New Wave: Project-Based Learning

There is a lot of discussion about the No Child Left Behind Act and its effects on our country’s students. But what happens when the child leaves the school hallways behind and enters the work world? Some opponents of NCLB claim curriculums are shifting in order to meet the new standards, and not necessarily for the better. In the quest to meet standards, they argue, students are often left ill-prepared for the workforce.

New Skills
Technology has created a global society, particularly for our children who have grown up in a time where it is so integrated into daily life. This change has created new demands for the work environment. Communication and collaboration skills are more important than ever. The fast pace of today’s world requires analytical skills in addition to technological literacy. With this multifaceted goal in mind, some educators have come up with new learning approaches.

Project-based Learning
Project-based learning is one method that aims to teach students a variety of important life skills. Designed to mimic a work-like setting, it puts students in groups to learn critical thinking, communication and teamwork. They strive to reach standards, while also learning valuable lessons on work ethics and leadership skills.

A New Concept
Project-based learning is a departure to traditional short-term assignments, which may not leave students with long lasting lessons. It is based on four concepts: teams of three or more work on a project for 3-8 weeks; teachers propose a question for students to investigate and structure the project information and activities to deepen the work; teachers create a timeline for the project, culminating in student presentations to an outside panel; teachers offer timely feedback on the project in terms of critical thinking, communication, teamwork and other skills. Technology often plays a large part in the structure of projects—offering research and instant communication at student’s fingertips, along with tools to create presentations and write reports.

Policies in Action
In Bob Pearlman’s article “New Skills for a New Century,” he cites a few of the schools that have implemented project-based learning curriculums. Napa’s New Technology High School has followed the concept since its opening in 1996. Teachers at New Technology High create lesson plans based around the strategy that the best way to learn is by doing. Students work in teams to build collaboration skills, and take on complex problems to develop critical thinking. MET/Big Picture Company high schools use the Learn Through Internships program. Under the guidance of mentors twice a week, students create business plans, or apply school lessons to real world work situations. In Novato, students at Marin School of Arts and Technology work on school-wide, thematic projects that are interdisciplinary in nature.

Real Results
Proponents of project-based learning say the approach fosters students’ desire and need to know when tackling complex issues. Through teamwork, they create solutions and share ideas. This active approach to learning puts students in direct charge of their knowledge. With constant feedback from teachers, and in many cases, also anonymously from other student team members, students can become self-directed learners. Whether in agreement with project-based learning methods or not, everyone can agree that these are important skills for survival in our global world.

Source: Pearlman, Bob. “New Skills for a New Century: Students Thrive on Cooperation and Problem Solving.” www.edutopia.org/.