from your curriculum maps, the Common Core State Standards, etc. to help you define what you want students to learn and be able to do as they engage in project based learning.
• Choosing Authentic Tasks:
  • Design tasks that mirror real-world challenges. For instance, instead of a traditional book report, students might create a multimedia presentation, write a blog, or produce a podcast to analyze and discuss a novel.  Consider the media that people today are paid to create, the problems people today are trained to solve.  Use those as inspiration to create real project based learning opportunities.
• Group Collaboration:
  • Encourage collaborative learning by assigning projects that require teamwork. Working in groups helps students develop interpersonal skills, learn from each other, and share diverse perspectives. It also mirrors professional environments where collaboration is essential.  Indeed, to solve the world’s problems, students will need to be able to synthesize information from a variety of sources, so giving them opportunities to collaborate with others with different ideas and perspectives will help them do just that.
• Incorporating Research and Inquiry:
  • Integrate project based learning research and inquiry components into the project. Students can explore different perspectives, historical contexts, or conduct interviews to gather information. This helps them develop research skills and supports a more comprehensive understanding of the topic.  (See the note in the previous bullet point about synthesis.)
• Student Choice and Voice:
  • Provide opportunities for student choice and voice in selecting project topics or formats. Allowing them to explore areas of personal interest increases motivation and engagement, making the learning experience more meaningful.  Surely, project based learning is more individualized learning.  This isn’t a one-size-fits-all approach to teaching, so students should have a hand in shaping the experience.
• Regular Reflection and Feedback:
  • Build in reflection and feedback mechanisms throughout the project. Encourage students to reflect on their progress, challenges faced, and lessons learned. Provide feedback not only on the final product but also on the process, promoting continuous improvement.  Here’s a way to think about this: You, as teacher, are more a guide-on-the-side than anything else in project based learning.  You mentor and coach while students reflect, learn, and grow.
• Culminating Presentation or Showcase:
  • Conclude the project with a presentation or showcase where students can share their work with the class, school, or even the broader community. This provides a sense of accomplishment and allows students to practice effective communication.  This piece carries a lot of weight in project based learning.  When real-world problems get solved, real world audiences benefit.  When real world projects are completed, real world creators are credited.  Think about how you can capture this spirit of a real world audience and context for students.
• Assessment of Skills and Content:
  • Develop a project based learning rubric that assesses both content knowledge and the development of essential skills. This holistic approach ensures that students are not only mastering ELA (or other subject-area) concepts but also acquiring valuable skills for future learning and real-world applications.  Circling back to the bullet point earlier about student voice, students could also have a voice in this project based learning rubric, perhaps by helping you (as teacher) design, modify, or test a project based learning rubric (by looking at an exemplar or sample).  

PBL in (Our Own) Education

While those bullet points above may seem like a lot of project based learning ideas to keep straight, the truth is 1) they are–but also 2) we know this is good for our students.  Consider, for example, what brought you to this blog.  

You were curious about something.  You wanted to learn more about project based learning in education and wanted some project based learning ideas.  

And what are you going to do with those ideas?  Change your teaching.  And when you change your teaching, what are you going to do?  Instruct your students and then reflect and revise so you can teach better next time.  

Put all that together and you, my friend, have engaged in your very own project-based learning.  Now weigh the power of this process and this learning against the last sit-and-get school improvement day you had, and you will see clearly the project based learning benefits, which are the benefits all of our students deserve.  That makes the problem of project based learning a problem worth solving.

Done-For-You Project-Based Learning

To get started, sometimes it’s nice to have a template, a model to follow, a plan. I’ve got you!

These fun, inquiry based learning unit plans give you EVERYTHING for a no-prep student research project and student blog writing project. Nonfiction texts, inquiry questions, source evaluation, research process, expository writing, analytical writing, persuasive writing, argumentative writing, conclusion writing, presentation skills and more! Cultural criticism and pop culture make this high-interest and extremely engaging!

These pbl units were designed to give students a voice and also a real-world audience in the format of blog writing and a trade-show booth presentation (or pitch) of their researched findings. It is important for students to think critically, to ask questions, and to challenge assumptions and ideas. As such, the main focus for these units are social criticism.

If you’re ready for “real world,” authentic assessments, with a ton of activities at your fingertips, this bundle is perfect for you!