Project-Based Learning

What I hear, I forget.
What I see, I remember.
What I do, I understand.

This ancient Chinese saying, often credited to Confucius, is thousands of years old. And yet, our tradition in education has been to tell students information (or have them read it) in the hopes that they will remember it. In fact, because active participation, hands-on activities and field trips are usually also enjoyable, educators and parents often see them as “breaks” or fun “time-outs,” providing a rest for the students before they return to the “real learning” of textbook instruction.

In recent years, however, a growing body of research has been conducted, consistently proving that Confucius was right. Students learn more, are more engaged and interested, are more motivated, and even have better social skills when they actively work together on projects rather than spending most of their days in direct instruction. This is especially the case when their hands-on learning is coordinated and enhanced with appropriate technology.

While an exhaustive list of current research and educational innovation is not possible here, some examples are:

• 1997: A three-year study by Jo Boaler (now at Stanford University), compared math achievement at two British secondary schools. One was a traditional school, and the other used project-based learning. Three times as many children at the project-based school received the top grade achievable on the national examination in maths.
• 1992: The Cognition and Technology Group at Vanderbilt University, examined student performance in eleven school districts in Tennessee. The study looked at basic math, word problems, planning capabilities and teacher feedback. Students who had done project-based work performed better in all categories.
• 1999: The Center for Research in Educational Policy at the University of Memphis found that children who used project-based learning and technology outperformed their peers by 26 percent on state assessment measures in all subject areas.
• 2008: Taiwan’s elementary and secondary schools have become leaders in project-based learning, their Ministry of Education hosting an international meeting for educators providing project-based learning in November of 2008.

In addition to increasing test scores and facilitating the retention and understanding of material, however, project-based learning has a number of other advantages that make it particularly powerful. Because students are working together or individually on a real-life project, the experience is accessible to all learners at their own level. Children with a high interest or ability in a particular topic may explore the material at a much more advanced level than others. Children who struggle with a particular topic may work at a more elementary level. Different children may also have different learning styles, some finding it easier to address a problem by using math or by building a model, while others find it easier to use words to solve or describe a problem. At the same time, because projects are naturally multi-disciplinary, teachers may guide a student’s exploration to improve areas of weakness or utilize and extend areas of strength. The process of learning itself is valued, rather than just the product. The students have an interest in and ownership of their own learning. And, finally, the inherent nature of addressing a project cooperatively (rather than individually competing for test scores) automatically reinforces social skills and leadership qualities, honing skills in negotiation, cooperation, and assertiveness.

...And, of course, it’s fun.