Project-Based Learning

At a recent workshop on Design Thinking, someone asked the presenter to explain the difference between Design Thinking (DT) and Project-Based Learning.  This led me to reflect on Project-Based Learning (PBL), DT, and inquiry science, in general.  All three have much in common and how you go about doing each of them involves many of the same steps, same mindset, and same values.

At its heart, PBL is an approach to teaching that fully embraces the well-established principle of active learning (see How PeopleLearn and many, many other authoritative sources).  PBL puts authentic student projects at the core of the curriculum.  Students learn by working together, learning what they need as they go along and from the project.  Teachers plan rich, interesting projects that lead students to learn important content and master important skills, drawn from key standards. 

For example, a middle school science teacher might pick up on the interest of her students in the quality of water in local ponds and streams.  She would then map out a project to learn about local water quality and simultaneously meet NextGeneration Science Standards (NGSS) for chemistry in the Disciplinary Content I   (DCI), as well as the very important Science and Engineering Practices (Practices), such as Asking Questions and Defining Problems (#1), Planning and Carrying Out Investigations (#3), Analyzing and Interpreting Data (#4), and Obtaining, Evaluating, and Communicating Information (#8). 

The class might learn how to use water test kits and then take a field trip to a local lake.  Using the test kits, the students could collect data on water quality, and draw conclusions about the overall health of the lake in terms of acidity, phosphorus levels, turbidity, and dissolved oxygen, among others.  They could collect macroinvertebrates from the lake to identify and classify, using the types of species present as another indicator of overall water quality.  They might also observe other plant and animal life, taking photos and writing field notes.  Perhaps back in the lab, they conclude that the overall health of the lake is poor. 

But why is that?  This could lead teams of students to explore each factor.  Some students might want to understand how the chemical tests work, which could lead them in a different direction.  Perhaps the students want to DO something about the water quality.  This might draw in their social studies teacher to learn about community action, their English teacher to help them with persuasive writing, a technology or art teacher to help them make a student-written and –directed documentary to present at a town meeting.  In this way, a well-conceived PBL unit, not only teaches important school content, but also develops major life skills, often in the service of improving the world.  The Buck Institute and Edutopia  are  great resources for PBL.