Project Learning

Project learning is a nontraditional instructional approach that has its roots in constructivist, con-structionist, and progressive views of education. Project learning is also referred to as the project approach, a term popularized by Sylvia Chard, Judy Helm, and Lilian Katz. Another related term, often used interchangeably with project learning, is project-based learning (PBL). Rather than traditional teacher-directed instruction, project learning provides opportunities for long-term, interdisciplinary, student-centered, and integrated learning with real-world issues and practices.

For more than 100 years educators, perhaps most notably John Dewey, have heralded the benefits of experiential, hands-on, student-directed learning. More recently, project learning has generated interest in the wake of research in psychology and neuroscience on cognition and learning theories, as well as cognitive research on the nature of problem solving and the benefits of scaffolding and social learning. The fast pace at which the world is changing has highlighted a need for students who can become effective and proficient employees with the ability to solve problems and work collaboratively with others. Such process skills are supported by project learning. The current emphasis on standards and accountability has heightened the need for the creation of standards-focused projects defined by a primary question or authentic problem linked to content standards in the curriculum. Standards-based project learning emphasizes the importance of linking the project expectations and outcomes to the learning standards and making these explicit to the student.

Project learning concentrates on an in-depth investigation of a real-world topic that is worthy of students' attention and effort. The focus is on meaningful authentic learning situated in real problems or dilemmas. Project learning may be conducted by an entire class or by small groups of learners. Typically, project learning does not characterize an entire curricular approach, but rather is one type of learning opportunity included in the instructional program. Some projects may last only 1 or 2 weeks, while others may require 6 months to a year. Initially, a teacher may introduce the project or focus of the project learning, but, when possible, students are invited to select and define issues or projects they find significant or meaningful. Project learning typically concludes with a presentation or product that demonstrates learning and provides an opportunity for students to showcase their project to an appropriate audience.

Project learning includes three phrases: the planning phase, the creating or implementing phase, and the processing phase. The planning phase includes choosing a topic, searching for resources, and organizing the work. The second phase is creating or implementing the project. Activities may include development and documentation of the project, coordinating and combining the contributions of project learners, and building the project. The processing phase includes sharing the project with others, obtaining feedback, and engaging reflection and follow-up on the project.

The role of the teacher in project learning is that of facilitator and guide. The teacher guides or coaches the students through the project by offering questions, suggestions, and resources as they work. One of the goals of project learning is student autonomy. Project learning also allows the teacher to be a co-learner or co-constructor of knowledge while discussing the products, plans, and steps required with the students. Teachers also document the learning process through photographs, recordings, notations, and the like. Project learning requires a teacher with strong instructional and organizational skills, as well as one who is able to manage the learning process, which includes inquiry, dialogue, and skill building.

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