Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning -- PART ONE

Doing With Understanding: Lessons From Research on Problem and Project-Based Learning

Brigid J. S. Barron

School of Education

Stanford University

What do I know about project based learning?
      First I know what it is - a type of curriculum that where students learn through projects and problems. This is not the typical kind of teaching style that is used in the United States. In US mathematics classes, teachers tend to use lectured style teaching, where the teacher stands up at the board and gives the students notes to copy. After notes are copied the students are to find a page in their textbooks and work problems from the textbook for homework or classwork. This happens day after day until the test comes, where students are expected to regurgitate what they have been shown to memorize and put it on to paper which is then given a grade from A to F and immediately following that test, the lecturing starts again. I'm sorry .... but .... NO! NO! NO! BAD TEACHER! How can students learn like that? The only students who that really sticks with are the ones with photographic or eidetic memories. Even in those cases, the students don't learn anything they just memorize. I am going to be a math teacher and I don't remember half the stuff I learned in high school because I just remembered it for the test! Project and problem based curricula is put into place so students figure out answers, equations, and make connections on their own (or in groups). So much research has shown that students learn more (not memorize) when they are to figure things our and make connections without any help.

What do I want to know about project based learning?
     One word ... EVERYTHING! GIMME, GIMME, GIMME! Tell me how to make my classroom project based. Show me statistics that make me want to make every single lesson a project for students. Tell me how to implement PBL in my classroom in different ways so that students are not doing the same activities over and over again. Tell me different questions students will ask me that I need to know how to answer, how to push them to figure things out for themselves. I. WANT. TO. KNOW. IT. ALL.

What I learned about project and problem based learning!
      I learned that there are four principles that need to be kept in mind while enforcing problem and project based learning: (a) defining learning-appropriate goals that lead to deep understanding; (b) providing scaffolds such as "embedded teaching," "teaching tools," sets of "contrasting cases," and beginning with problem-based learning activities before initiating projects; (c)ensuring multiple opportunities for formative self-assessment and revision; and (d) developing social structures that promote participation and sense of agency (Barron).      First you must define learning-appropriate goals, sometimes teachers and students get so caught up in making the projects pretty and "the best" that the reason and importance of the project gets lost. Make sure the goals of each project are to clear to all involved and try to keep students on track to attain those goals.
     Next, scaffolding is a great tool to use to make sure students understand the content. Before implementing a project, try a problem based lesson so that students understand the "backbone" of a topic before moving onto a project.
     Make sure there are checkpoints in the projects for students (and yourself as a teacher) to look back at their progress. Ask questions, such as, "is what you've done so far leading to your end goal?", "what have you learned so far through this project?", "if there was anything you could change, what would it be?", "is there anything you can change to make it better or lead to your goal faster?". Questions like these give students a chance to reflect on their progress and gives teachers a chance to see if students are actually grasping the concept of the lesson.
     Give students a sense of agency, an opportunity to let group mates depend on one another. People usually do better work when (1) they have others depending on them and (2) they have something to attach their name too, that others will see; something that will give them a sense of pride. Having students be responsible for certain parts of the project is important and having them present to classmates or other people gives them a sense of accomplishment and will bring out their best work every time!