Project-based learning (PBL) provides opportunities for in-depth content mastery and improved student engagement. At profiled districts, teachers design PBL units or courses around standards that relate to a real-life issue, organization, medium, or activity (i.e., an authentic audience) to assess students and measure content mastery.
In our research, profiled districts implement one of three different models of project-based learning (PBL): blended PBL teaching methods, PBL courses, or PBL tracks. They implemented PBL to provide students with an opportunity to conduct in-depth exploration of course topics through applied learning. Administrators at profiled districts encourage teachers to explore the connection between academic standards and the application of those standards to design projects that assess students’ content mastery in an applied setting. Teachers’ PBL skills can be developed through initial professional development sessions and subsequent, wraparound supports.
This research considers instructional practices, project-based learning implementation, community outreach, and outcomes related to PBL. The research also explores how some profiled high schools use project based learning as an alternative form of assessment.
Implementation and stakeholder engagementContacts at all profiled districts report that PBL courses provide students with an opportunity to apply their learning in an authentic setting, which deepens their understanding of the course content. At School E, contacts report that applied learning through projects cannot cover as many standards as traditional coursework. For this reason, some teachers at District B and District C express concern that the PBL model will not sufficiently prepare students for standardized tests. However, contacts describe numerous benefits from applied learning. For example, contacts at District B and District D attribute increased student engagement to PBL course participation.
Optimizing instruction…