Project Based Learning is a teaching approach in which students gain knowledge and skills by working for an extended period to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. This approach is focused on student-driven projects, done either independently or collaboratively. English speakers are expected to be engaged in various projects in different contexts. Thus, this approach prepares students not only for learning, but also for life and career.
Project Based Learning approach provides students freedom and opportunities to grow and develops their creativity, and research, communication and collaboration skills. This approach is also connected with research, as students search and gather information, do literature review, synthesize opinions and present their viewpoints to the rest of the class. Students also can choose the topics and problems that they are interested in and are eager to solve or conduct. Teacher’s role plays a role as a guide, a mentor or a facilitator. A teacher gives clear instruction and criteria for assessment before students start their projects.
One more benefit of the Project Based Learning approach is that students learn from each other and learn from each other’s’ projects. They can also discuss the topics and problems, ask each other questions, reflect on their work and give constructive feedback. It is a great opportunity to expand their knowledge, use theory in practice, evaluate work and create new projects.
For successful implementation of this approach, teachers need use strategies effectively. Each of this strategy is related to students interaction and engagement. The strategies of project-based learning consist of active-learning, inductive learning, backward design, retrieval practice and just-in-time teaching.
Active-Learning includes a diverse range of activities to construct their knowledge and understanding (i.e., develop higher-order thinking). The goal is to link the activity with learning. Active-learning is a broader educational strategy, within which many other project-based learning tactics reside.
Inductive learning is the process of learning by example and observation. PBL exposes students to how a concept or principles happens in practice (through case-studies, system-thinking analysis, just-in-time teaching). The flexibility of in-course activities in PBL allows for inductive learning to occur through specific examples, events, experiences crafted to the particular stage of development.
Backward course design (or backward mapping) is essential for project-based learning because it provides a planning framework that works back from the module’s overall objectives, course, or project and creates a series of lessons built to help achieve these goals. PBL is a goal-focused approach with distinct phases which allows instructors to align short-term activities with long-term goals, content production, and student performance.
Retrieval practice occurs through visual note-taking, peer-to-peer teaching, or with hands-on experiences. As an example, imagine lifting two seemingly identical rods made of different densities; this one simple experience (“that’s heavier than the other one”) will immediately trigger an understanding of density and materiality. Explaining this lesson to others or drawing it would enhance the experience.
Metacognition & Problem-Solving Strategies are related with questions with right/wrong answers, solving a problem is embedded within the job (e.g., orders of operation, application of principles, etc.). When students share their strategies by demonstrating their solutions aloud or graphically, they gain confidence in their efforts and foster a community mindset. Instructors should model problem-solving strategies rather than offering answers and ask directing questions to help students overcome obstacles.
Just-in-time teaching often takes the form of open-ended warm-up questions or surveys about the course material before class begins—the instructor can adjust the course activities to address any shortcomings or misunderstandings meaningfully. The learning happens just-in-time to apply it towards the PBL project.
By implementing these strategies, teachers can conduct successful lessons with Project Based Learning approach. Overall, this approach encourages students to learn by doing projects with interest and excitement in or outside the classroom. A teacher organizes dynamic learning practices, casting students as active agents. Students do projects and improve their listening, reading, speaking and writing skills
