This Project-Based Learning (PBL) video offers a simple, yet powerful explanation of the approach to teaching and learning.
Project-Based Learning Professional Guide, as per the Edutopia
Edutopia.org's Project-Based Learning professional development guide can be used for a two- to three-hour session, or expanded for a one- to two-day workshop, and is divided into two parts.
Part one is a guided process, designed to give participants a brief introduction to project-based learning (PBL), and answers the questions "Why is PBL important?", "What is PBL about?", and "How does PBL work?"
Part two assigns readings and activities for experiential PBL. Ideally, the tasks will be accomplished using group collaboration and with the use of technology. These activities are outlined in the Workshop Activities section. You will also find links to examples, from the Edutopia.org video library, of PBL in action at the elementary, middle, and high school levels.
Students Follow the Butterflies' Migration: Teacher Frances Koontz shows students a symbolic butterfly sent from children in Mexico.
The Resources for PBL page includes a PowerPoint presentation (including presenter notes), which can be shown directly from the website or downloaded for use as a stand-alone slide show, and sample session schedules. You will also find recommended websites, books, and additional videos to learn more about PBL in this section.
This guide was designed to address many of the National Educational Technology Standards (NETS), established by the International Society for Technology in Education (ISTE).
To find the specific standards for your state, visit this page at Education World that lists standards by academic subject and by state.
Continue to the next section of the guide, Why Is PBL Important?
Acknowledgments: This module was written by Sara Armstrong and Marian Shaffner. The George Lucas Educational Foundation extends its thanks to the following people who reviewed it for content and usability: Peggy Benton, assistant professor, PT3 grant director and adviser, Department of Instructional Technologies, San Francisco State University, San Francisco; DiAnn Ellis, professor, Department of Education, SFSU; David Pownell, ssistant professor, Department of Education, Washburn University, Topeka, Kansas; Tina Barrios, supervisor of instructional technology, Manatee County Schools, Bradenton, Florida; Donna Read, associate professor of education, Florida Atlantic University, Boca Raton, Florida; and Bruce "Chip" Daley, coordinator of research, development and special projects, Clark County School District, Las Vegas.
This article originally published on 10/19/2007