what is projects in education

What Is Project-Based Learning?

Experts say the real-world approach to learning resonates, and studies show it is effective.

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Project-based learning is active, and leads to deeper engagement and understanding.

Gil Leal took AP Environmental Science taught with a project-based learning approach at San Pedro Senior High School Marine Science Magnet in Los Angeles.

One project involved students working in teams to design a farm. They researched issues including water management, pest control and demand for agricultural products. Students then incorporated that knowledge into their design, Leal says in a panel discussion on project-based learning. Now a sophomore at the University of California—Los Angeles , Leal says the class convinced him to major in environmental science.

“The projects made class really cool and engaging and memorable, and we got to visit a real strawberry farm,” Leal told the George Lucas Educational Foundation .

Unlike traditional school projects that often take place at the end of a unit, project-based learning, or PBL, is an educational philosophy that calls upon students to take on a real-world question – such as how to best design a farm – and explore it over a period of weeks. Teachers incorporate grade-level instruction into the project, which is designed to meet academic goals and standards, and students learn content and skills while working collaboratively, thinking critically and often revising their work. At the end, that work is shared publicly.

“Project-based learning is not the activity at the end, it’s the activity at the beginning that drives the learning and builds the engagement,” says Kristin De Vivo, executive director of Lucas Education Research , a division of the George Lucas Educational Foundation.

Studies Show PBL Is Effective

The foundation, created by the famous filmmaker, works to improve K-12 education and recently released research showing that project-based learning can be extremely effective.

Four studies released in February by Lucas Education Research, along with researchers from five major universities, showed that students in project-based learning classrooms across the United States significantly outperformed students in typical classrooms.

In a study involving high schoolers, students taught AP U.S. Government and Politics and AP Environmental Science with a project-based learning approach outperformed peers on AP exams by 8 percentage points in the first year and were more likely to earn a passing score of 3 or above, giving them a chance to receive college credit. In the second year, the gap widened to 10 percentage points. One key finding of the study, which included large urban school districts, was that the higher scores were seen among both students of color and those from lower-income households.

Similar results were found in a study involving third graders studying science. Students from a variety of backgrounds in project-based learning classrooms scored 8 percentage points higher than peers on a state science test. These results held regardless of a student’s reading level.

Project-Based Learning Is ‘Active’

Project-based learning succeeds across income groups because it involves active learning, which leads to deeper engagement and understanding, according to De Vivo.

“Engagement is the gateway to all learning,” De Vivo says. “When students are able to construct knowledge, not given an answer, that active learning wakes up the brain.”

Suppose third grade students are asked why a toy car moves faster on a wood floor than on a carpet, and the students get on the floor with a toy car to explore that question. Later, when they are asked how friction works, their answer will draw upon personal experimentation.

In the case of high schoolers taking AP classes, the project-based approach encourages teamwork, productive debate, problem solving and creativity. Education experts also say it helps develop skills and confidence.

Teachers Facilitate Student Ownership

What is distinct about project-based learning is that teachers take the role of facilitators while the students do the research, modeling and building. This gives students ownership over ideas and projects, according to Billie Freeland and Nicole Andreas, co-teachers of K-5 STEM classes at Kent City Community Schools in Michigan. Freeland, Andreas and a group of third graders participated in the Lucas Education Research study, working with Michigan State University .

The challenge for their fourth graders in the 2020-21 school year was to design something that uses alternative energy sources to help their community. One student designed a truck that used steam as fuel and picked up trash. Another student designed a solar-powered fan to protect apple blossoms in the spring.

“This challenges us as teachers to direct students in unique paths to learning,” Freeland and Andreas wrote in an email. “We also love the deep connectedness to real-world issues and problems that are addressed through the curriculum.”

Training for Teachers

For project-based learning to work, teachers first need professional training in how to deliver course content. PBLWorks, a leader in project-based learning methodology, trained the teachers who taught the AP classes involved in the Lucas studies. It offers workshops and courses for teachers and administrators.

Based on the results of the Lucas research, the College Board, which administers the AP exams, launched workshops this summer in project-based learning for AP U.S. Government and Politics and AP Environmental Science teachers. PBLWorks designed and ran the workshops; teachers from schools where half of the students are either low-income or minorities could attend free of charge. A total of 493 educators participated in the workshops, including 63 from high-need schools, Sally Kingston, chief impact officer at PBLWorks, wrote in an email.

Training is also offered by the University of Pennsylvania Graduate School of Education , the High Tech High Graduate School of Education in San Diego, and the EL Education network of schools.

A few public school districts around the country have implemented project-based learning, including Manchester School District in New Hampshire, Pearl City-Waipahu Complex Area in Hawaii, and San Francisco Unified School District, which embraced it after participating in one of the Lucas studies. Education experts say project-based learning has a lot of room to grow, especially after students have endured a year of virtual schooling thanks to the pandemic.

“Parents have woken up to the fact that school is not preparing our kids for the 21st century,” De Vivo says.

Searching for a school? Explore our K-12 directory .

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The Comprehensive Guide to Project-Based Learning: Empowering Student Choice through an Effective Teaching Method

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In K-12 education, project-based learning (PBL) has gained momentum as an effective inquiry-based, teaching strategy that encourages students to take ownership of their learning journey. 

By integrating authentic projects into the curriculum, project-based learning fosters active engagement, critical thinking, and problem-solving skills. This comprehensive guide explores the principles, benefits, implementation strategies, and evaluation techniques associated with project-based instruction, highlighting its emphasis on student choice and its potential to revolutionize education.

What is Project-Based Learning?

Project-based learning (PBL) is a inquiry-based and learner-centered instructional approach that immerses students in real-world projects that foster deep learning and critical thinking skills. Project-based learning can be implemented in a classroom as single or multiple units or it can be implemented across various subject areas and school-wide. 

In contrast to teacher led instruction, project-based learning encourages student engagement, collaboration, and problem-solving, empowering students to become active participants in their own learning. Students collaborate to solve a real world problem that requires content knowledge, critical thinking, creativity, and communication skills.

Students aren’t only assessed on their understanding of academic content but on their ability to successfully apply that content when solving authentic problems. Through this process, project-based learning gives students the opportunity to develop the real-life skills required for success in today’s world. 

Positive Impacts of Project-Based Learning

By integrating project-based learning into the classroom, educators can unlock a multitude of benefits for students. The research evidence overwhelmingly supports the positive impact of PBL on students, teachers, and school communities. According to numerous studies (see  Deutscher et al, 2021 ;  Duke et al, 2020 ;  Krajick et al, 2022 ;  Harris et al, 2015 ) students in PBL classrooms not only outperform non-PBL classrooms academically, such as on state tests and AP exams, but also the benefits of PBL extend beyond academic achievement, as students develop essential skills, including creativity, collaboration, communication, and critical thinking. Additional studies documenting the impact of PBL on K-12 learning are available in the  PBL research annotated bibliography  on the New Tech Network website.

New Tech Network Project-Based Learning Impacts

Established in 1996, New Tech Network NTN is a leading nonprofit organization dedicated to transforming teaching and learning through innovative instructional practices, with project-based learning at its core.

NTN has an extensive network of schools across the United States that have embraced the power of PBL to engage students in meaningful, relevant, and challenging projects, with professional development to support teachers in deepening understanding of “What is project-based learning?” and “How can we deliver high quality project-based learning to all students?”

With over 20 years of experience in project-based learning, NTN schools have achieved impactful results. Several research studies documented that students in New Tech Network schools outperform their peers in non-NTN schools on SAT/ACT tests and state exams in both math and reading (see  Hinnant-Crawford & Virtue, 2019 ;  Lynch et al, 2018 ;  Stocks et al, 2019 ).  Additionally, students in NTN schools are more engaged and more likely to develop skills in collaboration, agency, critical thinking, and communication—skills highly valued in today’s workforce (see  Ancess & Kafka, 2020 ;  Muller & Hiller, 2020 ;  Zeiser, Taylor, et al, 2019 ). 

NTN provides comprehensive support to educators, including training, resources, and ongoing coaching, to ensure the effective implementation of problem-based learning and project-based learning. Through their collaborative network, NTN continuously shares best practices, fosters innovation, enables replication across districts, and empowers educators to create transformative learning experiences for their students (see  Barnett et al, 2020 ;  Hernández et al, 2019 ).

Key Concepts of Project-Based Learning

Project-based learning is rooted in several key principles that distinguish it from other teaching methods. The pedagogical theories that underpin project-based learning and problem-based learning draw from constructivism and socio-cultural learning. Constructivism posits that learners construct knowledge through active learning and real world applications. Project-based learning aligns with this theory by providing students with opportunities to actively construct knowledge through inquiry, hands-on projects, real-world contexts, and collaboration.

Students as active participants

Project-based learning is characterized by learner-centered, inquiry-based, real world learning, which encourages students to take an active role in their own learning. Instead of rote memorization of information, students engage in meaningful learning opportunities, exercise voice and choice, and develop student agency skills. This empowers students to explore their interests, make choices, and take ownership of their learning process, with teachers acting as facilitators rather than the center of instruction.

Real-world and authentic contexts

Project-based learning emphasizes real-world problems that encourage students to connect academic content to meaningful contexts, enabling students to see the practical application of what they are learning. By tackling personally meaningful projects and engaging in hands-on tasks, students develop a deeper understanding of the subject matter and its relevance in their lives.

Collaboration and teamwork

Another essential element of project-based learning is collaborative work. Students collaborating with their peers towards the culmination of a project, mirrors real-world scenarios where teamwork and effective communication are crucial. Through collaboration, students develop essential social and emotional skills, learn from diverse perspectives, and engage in constructive dialogue.

Project-based learning embodies student-centered learning, real-world relevance, and collaborative work. These principles, rooted in pedagogical theories like constructivism, socio-cultural learning, and experiential learning, create a powerful learning environment, across multiple academic domains, that foster active engagement, thinking critically, and the development of essential skills for success in college or career or life beyond school.

A Unique Approach to Project-Based Learning: New Tech Network

New Tech Network schools are committed to these key focus areas: college and career ready outcomes, supportive and inclusive culture, meaningful and equitable instruction, and purposeful assessment.

In the New Tech Network Model, rigorous project-based learning allows students to engage with material in creative, culturally relevant ways, experience it in context, and share their learning with peers.

Why Undertake this Work?

Teachers, administrators, and district leaders undertake this work because it produces critical thinkers, problem-solvers, and collaborators who are vital to the long-term health and wellbeing of our communities.

Reynoldsburg City Schools (RCS) Superintendent Dr. Melvin J. Brown observed that “Prior to (our partnership with New Tech Network) we were just doing the things we’ve always done, while at the same time, our local industry was evolving and changing— and we were not changing with it. We recognized we had to do better to prepare kids for the reality they were going to walk into after high school and beyond.

Students embrace the Model because they feel a sense of belonging. They are challenged to learn in relevant, meaningful ways that shape the way they interact with the world, like  these students from Owensboro Innovation Academy in Owensboro, Kentucky . 

When change is collectively held and supported rather than siloed, and all stakeholders are engaged rather than alienated, schools and districts build their own capacity to sustain innovation and continuously improve. New Tech Network’s approach to change provides teachers, administrators, and district leaders with clear roles in adopting and adapting student-centered learning. 

Part of NTN’s process for equipping schools with the data they need to serve their students involves conducting research surveys about their student’s experiences. 

“The information we received back from our NTN surveys about our kids’ experiences was so powerful,” said Amanda Ziaer, Managing Director of Strategic Initiatives for Frisco ISD. “It’s so helpful to be reminded about these types of tactics when you’re trying to develop an authentic student-centered learning experience. It’s just simple things you might skip because we live in such a traditional adult-centered world.” 

NTN’s experienced staff lead professional development activities that enable educators to adapt to student needs and strengths, and amplify those strengths while adjusting what is needed to address challenges.

Meaningful and Equitable Instruction

The New Tech Network model is centered on a PBL instructional core. PBL as an instructional method overlaps with key features of equitable pedagogical approaches including student voice, student choice, and authentic contexts. The New Tech Network model extends the power of PBL as a tool for creating more equitable learning by building asset-based equity pedagogical practices into the the design using key practices drawn from the literature on culturally sustaining teaching methods so that PBL instruction leverages the assets of diverse students, supports teachers as warm demanders, and develops critically conscious students in PBL classrooms (see  Good teaching, warm and demanding classrooms, and critically conscious students: Measuring student perceptions of asset-based equity pedagogy in the classroom ).

Examples of Project-Based Learning

New Tech Network schools across the country create relevant projects and interdisciplinary learning that bring a learner-centered approach to their school.  Examples of NTN Model PBL Projects  are available in the NTN Help and Learning Center and enable educators to preview projects and gather project ideas from various grade levels and content areas.

The NTN Project Planning Toolkit is used as a guide in the planning and design of PBL. The Project-based learning examples linked above include a third grade Social Studies/ELA project, a seventh grade Science project, and a high school American Studies project (11th grade English Language Arts/American History).

The Role of Technology in Project-Based Learning

A tool for creativity

Technology plays a vital role in enhancing PBL in schools, facilitating student  engagement, collaboration, and access to information. At the forefront, technology provides students with tools and resources to research, analyze data, and create multimedia content for their projects.

A tool for collaboration

Technology tools enable students to express their understanding creatively through digital media, such as videos, presentations, vlogs, blogs and interactive websites, enhancing their communication and presentation skills.

A tool for feedback

Technology offers opportunities for authentic audiences and feedback. Students can showcase their projects to a global audience through online platforms, blogs, or social media, receiving feedback and perspectives from beyond the classroom. This authentic audience keeps students engaged and striving for high-quality work and encourages them to take pride in their accomplishments.

By integrating technology into project-based learning, educators can enhance student engagement, deepen learning, and prepare students for a digitally interconnected world.

Interactive PBL Resources

New Tech Network offers a wealth of resources to support educators in gaining a deeper understanding of project-based learning. One valuable tool is the NTN Help Center, which provides comprehensive articles and resources on the principles and practices of implementing project-based learning.

Educators can explore project examples in the NTN Help Center to gain inspiration and practical insights into designing and implementing PBL projects that align with their curriculum and student needs.

Educators can start with the article “ What are the basic principles and practices of Project-Based Learning? Doing Projects vs. PBL . ” The image within the article clarifies the difference between the traditional education approach of “doing projects” and true project-based learning.

Project Launch

Students are introduced to a project by an Entry Event in the Project Launch (designated in purple on the image) this project component typically requires students to take on a role beyond that of ‘student’ or ‘learner’. This occurs either by placing students in a scenario that has real world applications, in which they simulate tasks performed by adults and/or by requiring learners to address a challenge or problem facing a particular community group.

The Entry Event not only introduces students to a project but also serves as the “hook” that purposefully engages students in the launch of a project. The Entry Event is followed by the Need to Know process in which students name what they already know about a topic and the project ask and what they “need to know” in order to solve the problem named in the project. Next steps are created which support students as they complete the Project Launch phase of a project.

Scaffolding

Shown in the image in red, facilitators ensure students gain content knowledge and skills through ‘scaffolding’. Scaffolding is defined as temporary supports for students to build the skills and knowledge needed to create the final product. Similar to scaffolding in building construction, it is removed when these supports are no longer needed by students.

Scaffolding can take the form of a teacher providing support by hosting small group workshops, students engaging in independent research or groups completing learner-centered activities, lab investigations, formative assessments and more.

Benchmarks (seen in orange in the image) can be checks for understanding that allow educators to give feedback on student work and/or checks to ensure students are progressing in the project as a team. After each benchmark, students should be given time to reflect on their individual goals as well as their team goals. Benchmarks are designed to build on each other to support project teams towards the culminating product at the end of the project.

NTN’s Help Center also provides resources on what effective teaching and learning look like within the context of project-based learning. The article “ What does effective teaching and learning look like? ” outlines the key elements of a successful project-based learning classroom, emphasizing learner-centered learning, collaborative work, and authentic assessments. 

Educators can refer to this resource to gain insights into best practices, instructional strategies, and classroom management techniques that foster an engaging and effective project-based learning environment.

From understanding the principles and practices of PBL to accessing examples of a particular project, evaluating project quality, and exploring effective teaching and learning strategies, educators can leverage these resources to enhance their PBL instruction and create meaningful learning experiences for their students.

Preparing Students for the Future with PBL

The power of PBL is the way in which it encourages students to think critically, collaborate, and sharpen communication skills, which are all highly sought-after in today’s rapidly evolving workforce. By engaging in authentic, real-world projects, and collaborating with business and community leaders and community members, students develop the ability to tackle complex problems, think creatively, and adapt to changing circumstances.

These skills are essential in preparing students for the dynamic and unpredictable nature of the future job market, where flexibility, innovation, and adaptability are paramount. 

“Joining New Tech Network provides us an opportunity to reframe many things about the school, not just PBL,” said Bay City Public Schools Chief Academic Officer Patrick Malley. “Eliminating the deficit mindset about kids is the first step to establishing a culture that makes sure everyone in that school is focused on next-level readiness for these kids.”

The New Tech Network Learning Outcomes align with the qualities companies are looking for in new hires: Knowledge and Thinking, Oral Communication, Written Communication, Collaboration and Agency.

NTN schools prioritize equipping students with the necessary skills and knowledge to pursue postsecondary education or training successfully. By integrating college readiness and career readiness into the fabric of PBL, NTN ensures that students develop the academic, technical, and professional skills needed for future success. 

Through authentic projects, students learn to engage in research, analysis, and presentation of their work, mirroring the expectations and demands of postsecondary education and the workplace. NTN’s commitment to college and career readiness ensures that students are well-prepared to transition seamlessly into higher education or enter the workforce with the skills and confidence to excel in their chosen paths.

The Impact of PBL on College and Career Readiness

PBL has a profound impact on college and career readiness. Numerous studies document the academic benefits for students, including performance in AP courses, SAT/ACT tests, and state exams (see  Deutscher et al, 2021 ;  Duke et al, 2020 ;  Krajick et al, 2022 ;  Harris et al, 2015 ). New Tech Network schools demonstrate higher graduation rates and college persistence rates than the national average as outlined in the  New Tech Network 2022 Impact Report . Over 95% of NTN graduates reported feeling prepared for the expectations and demands of college. 

Practices that Support Equitable College Access and Readiness

According to  a literature review conducted by New York University’s Metropolitan Center for Research on Equity and the Transformation of Schools  ( Perez et al, 2021 ) classroom level, school level, and district level practices can be implemented to create more equitable college access and readiness and these recommendations align with many of the practices built into the the NTN model, including culturally sustaining instructional approaches, foundational literacy, positive student-teacher relationships, and developing shared asset-based mindsets.

About New Tech Network

New Tech Network is committed to meeting schools and districts where they are and helping them achieve their vision of student success. For a full list of our additional paths to impact or to speak with someone about how the NTN Model can make an impact in your district, please send an email to  [email protected] .

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What is PBL?

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

In Project Based Learning, teachers make learning come alive for students.

Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience.

As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills. Project Based Learning unleashes a contagious, creative energy among students and teachers.

And in case you were looking for a more formal definition...

Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.

Watch Project Based Learning in Action

These 7-10 minute videos show the Gold Standard PBL model in action, capturing the nuts and bolts of a PBL unit from beginning to end.

VIDEO: The Water Quality Project

VIDEO: March Through Nashville

VIDEO: The Tiny House Project

How does pbl differ from “doing a project”.

PBL is becoming widely used in schools and other educational settings, with different varieties being practiced. However, there are key characteristics that differentiate "doing a project" from engaging in rigorous Project Based Learning.

We find it helpful to distinguish a "dessert project" -  a short, intellectually-light project served up after the teacher covers the content of a unit in the usual way - from a "main course" project, in which the project is the unit. In Project Based Learning, the project is the vehicle for teaching the important knowledge and skills student need to learn. The project contains and frames curriculum and instruction.

In contrast to dessert projects, PBL requires critical thinking, problem solving, collaboration, and various forms of communication. To answer a driving question and create high-quality work, students need to do much more than remember information. They need to use higher-order thinking skills and learn to work as a team.

Learn more about "dessert" projects vs PBL

The gold standard for high-quality PBL

To help ensure your students are getting the main course and are engaging in quality Project Based Learning, PBLWorks promotes a research-informed model for “Gold Standard PBL.” 

The Gold Standard PBL model encompasses two useful guides for educators: 

1)  Seven Essential Project Design Elements  provide a framework for developing high quality projects for your classroom, and

2)  Seven Project Based Teaching Practices   help teachers, schools, and organizations improve, calibrate, and assess their practice.

The Gold Standard PBL model aligns with the High Quality PBL Framework . This framework describes what students should be doing, learning, and experiencing in a good project. Learn more at HQPBL.org .

Yes, we provide PBL training for educators! PBLWorks offers a variety of workshops, courses and services for teachers, school and district leaders, and instructional coaches to get started and advance their practice with Project Based Learning. Learn more

See Sample Projects

Explore our expanding library of project ideas, with over 80 projects that are standards-aligned, and cover a range of grade levels and subject areas.

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Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Project-Based Learning

Project-based learning refers to any programmatic or instructional approach that utilizes multifaceted projects as a central organizing strategy for educating students. When engaged in project-based learning, students will typically be assigned a project or series of projects that require them to use diverse skills—such as researching, writing, interviewing, collaborating, or public speaking—to produce various work products, such as research papers, scientific studies, public-policy proposals, multimedia presentations, video documentaries, art installations, or musical and theatrical performances, for example. Unlike many tests, homework assignments, and other more traditional forms of academic coursework, the execution and completion of a project may take several weeks or months, or it may even unfold over the course of a semester or year.

Closely related to the concept of authentic learning , project-based-learning experiences are often designed to address real-world problems and issues, which requires students to investigate and analyze their complexities, interconnections, and ambiguities (i.e., there may be no “right” or “wrong” answers in a project-based-learning assignment). For this reason, project-based learning may be called inquiry-based learning or learning by doing , since the learning process is integral to the knowledge and skills students acquire. Students also typically learn about topics or produce work that integrates multiple academic subjects and skill areas. For example, students may be assigned to complete a project on a local natural ecosystem and produce work that investigates its history, species diversity, and social, economic, and environmental implications for the community. In this case, even if the project is assigned in a science course, students may be required to read and write extensively (English); research local history using texts, news stories, archival photos, and public records (history and social studies); conduct and record first-hand scientific observations, including the analysis and tabulation of data (science and math); and develop a public-policy proposal for the conservation of the ecosystem (civics and government) that will be presented to the city council utilizing multimedia technologies and software applications (technology).

In project-based learning, students are usually given a general question to answer, a concrete problem to solve, or an in-depth issue to explore. Teachers may then encourage students to choose specific topics that interest or inspire them, such as projects related to their personal interests or career aspirations. For example, a typical project may begin with an open-ended question (often called an “essential question” by educators): How is the principle of buoyancy important in the design and construction of a boat? What type of public-service announcement will be most effective in encouraging our community to conserve water? How can our school serve healthier school lunches? In these cases, students may be given the opportunity to address the question by proposing a project that reflects their interests. For example, a student interested in farming may explore the creation of a school garden that produces food and doubles as a learning opportunity for students, while another student may choose to research health concerns related to specific food items served in the cafeteria, and then create posters or a video to raise awareness among students and staff in the school.

In public schools, the projects, including the work products created by students and the assessments they complete, will be based on the same state learning standards that apply to other methods of instruction—i.e., the projects will be specifically designed to ensure that students meet expected learning standards. While students work on a project, teachers typically assess student learning progress—including the achievement of specific learning standards—using a variety of methods, such as portfolios , demonstrations of learning , or rubrics , for example. While the learning process may be more student-directed than some traditional learning experiences, such as lectures or quizzes, teachers still provide ongoing instruction, guidance, and academic support to students. In many cases, adult mentors, advisers, or experts from the local community—such as scientists, elected officials, or business leaders—may be involved in the design of project-based experiences, mentor students throughout the process, or participate on panels that review and evaluate the final projects in collaboration with teachers.

As a reform strategy, project-based learning may become an object of debate both within a school or in the larger community. Schools that decide to adopt project-based learning as their primary method of instruction, as opposed to schools that are founded on the philosophy and use the method from their inception, are more likely to encounter criticism or resistance. The instructional nuances of project-based learning can also become a source of confusion and misunderstanding, given that the approach represents a fairly significant departure from more familiar conceptions of schooling.

In addition, there may be debate among educators about what specifically does and doesn’t constitute “project-based learning.” For example, some teachers may already be doing “projects” in their courses, and they might consider these activities to be a form of project-based learning, but others may dispute such claims because the projects do not conform to their more specific and demanding definition—i.e., they are not “authentic” forms of project-based learning since they don’t meet the requisite instructional criteria (such as the features described above).

The following are a few representative examples of the kinds of arguments typically made by advocates of project-based learning:

• Project-based learning gives students a more “integrated” understanding of the concepts and knowledge they learn, while also equipping them with practical skills they can apply throughout their lives. The interdisciplinary nature of project-based learning helps students make connections across different subjects, rather than perceiving, for example, math and science as discrete subjects with little in common.
• Because project-based learning mirrors the real-world situations students will encounter after they leave school, it can provide stronger and more relevant preparation for college and work. Student not only acquire important knowledge and skills, they also learn how to research complex issues, solve problems, develop plans, manage time, organize their work, collaborate with others, and persevere and overcome challenges, for example.
• Project-based learning reflects the ways in which today’s students learn. It can improve student engagement in school, increase their interest in what is being taught, strengthen their motivation to learn, and make learning experiences more relevant and meaningful.
• Since project-based learning represents a more flexible approach to instruction, it allows teachers to tailor assignments and projects for students with a diverse variety of interests, career aspirations, learning styles, abilities, and personal backgrounds. For related discussions, see differentiation and personalized learning .
• Project-based learning allows teachers and students to address multiple learning standards simultaneously. Rather than only meeting math standards in math classes and science standards in science classes, students can work progressively toward demonstrating proficiency in a variety of standards while working on a single project or series of projects. For a related discussion, see proficiency-based learning .

The following are few representative examples of the kinds of arguments that may be made by critics of project-based learning:

• Project-based learning may not ensure that students learn all the required material and standards they are expected to learn in a course, subject area, or grade level. When a variety of subjects are lumped together, it’s more difficult for teachers to monitor and assess what students have learned in specific academic subjects.
• Many teachers will not have the time or specialized training required to use project-based learning effectively. The approach places greater demands on teachers—from course preparation to instructional methods to the evaluation of learning progress—and schools may not have the funding, resources, and capacity they need to adopt a project-based-learning model.
• The projects that students select and design may vary widely in academic rigor and quality. Project-based learning could open the door to watered-down learning expectations and low-quality coursework.
• Project-based learning is not well suited to students who lack self-motivation or who struggle in less-structured learning environments .
• Project-based learning raises a variety of logistical concerns, since students are more likely to learn outside of school or in unsupervised settings, or to work with adults who are not trained educators.

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What Is Project-Based Learning and How Can I Use It With My Students?

There’s a difference between regular projects and true-project based learning.

In the last few years, project-based learning (PBL) has gained a lot of ground in education circles . As teachers push back against the grind of continuous standardized test prep they often feel stuck in, PBL offers a chance for meaningful hands-on experiences. But what exactly is project-based learning, and how does it work? Here’s an overview to get you started.

What is project-based learning?

Source: David Lee EdTech

Project-based learning uses real-world projects and student-directed activities to build knowledge and skills. Kids choose a real-world issue that’s meaningful to them (some people call these “passion projects”), so they’re engaged in the process from the beginning. These projects are long-term, taking weeks, months, or even a full semester or school year. Students may complete them independently or in small groups.

In addition to knowledge and skills, PBL requires high-level skills like critical thinking, collaboration and communication, and problem-solving. As students conduct their hands-on projects, they dig deeper into the topic and make personal connections to the knowledge and skills they’re gaining. In many ways, PBL is more like the work adults do in their daily jobs, especially because students collaborate with others outside their school community. Their final results have a public audience and potential real-world impacts.

PBL vs. Traditional Projects

Source: Science Lessons That Rock

Kids work on plenty of projects in school: They create artwork, write research papers, develop presentations, and more. But in many cases, the final results are seen and evaluated only by the teacher, and possibly the rest of the class. The work they do may or may not have any potential real-world impact.

For example, in a history class, a teacher might assign students a semester-end project to show what they’ve learned. They can choose any topic that relates to the era being studied, and create a presentation, write a paper, make a video, etc. These types of projects don’t generally require kids to work with real-world partners and are usually only seen and graded by a teacher.

In project-based learning, the project itself is the major part of the course. The learning doesn’t come just from a teacher, it comes from the real-world experiences the student has throughout. These projects require skills from a variety of disciplines, and kids determine what they need to learn in order to succeed. Most importantly, they collaborate with real-world partners from the local or global community. Their final product or result is presented publicly, to a larger group than just their teacher or class.

Project-Based Learning Examples

Wondering what this looks like? Here are three real PBL examples that exemplify the concept. Looking for more? Find our big list of project-based learning ideas here.

• Kids Build a Playground : Think PBL is only for older students? These kindergarten students explored what kids really want and need in a playground, then worked with the community to turn an empty space into their dream play place.
• Soil Superheroes : These middle school students explored soil quality, then created and produced brochures to be distributed to the community at garden centers and other locations.
• Lending a Helping Hand : Students work to determine how they can best use $25 to invest in the community and help the most people. They convince investors to provide the money for their projects and help set them in motion.

What are the benefits of project-based learning?

Source: Evelyn Learning

Many studies have been done on PBL , and researchers have identified numerous benefits. Educators who use it with their students also often sing its praises.

• Authentic learning: Students see the real-world applications of knowledge and skills, making them more eager to learn and more likely to retain that learning.
• Various learning styles: PBL requires kids to use a variety of learning styles , trying different methods to gain the knowledge they need to solve problems and achieve project goals.
• Engaged learners: When students pick the topic and direct the learning, their engagement levels often skyrocket. Setting and achieving hands-on goals that have real-world meaning is often much more satisfying than passing a test. ( See one teacher’s incredible experience using project-based learning with alternative education students here. )
• High-level thinking: Project-based learning builds critical thinking skills by requiring students to evaluate and analyze problems, then find creative solutions that actually work.
• Improved communication: Students often need to reach out to professionals or community members to complete their project. They develop the types of communication skills they need in the real world. ( Find out how PBL breaks down classroom walls here. )
• High-level collaboration: Whether they work in peer groups or on their own, kids work with others (including adults in the community) to gain skills, knowledge, resources, and more.

What are some common PBL challenges?

Project-based learning is very different from what most students are used to. Rather than following directions given by a teacher, kids must direct their own learning. This raises some definite challenges, but they’re not insurmountable. Here are some common pitfalls and tips for overcoming them.

Apathy or Indecision

When you tell kids that pretty much anything is on the table, that can feel overwhelming. Some students may have trouble narrowing down their interests, while others might tell you that they can’t think of anything they want to do. These students will need additional help brainstorming and cultivating their idea.

• Try: Project-Based Learning Brainstorming Resources

Good PBL means allowing students the time they need to work on their projects. To allow every kid equal opportunities, that time shouldn’t only be after school or on the weekends. Teachers and schools who want to implement PBL must find time during the school day for students to focus on their projects and ask teachers for assistance as needed.

• Try: How Do We Make Time for Project-Based Learning?

Since each student (or group) will have their own deliverables, assessing the quality of these achievements can be difficult. Rather than just grading a test or assessing a written paper, teachers need to find ways to judge the quality and depth of student learning.

• Try: Introducing a Framework for High-Quality Project-Based Learning

Community Buy-In

Many PBL projects require assistance from the community, and students can sometimes have trouble finding good partners. An emphasis on solving problems that matter to the community can make it easier to find adults who are willing to step in and work closely with kids.

• Try: Community Partners in Project-Based Learning

Independence

Most students are used to teacher-set goals and deadlines. They’re likely to need guidance in creating and sticking to a plan with measurable goals so they’ll be able to complete their project on time.

• Try: Resources and Tools for PBL, Start to Finish

Getting Started With Project-Based Learning

Source: PBLWorks

If all of this sounds terrific but a little (or a lot!) overwhelming, don’t worry. PBL has become incredibly popular in schools, so there are a lot of resources out there to help you implement it.

Project-Based Learning Implementation Guide

This guide from Edutopia provides details on the six essential steps:

• Start With the Essential Question
• Design a Plan for the Project
• Create a Schedule
• Monitor the Students and the Progress of the Project
• Assess the Outcome
• Evaluate the Experience

The PBL Journey: A Free Guide for Teachers

PBLWorks, from the Buck Institute for Education, has lots of quality resources, including this free downloadable comprehensive guide. They also offer workshops, books, courses, videos, and more.

Framework for High-Quality Project-Based Learning

The Framework for High-Quality Project-Based Learning is based on the accumulated experience, wisdom, and research of hundreds of educators. It describes six criteria, each of which must be at least minimally present in a project in order for it to be judged “high quality.”

Youth Service America’s Service-Learning Projects

Many service-learning projects make terrific PBL choices. Youth Service America (YSA) has tool kits to help develop projects that take a semester, a month, or even just a week.

Have more questions about project-based learning? Ask for advice and share your ideas in the WeAreTeachers HELPLINE group on Facebook .

Plus, 25+ meaningful service-learning projects for kids and teens ..

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Getting Started with Project-Based Learning

Project-based learning (PBL) actively involves students in their learning and prepares them for the world beyond the classroom. It is a dynamic approach to teaching in which instructors play an important role in structuring the learning experience, guiding students as they work to find solutions to complex interdisciplinary problems in collaboration with diverse peers, and developing skills and acquiring knowledge throughout the process.

This resource offers an introductory overview of PBL, including the key features and questions for reflection as instructors develop their project-based teaching practices.

On this page:

What is pbl.

• Developing Your Project-Based Teaching Approach
• References and Resources

The CTL is here to help! 

Want to implement project-based learning in your course or curriculum? Looking for more information about what makes for effective project-based learning? The CTL is here to help! Email [email protected] to schedule a 1-1 consultation!

Cite this resource: Columbia Center for Teaching and Learning (2022). Getting Started with Project-Based Learning. Columbia University. Retrieved [today’s date] from https://ctl.columbia.edu/resources-and-technology/resources/project-based-learning/

Project-Based Learning (PBL) is “a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge” ( PBLWorks ). PBL is often thought of as a valuable framework for capstone courses, in which students demonstrate the knowledge and skills they developed through their coursework; however, PBL can also be effective in courses throughout students’ academic careers, including as early as the first year (Wobbe and Stoddard, 2019). 

PBL is distinct from assigning a project in a course: Assigned projects tend to be short-term, occurring after an instructor has covered the content of a unit of study, are focused on the product that students deliver (often individually), and are a summative assessment . In contrast, for PBL, the project serves as the “vehicle for teaching the important knowledge and skills students need to learn”; the project frames curriculum and instruction ( What is Project-Based Learning ). PBL is driven by student inquiry, and involves collaboration with peers and in-class guidance from the instructor. There is emphasis placed on the project process , not just a final deliverable; this emphasis helps provide students with a formative assessment experience, where the learning and feedback happen throughout the project. For more, see the Framework for High Quality Project Based Learning , which includes six elements of effective PBL as identified by High Quality PBL ( HQPBL ), an organization of international educational experts. 

PBL connects theory to practice and engages students in direct action: With PBL, students are asked to think deeply and critically about a complex problem, question, or issue that does not have a single answer. Over the course of the project, students engage with and learn more about important content, concepts, and skills. As students work through these real-world problems that are meaningful and relevant to their lives and futures, and develop possible solutions, PBL helps them take more ownership and responsibility of their own learning. Students develop transferable skills such as critical thinking, creativity, collaboration, project management, communication, and problem-solving. They build their confidence in their abilities and “the personal agency needed to tackle life’s and the world’s challenges” ( HQPBL Framework , 2). Research has also shown that PBL can result in “greater student learning gains,” particularly for students from underrepresented groups ( PBL in Higher Education ).

PBL is learner-centered and guided by instructors: PBL requires rethinking more traditional classroom approaches as students become more active and participatory learners. In PBL, students drive the inquiry and discovery while instructors serve as guides or mentors. By designing, planning, and implementing a PBL curriculum, instructors engage students and coach them through the PBL process. Instructors help students identify their needs and access resources to address potential gaps. Instructors also play an important role in helping students develop collaboration and project management skills, which are critical to students’ success in PBL. 

Developing Your Project-Based Teaching Practices

You, the instructor, play a critical role in ensuring effective PBL. This section is structured around the Gold Standard Project Based Teaching Practices from PBLWorks, and includes questions for you to reflect on as you develop your approach.

Design for authenticity and agency: With consideration of your course context, the course learning objectives, and the needs of your students, what project could you have students work on throughout the course? What room will there be for student voice, choice, and input in the project? Who is the audience for the final deliverable? How will you communicate this to your students?

Build the culture for collaboration: For many students, a PBL approach could be new and their past experiences working in groups may be fraught. The expectation of PBL is that each individual student will contribute to all aspects of the project and will respect and learn from each other’s contributions. How might you work with your students to establish expectations and build class community? How will you support student collaborations?

Scaffold student learning: Instructors scaffold project elements and subtasks to help students build upon the work they’re doing. How will you guide students toward the culminating project? How might students take on greater responsibility over the course of the project?

Manage teams and project activities: While students are expected to take ownership of their projects and their work, and learn to use the processes, tools, and strategies of project management, instructors help students as they work collaboratively and define and set project deadlines and subtasks. How will you help your students develop collaboration and project management skills?

Provide feedback : Instructors provide students with feedback on their progress throughout the course of a project. What opportunities will there be for ongoing formative feedback (e.g., written feedback, check-in meetings, facilitating peer- or self-assessment activities)? How might students and external stakeholders be part of this feedback process?

Create opportunities for reflection: Students engage in ongoing reflection on their learning and progress throughout the project. How might students be encouraged to think about what they are doing, assess the quality of their work, and identify ways to improve? 

Showcase student work: An important feature of PBL is students having an opportunity to showcase their work. How might you create opportunities for the showcase of student work? Are there campus-wide initiatives you might encourage students to participate in? What kinds of in-class activities or opportunities might you offer for students?

Collect feedback: Just as it’s important for instructors to provide students with feedback throughout the process, it’s equally important to collect feedback from students. How might you invite feedback from students throughout the process? What opportunities will you create for responding to and implementing feedback in the moment? How might you consider this feedback in future course iterations? 

Whether you are trying to determine if PBL makes sense for your course, looking for feedback on your PBL practices, or beginning the process of implementation, the CTL is here to help! Email [email protected] to schedule a 1-1 consultation. 

References and Resources 

PBL in Action Resources 

Worcester Polytechnic Institute’s (WPI) Center for Project Based Learning , launched in 2016, published a series of research briefs around PBL in specific contexts. These briefs offer an introduction, overview of related research, and specific case studies of PBL within the particular discipline or context. The case studies offered in each brief can serve as springboards for instructors to think about their own courses, and will require adaptation to be most effective.

• PBL in the Social Sciences  
• PBL in the Arts and Humanities  
• PBL in Graduate Education  

Additional References 

Albert, T.C. (2019, May 22). Successful project-based learning . Harvard Business Publishing Education .  

Albert, T.C. & Rennella M. (2021, November 11). Readying students for their careers through project-based learning . Harvard Business Publishing Education . 

Boss, S. & Larmer, J. (2018). Project based teaching: How to create rigorous and engaging learning experiences . ASCD. 

Center for Project-Based Learning. (2016). Center for project-based learning homepage .  Worcester Polytechnic Institute. 

Heick, T. (n.d.). What are the greatest myths about project-based learning? . TeachThought.

High Quality Project Based Learning. (2018). A framework for high quality project based  learning . HQPBL. 

PBLWorks. (n.d.). Gold standard PBL: Project based teaching practices . PBLWorks. 

PBLWorks (n.d.). What is project based learning? . PBLWorks. 

TeachThought Staff. (n.d.). What is the difference between projects and PBL? . TeachThought. 

Wobbe, K. K., & Stoddard, E. A. (2018). Project-Based Learning in the First Year : Beyond All Expectations . ​​Stylus Publishing. 

WPI Institute on Project-Based Learning. (n.d.). PBL in higher education . Worcester Polytechnic Institute. 

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What is Project-Based Learning?

Sources: " "Learning from Teaching: Exploring the Relationship between Reform Curriculum and Equity" ( Journal for Research in Mathematics Education , 2002); "Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning" ( The Journal of the Learning Sciences , 1998); “ "Effect of Problem-Based Learning on Knowledge Acquisition, Knowledge Retention, and Critical Thinking Ability of Agriculture Students in Urban Schools" (University of Missouri-Columbia, 2007); "Learning, Beliefs, and Products: Students' Perspectives with Project-based Learning " ( Interdisciplinary Journal of Problem-Based Learning , 2011)

“Intelligence is exhibited in so many different ways,” teacher Simon Hauger told FRONTLINE in Fast Times at West Philly High . “Students need to be engaged in different ways.”

Project-Based Learning (PBL) tries to tackle that. It’s an alternative approach to education that encourages students to seek solutions to challenging and relevant problems — and bridge the gap between school and the real world.

How It Works

There is no single approach for implementing PBL in the classroom. All projects vary and so can the methods for student evaluations and grading. But the main goal is to create rigorous challenges designed to promote critical thinking. Teachers then track the students’ progress.

Some other key characteristics:

• The instructor and students come up with complex problems that are applicable to real-world issues. (What’s one way to address the housing blight in our city? How can we persuade residents to use energy-efficient light bulbs?)
• The teachers act as facilitators, laying down the initial framework for the project, establishing project guidelines and evaluating the students throughout the processes.
• Working in groups, students brainstorm solutions.
• Grades are determined by overall student performance and the quality of the final projects. Instructors will look at the student’s teamwork, individual contribution, understanding of concepts and realization of the project. There are no single solutions or answers — though some are better than others.

Where It Came From

Early foundational theories of PBL date back nearly a century ago. Philosopher and educational reformer John Dewey proposed the learning-by-doing method. The 20th century Italian educator and physician Maria Montessori suggested that in a well-fostered and prepared environment, children are able to teach themselves, and self-direct their learning.

Nearly a half-century later, in the 1960s, what we now know as PBL was formally developed. It was first introduced at McMaster University in Canada and became a standard practice in medical education. By the 1980s and ’90s, the practice was adapted in some K-12 schools.

Is It Successful?

Few studies have measured the effect of a PBL curriculum on students’ successes, since the method is so broad. But some of the most widely cited studies on PBL suggest that the approach does work.

A study by Stanford professor Jo Boaler (2002) compared the academic achievement of students in mathematics over the course of three years.  The findings revealed that students who went to schools that used PBL outperformed students who went to traditional schools.

A second popular study by Stanford’s Brigid J.S. Barron and others at Vanderbilt University’s Learning Technology Center (1998) tested students working collaboratively using a PBL method to develop a series of video simulations. A control group developed a second series of video simulations using traditional methods of learning.  The students using PBL scored higher in problem solving and planning than the control group.

What Are the Limitations?

Critics say students lack the knowledge to understand the concepts behind a given project, and that independent research can give students a false sense of understanding.

One survey of undergraduate students who took a project-based learning course found that some found the challenge overwhelming. First-time students struggle to identify what they need to know in order to solve problems.

Who’s Doing It?

While there’s no exact number, Boaler says that few schools in America — perhaps around 1 percent — employ project-based learning on a wide scale.”This makes sense given teachers’ experiences and the pressure from the state standards they have had to use in recent years,” she told FRONTLINE over email.

There are some, however who’ve bucked this trend.

An early adopter, California’s Buck Institute for Education , began in employing and promoting PBL in the mid-90s. Another California school, New Tech High School in Napa, Calif., started around the same time and, to date , has “graduated 1091 students, sending them to an impressive list of top colleges and internships with nearby Silicon Valley companies.”

Founded in 2000 as a charter school in San Diego,  High Tech High  has since expanded into a K-12 program focused on project-based learning. Students have constructed functional robots to enter in competitions, produced a bilingual cookbook, wrote, directed and performed in a historical drama to understand the Vietnam War, and constructed museum displays to demonstrate centrifugal force and the concept of pitch.

As for West Philly’s Simon Hauger , the engineer-turned-teacher started a new program last year for high-school students centered around project-based learning.  The Sustainability Workshop  is a pilot program linked to the Philadelphia school district, based on the idea that kids learn best when they’re interested in what’s being taught.

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Project-Based Learning

What is project-based learning.

Project-Based Learning (PBL) is more than just a teaching method. It is a revitalization of education for students so that they can develop intellectually and emotionally. By using real-world scenarios, challenges, and problems, students gain useful knowledge and skills that increase during their designated project periods. The goal of using complex questions or problems is to develop and enhance student learning by encouraging critical thinking, problem-solving, teamwork, and self-management. The project’s proposed question drives students to make their own decisions, perform their own research, and review their own and fellow students’ processes and projects.

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Why Project-Based Learning?

We believe that PBL is an integral key to increasing student success and long-term growth. The combination of collaboration, reflection, and individual decision-making gives the students an applicable scenario to real-world situations that they will face as they mature. Moreover, we believe that the authenticity of PBL allows students to voice their personal interests, concerns, or issues that are significant parts of their lives. Instead of a pre-determined project or assignment, students can witness the issues or concerns in their community, discover one that they find particularly interesting, and brainstorm ways to address or solve the problem.

Allowing students to have this control, we believe that PBL can develop deeper learning proficiencies necessary for tertiary education, careers, and life in society. School becomes much more engaging through active participation in projects that focus on real-world issues rather than passively attending classes. Furthermore, PBL provides content and skills that students can actively apply in future life events and situations.

Using PBL is not only beneficial to students; it also makes teaching much more gratifying and pleasurable. Teachers have the chance to engage with students on a higher personal level by discovering their interests and concerns and then performing important, high-quality work alongside them. Through this, teachers and students alike can revive their passion for learning.

In addition to finding resources, developing project timelines, and learning to overcome obstacles, students have the opportunity to publicly display their work. Displaying their completed projects in public gives the students the chance to grow their public speaking and presentation skills while explaining their project’s outcome to individuals outside of the classroom.

At Educators of America, we believe that PBL is one of the best ways to connect students and their schools to their surrounding communities and the real world. We believe that projects developed by PBL methods are empowering students and teachers to make a real difference. Whether that be developing a sustainable school garden or investigating cell phone service providers to analyze the best plan for them and their families; the opportunities with PBL are endless.

Technology and PBL

Students and teachers today are very familiar with new technology and technological tools. When deploying PBL, students can perform better research, collect outside information, and collaborate easier and faster with fellow students, teachers, and industry experts.

Presentations are no longer tri-folds and printed datasheets, with technology, students can display presentations that better visualize their results and development process to audiences both in and outside of the classroom. When speaking of audiences and how the students present to them, technology becomes an avenue of authenticity whereby students can connect with members of an audience via video or telecommunications during the middle or at the end of a project.

Furthermore, by using technology in conjunction with PBL, students can use the technological tools available to them most effectively and how they can use them with an intentional purpose. By gaining a deeper understanding of why technology exists and how it can be used, students develop an advanced literacy of the technology they use. The creation of this knowledge can lead to future habits or practices of project management and collaboration in students’ education, career, and civic participation. As students collaborate on a project, technology such as Evernote, Edmodo, and Wikis, becomes essential for storing data and information. Teachers can also use these technologies to send out the necessary material and files to learners and students.

As mentioned previously, the concept of technology literacy is a skill that in the 21st century seems standard. However, how is it measured? How do teachers and students assess themselves in terms of proficiency? Teachers can use quality indicators from ISTE NETS for measuring their students’ use of technology. It not only provides rubrics but also allows students to reflect on what they have learned and seek opportunities to gain more technology information from classmates or educators.

There are a plethora of avenues and means to adopt PBL into your classroom, school, or community. At Educators of America, our goal is to help you do just that .

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Implementing the Project Approach in an Inclusive Classroom: A Teacher’s First Attempt With Project-Based Learning (Voices)

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Thoughts on the Article | Barbara A. Henderson,  Voices  Executive Editor

Stacey Alfonso was teaching in an inclusion preschool in New York City, serving children with a range of special learning and developmental differences when she conducted this research. As she strove to embrace the child-centered inquiry that is at the heart of the project approach, she struggled with general expectations within her school culture that curriculum and instruction be teacher directed instead of cocreated with the children. Her teacher research makes a valuable contribution to the literature because she provides clear and believable examples of how the project approach worked for the children with special needs and examples of the challenges she faced due to the newness of her approach, her lack of mentors, and the varied learning strengths of the children. Stacey is especially effective in communicating the voices and work products of the children, showing how they are fully capable and eager to undertake inquiry and direct their own learning. Her trust in the children and her joy at their discoveries provided a turning point in her career that informs her current teaching in a forest school.

One of the biggest challenges I faced during my years teaching in an inclusive prekindergarten classroom was differentiating instruction. I was constantly searching for methods to engage all children because their wide range of abilities and needs required me to offer varied outlets for learning. My school held to a theme-based curriculum with a strong backbone of structure that guided classroom activities and children’s learning. I held to this approach as well, until, as I gained experience as an educator and learned more about child development, I began to question what I was doing and to seek alternative methods.

I wanted the children in my classroom to be motivated, authentically engaged, and excited to learn. I wanted them to take hold of their learning and drive their own experiences. The children were learning; still, I felt that their experiences should be more personal than I had been able to provide using a teacher-derived curriculum. I thought this could be best accomplished in an open-ended environment where children are free to explore and follow their interests. But how could this be done within my school’s current approach? I found my answer when I discovered the project approach.

The literature I read presented a pedagogy that would motivate and engage children with a diverse range of abilities, allowing them the freedom to explore their own interests, yet still provide enough structure to fit into my school’s current culture (Harris & Gleim 2008; Beneke & Ostrosky 2009; Katz, Chard, & Kogen 2014). My research question for this study was, How can I implement the project approach in my inclusive classroom in a preschool that has a history of structured, teacher-driven curriculum?

Review of literature

John Dewey was among the first to suggest that an ideal way for children to learn is by planning their own activities and implementing those plans, thereby providing opportunities for multilevel instruction, cooperative learning, peer support, and individualized learning (Harris & Gleim 2008). Today, many teachers find that project-based learning meets Dewey’s goals (Beneke & Ostrosky 2009; Yuen 2009; Brewer 2010). Overall, the project approach is viewed as empowering to children because they are active participants in shaping their own learning (Harris & Gleim 2008; Harte 2010; Helm & Katz 2011)

The project approach: A brief overview

The project approach seemed to be a good fit with my goal of finding a new way to engage and intrinsically motivate the children in my classroom, while meeting a wide range of needs. My research also suggested this approach would produce a well-organized curriculum that was straightforward to implement. The project approach involves children’s in-depth investigation of a worthwhile topic developed through authentic questions (Mitchell et al. 2009; Katz & Chard 2013). The teacher’s role is to support children through their inquiry. Teachers help children become responsible for their work, guide them to document and report their findings, and provide opportunities for choice (Katz & Chard 2013; Katz, Chard, & Kogen 2014).

I was encouraged that the project approach uses a specific three-phase design, because this structure seemed compatible with my school’s culture. During phase one,  selecting a topic , teachers build common experiences by talking with children about their personal experiences to determine interests and helping children articulate specific questions as a topic emerges (Mitchell et al. 2009; Yuen 2010; Helm & Katz 2011; Katz & Chard 2013).

Phase two,  data collection , emphasizes meaningful hands-on experiences. Children are researchers, gaining new information as they collect data to answer their questions. This phase is the bulk of the project investigation and takes place through direct and authentic experiences such as field trips, events, and interviews with visiting experts (Harte 2010; Katz & Chard 2013). Children can also gather data through secondary sources, including books, photos, videos, and websites.

Phase three,  the culminating event , is a time to conclude the experience, usually through a summarizing event or activity (Mitchell et al. 2009). The children’s role continues to be central and the class often holds discussions on what they have learned to create a plan to share their insights (Harte 2010).

Methodology and research design

After reading extensively about the project approach, I felt ready to implement it in my classroom.

Setting and participants

I conducted my study in a small private preschool on the Upper West Side in New York City. The school has a decades-long history in the neighborhood, and families have come to trust and love the educators there. The school’s traditional curricular model of teacher-driven, thematic-based learning is well established and, as far as I know, had not been previously challenged or adapted.

Study participants included 13 pre-K children, my two coteachers, and myself. The children had a diverse range of abilities. Seven children had significant sensory processing issues, two had severe cognitive and language delays, and four had mild language delays and/or mild sensory processing issues. Most children who enroll at the school can attend and participate independently, although some require one-on-one support with a therapist.

Data collection and analysis

Throughout the study, I collected and analyzed data through field notes, a reflective journal, children’s work, and anecdotal records that included photos, videos, and audio recordings. My primary source of data was field notes, which I used to provide a day-to-day recollection of how the project-based curriculum affected the children. The Teacher Notes app on the iPad and iPhone helped me collect and analyze the field notes. I kept project planning journals using a notebook and the Evernote app on my iPad. The software provided me with flexibility because it was accessible via iPad, iPhone, and computer; therefore, I was able to take ample notes and continually reflect upon my plans and implementation.

Helping children understand that they could find answers to their questions made a difference.

I collected work samples from the children—their writing, drawing, and artwork. The samples helped me assess children’s progress, and they became an additional source for documenting the growth in children’s participation throughout the project. Finally, I used videos, audio recordings, and photographs to document children in the process of working.

At least weekly, I read and reflected on my field notes to identify emerging themes. At least twice a week during prep time, I reflected on my Evernote journal to help with planning. Additionally, I continually reviewed and organized children’s work using Teacher Notes and listened to and watched audio and video recordings as they accrued, noting themes such as children using research terms or working independently to find answers to their questions.

Organizing and maintaining this ongoing analysis helped tremendously with my summative data analysis. Using Teacher Notes ,  I pulled up applicable field notes and data sources in many different arrangements. I then printed and sorted the notes by hand, which provided me with a means of discovering the themes that best captured the scope of my findings.

As I had hoped, I saw the children happily engaged and enthusiastic about learning as we developed our project—a study of the neighborhood. However, the journey also came with challenges and surprises not recorded in the literature I had reviewed. My findings are organized into three themes: (1) children as researchers, (2) learning and growing through research, and (3) challenges with the culminating event.

Children as researchers

To allow the children to get to know their new school and to provide some practice with research skills, we began the school year with a mini teacher-initiated project about the school before starting our child-initiated project. My coteachers and I introduced the words  research  and  investigate . Soon, the children adopted this new vocabulary. For example, a question about our school kitchen led a child to excitedly report, “I investigated the kitchen, and I found ice cream!”

The children responded well to my intentional efforts to honor their questions, including those that were not directly related to the project content. For example, shortly after starting our neighborhood project, a group was working on a craft using glue sticks. One girl asked, “Why are there lines on this glue stick?” I took her question seriously and responded, “I don’t know, let’s find out.” She was completely engaged from that moment, and we made a plan to research her question. We decided to open her glue stick and look inside. She hadn’t expected me to embrace her question, much less suggest a firsthand experience of discovery in which I allowed the destruction of the glue stick to honor her curiosity.

After a couple weeks, I found that children started to use the research vocabulary and inquiry approaches more independently. For example, we read a book and then discussed the similarities and differences between our neighborhood and the one in the story. One girl stated, “We don’t have a Laundromat, I think. We don’t have it here because my mommy does it at home.” Another girl disagreed. Then a third child said, “We can take a walk and look.” I was elated to find the children’s independent conversations included a foundation of inquiry. The emphasis we had placed on helping children understand that they themselves could find answers to their questions had already made a difference.

In addition to finding answers from firsthand experience, the children learned that they could find answers from books. They initially needed guidance and leading questions to help them locate secondary sources, but their abilities developed over time. For example, the children wondered what vehicles were in the neighborhood. So in mid-September, a group of children sat in a park and tallied vehicles, including cars, taxis, buses, bicycles, trucks, and ambulances. Upon returning from this research endeavor, a child wanted to build a bus from clay. Without teacher prompting, a friend went to the bookshelf to get a book that depicted a bus. They looked at the book together to understand the parts of a bus and then recreated them with clay. This shift was important, as it was becoming clear that children were conducting a form of research and doing so independently. Indeed, beginning in September, research had already become an important part of our classroom, and the children’s skills and range of approaches grew throughout the fall. 

Learning and growing through research

One instance in which this inquiry was evident occurred when two girls independently extended an activity to create a large drawing of our neighborhood. The children’s initial goal was to determine whether the neighborhood contained things like signs, fire hydrants, specific businesses, and trees, and we were able to verify those questions on one of our walks. After the walk, the class collectively summarized what we had found by completing our previously created checklist. When I made the list available so the children could add drawings of things they had seen on our walk that were not included on their list, the two girls took this activity to the next level. They began making little drawings on the chart, and then, realizing they were going for something bigger, they turned the paper over to “draw our neighborhood.”

Another example came from the children’s growing interest in the metal scaffolding they observed around buildings. After an earlier walk during which we saw a building surrounded with scaffolding, one boy returned to the classroom and enthusiastically drew a picture of the “worker building.” On our next walk, we paid close attention to the scaffolding and encouraged the children to touch and explore it closely. The next day, the same child who had drawn the worker building created buildings with scaffolding all around themin the block area. He talked with a peer as they built collaboratively, and they both incorporated the new word  scaffolding  correctly. They balanced the blocks and talked about symmetry as they completed their structure. Weeks later, when we discussed how to make a model of our neighborhood for our culminating event to showcase what we had learned, the children noted that we would need scaffolding because “we have a lot of it.”

I found that the active, hands-on experiences common to the project approach also helped some children stay on task. One child had a great deal of enthusiasm and eagerness to participate, but it was challenging for him to contribute successfully and stay focused in the classroom. This boy loved our research walks through the neighborhood; he was able to stay on topic as we discussed the buildings while he was touching and looking at them. For example, he made many on-topic contributions to conversations as we peered into store windows. Later, he was even able to produce a drawing of the school, saying, “This is our school. There is a top and a door and a window.” The drawing was one of the most detailed he had ever created, and he completed it right after we had investigated the building in which our school is located.

Challenges with the culminating event

Throughout our study, the children showed excitement as we went on our research walks, and they were consistently focused and serious when working in the classroom. It became clear, however, that we should begin to wrap up the neighborhood study when, in late October, the children’s interests shifted toward leaves and a nearby field where they could run through the accumulating piles. They were less excited about investigating our neighborhood, and I knew that to keep true to the project approach, we needed to conclude our study and share what the class had collectively learned (phase three). However, the culminating event presented some major difficulties I had not anticipated.

When I suggested to the children that we conclude our project, they showed little to no interest. Forging onward, I began a class discussion by saying, “We learned so much about our neighborhood, it would be wonderful to share this with the other class, the administration, and even your parents.” When I asked for ideas, I received a carpet full of blank stares. One girl responded, “I don’t know.” When I mentioned that parents would love to learn what we had been doing, another child responded by talking about his family. Finally, after much teacher prompting, we decided to build a model of our neighborhood and have the children’s families come in to see it.

The next day I held a short planning meeting with the children to figure out how we could build our neighborhood. I brought out materials for them to consider, including pipe cleaners, paper plates, straws, streamers, boxes, and drawing materials. I hoped that the variety would give them something concrete to work with to ignite their ideas, but the lesson felt forced, and the children were not authentically engaged. One child said, “We need a lot of buildings,” yet could not generate suggestions for how to make them. A girl noted we needed to make bicycles, which we had seen and talked about during discussions about vehicles in the neighborhood. When I asked her how we should make them, she said that we should draw them, and this then became her default response for how we should represent all aspects of the neighborhood. It was also hard for the children to focus on the idea of the culminating plan. For example, one boy spoke only about the dinosaur bones we had seen at the American Museum of Natural History.

Later in the week, I began working one-on-one and in small groups with the children to expand on and execute some of their admittedly sketchy plans for our neighborhood display. One boy told us we needed trees in the neighborhood. After talking one-on-one about trees, we made a plan to create trees by using paper towel rolls for the trunks and tissue paper for the leaves. With support, he was able to successfully and proudly participate in constructing the trees.

Working mostly in small groups throughout the week, we ended up with a complete and attractive neighborhood model built inside one of the sensory tables. Our end product was nice, but the process was not authentic because it required so much teacher direction.

According to project approach literature, the culmination is a time for the children to be creative and involved in the planning process (Harte 2010; Katz & Chard 2013). I had read about many successful culminating events, so why was the conclusion of the project so difficult for us? Perhaps I had waited too long. By the time I realized we should plan our culminating activity, the children’s interest in the neighborhood project had already faded. Maybe the idea of a culminating event was too abstract for this group, particularly since I was the first in the school to try the project approach. We were without examples—either as displays or as events that the children might have experienced. Although my underlying assumption is that these children are competent and capable, I wondered how the mix of children’s abilities in this inclusion class might have made the student-initiated planning of a coordinated final event harder than I expected.

Ultimately, I realized that they had accomplished many complex tasks during the project. Between the group of children I taught that year, myself as a novice with the project approach, and whatever other factors played into our difficulty at the end of the project, the planning and execution of the project’s culmination was challenging and a bit frustrating.

Discussion and recommendations

This teacher research study provides an example of a teacher attempting the project approach independently in a small pre-K inclusion setting, without formal training or support. I faced some resistance from the administration and doubt from colleagues because they were unsure whether this approach would be appropriate for some of the children with special needs in our care. The experience revealed to me that moving from a completely teacher-derived curriculum to an emergent curriculum such as the project approach is a big shift. The project approach can be very engaging for children, but it would have been helpful to have a mentor guide me through the difficulties and questions I faced.

Most of my experiences mirrored what I had come to understand about the topic. As the literature suggests (Beneke & Ostrosky 2009; Yuen 2009; Harte 2010), I saw the children get excited about learning, based on questions they were asking and topics that interested them. Also in line with the literature, the children showed strong motivation to conduct their own investigations to find answers. Further, I felt the project was an empowering experience for the children. When we used the children’s questions to ignite a study, or when we simply followed through on their questions and helped them find answers, they felt respected and proud. The children now know they have the power to find answers and conduct research. They know that not just teachers and other adults can answer real questions; they can, too.

Beneke, S., & M.M. Ostrosky. 2009. “Teachers’ Views of the Efficacy of Incorporating the Project Approach Into Classroom Practice With Diverse Learners.”  Early Childhood Research & Practice 11 (1).

Brewer, R.A. 2010. “The Canada Goose Project: A First Project With Children Under 3.”  Early Childhood Research & Practice  12 (1).

Harris, K.I., & L. Gleim. 2008. “The Light Fantastic: Making Learning Visible for All Children Through the Project Approach.”  Young Exceptional Children  11 (3): 27–40.

Harte, H.A. 2010. “The Project Approach: A Strategy for Inclusive Classrooms.”  Young Exceptional Children  13 (3): 15–27.

Helm, J.H., & L.G. Katz. 2011.  Young Investigators: The Project Approach in the Early Years.  2nd ed. Early Childhood Education Series. New York: Teachers College Press; Washington, DC: National Association for the Education of Young Children.

Katz, L.G., & S.C. Chard. 2013. “The Project Approach: An Overview.” In  Approaches to Early Childhood Education , 6th ed., eds. J. Roopnarine & J.E. Johnson, 268–84. Upper Saddle River, NJ: Pearson.

Katz, L.G., S.C. Chard, & Y. Kogen. 2014.  Engaging Children’s Minds: The Project Approach . 3rd ed. Santa Barbara, CA: Praeger.

Mitchell, S., T.S. Foulger, K. Wetzel, & C. Rathkey. 2009. “The Negotiated Project Approach: Project-Based Learning Without Leaving the Standards Behind.”  Early Childhood   Education Journal  36 (4): 339–46.

Yuen, L.H. 2009. “From Foot to Shoes: Kindergartners’, Families’ and Teachers’ Perceptions of the Project Approach.”  Early Childhood Education Journal  37 (1): 23–33.

Yuen, L.H. 2010. “A Valuable Experience for Children: The Dim Sum and Chinese Restaurant Project.”  Early Childhood Research & Practice  12 (1): 23–31.

Voices of Practitioners: Teacher Research in Early Childhood Education , NAEYC’s online journal, is a vehicle for publishing teacher research.

Visit NAEYC.org/publications/vop to learn more about teacher research and to peruse an archive of Voice of Practitioners articles.

Photographs: 1 © iStock; 2, 3, courtesy of the author

Stacey Alfonso, MSEd, is a lead teacher at Fiddleheads Forest School, a completely outdoor nature-based preschool program in Seattle, Washington. Stacey continues to search for inquiry-based methods to teach young children and help them develop a love for learning.

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Digital learning and transformation of education

Digital technologies have evolved from stand-alone projects to networks of tools and programmes that connect people and things across the world, and help address personal and global challenges. Digital innovation has demonstrated powers to complement, enrich and transform education, and has the potential to speed up progress towards Sustainable Development Goal 4 (SDG 4) for education and transform modes of provision of universal access to learning. It can enhance the quality and relevance of learning, strengthen inclusion, and improve education administration and governance. In times of crises, distance learning can mitigate the effects of education disruption and school closures.

What you need to know about digital learning and transformation of education

2-5 September 2024, UNESCO Headquarters, Paris, France

Digital competencies of teachers

in Member States of the Group of 77 and China

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The call for applications and nominations for the 2023 edition is open until 21 February 2024

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Open educational resources

A translation campaign to facilitate home-based early age reading

or 63%of the world’s population, were using the Internet in 2021

do not have a household computer and 43% of learners do not have household Internet.

to access information because they are not covered by mobile networks

in sub-Saharan Africa have received minimum training

Contact us at  [email protected]

How to Use Project Management in Education?

Are you tired of feeling overwhelmed and disorganized in school? Do you wish there was a way to manage your time and assignments better?

Look no further because I have an exciting framework for you! In this blog post, we will explore the concept of project management and how it can be applied to education.

Project management skills are useful not only in the business or professional world but can also greatly benefit students in their academic journey. So whether you’re a high school student struggling with multiple classes or a college student balancing coursework and extracurriculars, this article is for you.

Get ready to learn some valuable tips and tricks on using project management skills to excel in your education!

What is Project Management?

Project management in business involves organizing, project planning, and carrying out projects to meet certain organizational goals. When applied to education, these tasks could include implementing new technology in classes, preparing for big events like graduations, or introducing new lessons.

Simply put, project management helps ensure that project planning is completed quickly, correctly, and within the allocated funds. It involves breaking down larger tasks into smaller manageable ones, setting deadlines and milestones, assigning project management roles and responsibilities, and tracking progress.

What Do Project Managers Look Like in Educational Settings?

In an educational setting, a project manager coordinates a project’s different parts and ensures they all fit with the overall educational goals. This job might include talking to stakeholders, allocating resources, and keeping track of deadlines. 

Through careful planning and organization, the project manager ensures that the different needs of the students, teachers, and administrative staff are met.

How Does Effective Project Management Benefit You in Education?

Some of the most important benefits of project management in education are the following:

• Enhanced Efficiency : Through structured planning and execution, schools can maximize resource use and reduce waste.
• Better Accountability: Everyone knows what they are supposed to do when roles and tasks are clear. This makes it easier to keep track of performance and progress.
• Better Use of Resources : Knowing the requirements and scope of a job helps make better use of time, money, and materials.
• More adaptability: good project management includes planning for what could go wrong, which helps schools be ready to deal with changes or problems that come up out of the blue.

How Do You Apply Project Management Skills in Education?

Project-based learning is a common way to teach where students gain knowledge and skills by working on difficult questions, problems, or tasks for a long time. Here are some project management rules that can help make sure that student projects are successful:

Planning and Goal Setting

Picture yourself as an educator: you have exciting ideas, whether it’s a new lesson series, a field trip, or a broader curriculum change.  The key to translating those ideas into reality is solid planning and setting clear goals. Here’s how a project management approach makes this happen:

• Start with the big picture: What’s the ultimate outcome you want to achieve? Get specific!
• Break it down: Instead of one overwhelming task, create a series of smaller, more manageable steps.
• Set deadlines: When must you accomplish each step to meet your overall goal?

Additionally, it’s crucial to adapt your plans based on your class’s unique needs and pacing. This flexibility allows you to adjust timelines or instructional strategies to maximize learning outcomes. 

In this way, project management isn’t just about sticking to an entire project plan but also about responding to the classroom dynamics and ensuring that all students can successfully reach their educational goals.

Resource Management

Just like project managers in any field, educators need to be resourceful! This means knowing how to identify, allocate, and manage the things you need to make your projects successful. This could include physical materials, funding, time, technology, or even the knowledge and skills of those around you.

How to Manage Resources as an Educator

Risk Management

Teaching students to anticipate potential risks and devise strategies to mitigate them prepares them for unpredictable scenarios, both in and out of academic settings.

Here are key questions to guide your risk management approach in educational projects and how to approach them:

• What could go wrong? Brainstorm a comprehensive list of potential issues, from minor setbacks to major disruptions.
• How likely is each risk to occur? Rate each risk as low, medium, or high probability.
• What would the impact be if a risk became a reality? Consider how it would affect your timeline, budget, student outcomes, or overall project success.
• How can you prevent or minimize each risk? Are there proactive steps you can take to reduce the likelihood or impact?
• What’s your contingency plan? If a risk does occur, what specific actions will you take to address it?
• Who is responsible for monitoring each risk? Assign individuals or multiple team members to track potential problems and implement contingency plans.
• When will you review and update your risk assessment? Schedule regular check-ins to adjust your plan as circumstances change.

Being Resourceful and Getting Expert Help

Students undertaking complex educational projects can greatly benefit from external expertise when applying project management principles to education. Papersowl, a professional essay writing service, provides a critical resource.

This platform employs top-rated writers who contribute not only by crafting high-quality papers but also by imparting essential project management techniques that students can apply to their complex projects. Accessing online help through an essay service at critical stages of a project can decisively improve the quality of a student’s work, ensuring adherence to academic standards and project timelines.

This integration of professional support helps students manage their academic projects more effectively, thereby boosting their productivity and educational outcomes.

How to Integrate Technology in Project Management Education?

Technology is an important part of modern schooling. Software made just for schools that manage projects can help teachers and managers better plan, carry out, and monitor projects.

Students and teachers can communicate and work together better using project management tools . These tools often offer places to talk, share files, and get feedback in real-time, all of which are necessary for flexible educational projects. 

Here’s a list of tools that help deliver discussions, instructions, and information:

1) Google Workspace for Education

This suite of tools, previously known as G-Suite for Education, is designed specifically for classroom collaboration. It includes essential applications such as Google Docs, Sheets, and Slides, allowing students and teachers to share files and collaborate in real-time.

Google Drive facilitates easy file storage and sharing, while Google Classroom integrates these tools to streamline the management of assignments and feedback. This platform is particularly useful for schools that need a comprehensive set of collaborative tools that are easy to use and manage.

2) Microsoft Teams

Microsoft Teams is a robust platform that integrates seamlessly with the Microsoft Office suite, including Word, Excel, and PowerPoint. It offers features like chat, video calls, and organizing classes and assignments within the platform for all project team members.

Teams are ideal for educational institutions already using Microsoft products and looking for a solution that supports communication and collaboration within the same ecosystem.

Known primarily for its video conferencing capabilities, Zoom has become an essential tool in education, especially for remote learning. It supports video calls, screen sharing, and breakout rooms, making it suitable for lectures, group discussions, and collaborative meetings.

Its ease of use and reliable performance make it a preferred choice for real-time communication in academic settings.

Canvas is a learning management system (LMS) that integrates various educational tools into a single platform. It supports assignments, grading, and discussions and includes features for file sharing and collaborative workspaces.

Educational institutions favor Canvas for its comprehensive approach to course management and its ability to facilitate both teaching and learning in a cohesive environment.

Moodle is an open-source LMS known for its flexibility and the wide range of plug-ins available. It supports online learning through features such as forums, databases, and wikis, which encourage collaborative work among students.

Moodle’s adaptability makes it a popular choice for institutions that require a customizable platform that can be tailored to specific educational needs.

Notion is an all-in-one workspace where users can write, plan, collaborate, and organize. It integrates notes, tasks, databases, and calendars into a single platform, making it an excellent AI project management tool for managing extensive notes, future projects, and collaborative tasks. 

Notion’s flexibility and comprehensive features make it ideal for students and educators who require a versatile tool for individual and collaborative work.

Tracking and Evaluation

Using technology, teachers can monitor project progress and judge success based on set criteria. This constant evaluation helps improve project plans and results.

Here’s a concise overview of how technology aids in tracking and evaluating educational projects:

• Real-Time Monitoring and Feedback: Tools like Google Classroom and Trello allow teachers to track submissions and progress, offering immediate feedback to students, which can guide timely adjustments and improvements.
• Data-Driven Decisions: Learning management systems (LMS) such as Canvas and Blackboard provide analytics that help teachers understand student engagement and performance, allowing for targeted instructional changes.
• Collaborative Tools for Peer Review: Platforms like Microsoft Teams and Slack enable peer collaboration and feedback, fostering a supportive learning environment and encouraging peer-to-peer learning.
• Rubrics and Standardized Assessment: Educational technologies often include features to create and apply rubrics, helping standardize assessments and clarify expectations, which makes grading transparent and consistent.
• Adaptive Learning Technologies: Some LMS platforms adjust the difficulty of content based on individual student performance, ensuring personalized learning experiences that are challenging yet accessible.
• Portfolio and Progress Tracking: Digital portfolios, supported by platforms like Notion, help students and teachers track long-term progress and reflect on learning outcomes over time.
• Automated Testing and Quizzes: Automated assessments within LMS platforms provide quick insights into student understanding, offering immediate feedback and helping teachers identify areas that need further instruction.

These technological tools streamline the process of project tracking and evaluation, enhancing educational outcomes through structured support and comprehensive data analysis.

Challenges of Implementing Project Management in Education

There are clear benefits to applying project management skills in school , but it’s not always easy.

First, there is a lack of awareness and training among students and educators. Many students are not aware of project management techniques and their importance in academic work, which can lead to disorganized and inefficient project completion.

Additionally, there may be resistance from educators who are accustomed to traditional project management methodologies in a school setting and may not see the value in incorporating project management into their curriculum.

Another challenge is the limited resources available for students to access professional support. While essay services can provide valuable assistance, not all students have access to them or may not be able to afford them.

However, despite these challenges, it’s important for educators to recognize the benefits of project management and strive to incorporate it into their teaching and project management methods.

Final Thoughts on Project Management

Project management in education offers a structured approach to managing educational projects, enhancing learning outcomes, and preparing students for future challenges. By adopting project management principles, educational institutions can operate more efficiently and responsively, fostering an environment where administrative goals and educational strategies align seamlessly.

Embracing these practices, educators, and administrators can ensure that they are not just teaching students but also providing them with a framework for success in their academic and professional futures.

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I will help you scale and profit by streamlining and optimizing your operations and project management through simple, proven, and practical tools.

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What it’s like to work on the gse’s most complicated campus construction project.

One of the most intricate parts of Stanford Graduate School of Education’s (GSE) campus construction project is the education building, also known as the north building. 

Design teams and construction workers were tasked with preserving most of the exterior of the building, which was originally designed in the 1930s, while giving the rest of the building a modern upgrade.

“Back in 2017, when we started the architectural interviews for the project, we knew that the north building was a dear and cherished historical resource,” said Michael Mithen, senior project manager at Stanford University’s Department of Project Management. “So we’re keeping the historical fabric intact while also paving the way for the GSE to accomplish its mission into the future.”

For a large part of the process, this twofold goal required that construction workers effectively gut the building’s interior while creating supports that kept its exterior shell in place.

“Everyone involved takes the sensitivity of this project to heart,” said Jeff Ivey, senior project manager with McCarthy Building Companies, Inc., the company working on construction. 

Here, Mithen and Ivey discuss balancing the old and the new, their favorite facets of the north building, and what they’ve learned along the way.

Jeff Ivey (left) chats with GSE assistant dean of finance and strategic initiatives Olivia Crawford (center) and Michael Mithen (right) before a faculty tour of the construction site. (Photo: Ryan Zhang)

Is it difficult to pull off a project like the north building, where you demolish what’s inside while keeping the exterior intact?

Ivey: It’s certainly the biggest challenge on the job, and it makes for an interesting build. You get a lot more opportunities to do things that you don’t typically do on a normal project. For example, for the north building’s north wall that’s remaining intact, we’ve demoed out the entire core, and that wall is the only thing that is to remain. We had to build out a sizeable slab [a foundation resting on the soil that supports the building] within the sunken garden and are bracing that wall with some structural elements to keep it in place.

Mithen: Not every renovation project is this extensive or really gets into the guts as far as we have. In this project, we’re continuing the structural strengthening that was done 13 years ago and making the building safer, as well as providing better usability.

How are the construction and design teams balancing the old and new elements of the north building?

Ivey: One thing that should be noted, from a sustainability standpoint, is that we’re maintaining most of the original Spanish tiles. We removed them, palletized them and we'll be cleaning and reinstalling them.

A lot of those old elements stayed the same, and then we’re adding a more modern look with the curtain wall [an exterior covering made of windows] on that south exterior and the courtyard that connects the two buildings.

Mithen: The curtain wall was a very intentional update to the building. We worked closely with the university architect’s office to make sure this buildout was appropriate, and that there were other precedents where historical structures incorporated a more modern building element.

What are your favorite parts of the north building?

Ivey: I’m partial to what used to be the library, which is now going to be the great room. There’s this steel truss structure in the great room, which is not going to be visible once everything’s done, but it’s a very interesting element to a very old building. If you love building and knowing how things work and get put together, it makes it much more enjoyable to see those engineering elements. 

Mithen: I would also say that the great hall on the second floor is dramatic. There is a big wow factor when you walk into that space, especially if you recall what the space looked like previously. The sunken garden, too, where all of Jeff’s temporary supports for that north wall are right now — that’s going to be a terrific space that we really didn’t have before this project. 

With a project this complex, there are bound to be adjustments along the way. What was the problem-solving process like?

Ivey: An example was that we had to improve the foundation of the structure — which means there’s a lot of over-excavation that needs to be done to pour new footings below grade, to brace the new structure. The soil-bearing pressure and the existing structural constraints we faced made it a challenge to sequence throughout the building. To put it simply, if you dig a hole, you have to fill it with concrete before you move on to the next hole.

From a superintendent’s standpoint, or for anyone who is driving a schedule, you would like to do it all at the same time. But we couldn’t do that, because after you dig one hole, if you dig another, you could compromise the structure.

Mithen: It also helped to have these monitoring points at different parts of the building where the team surveys basically every day to see if there have been any micro movements and make sure the building remains stable.

Could you summarize the work that remains to be done on the north building?

Ivey: It’s tying the building back together, which includes the structural steel that’s going to go on the interior and the core. Once we have the building shell and we put the roof on, it’s going to be an interior buildout after that. We’re looking to dry the building in [protecting it from the elements and ready for interior work] going into this next winter. 

Mithen: We’ll also have the exterior site elements — there’s the landscaping and the courtyard that will be between the three buildings, including Barnum. So there is still quite a bit of site work and some nice [exterior] gathering spaces that will be created while the interior work continues. 

We still have a little over a year to go with the main construction, but we’re through the really difficult part, and the north building is going to come together in a really exciting way.

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by Laura Nooney, Shipley Center

Pov: reflections on ai from the nercomp 2024 conference.

In Thought Leadership

POV: Reflections on AI and Education from the NERCOMP 2024 Conference

Every year, DL&I staff members attend the NorthEast Regional Computing Program (NERCOMP) conference and report back on key takeaways. This conference is designed to provide a space for higher education technologists to build expertise and share information with one another. In this POV, Shipley Center Project Manager Laura Nooney shares her insights with us from this year’s conference.

I tend to approach conferences as if I were a sponge. I soak up everything I come across: ideas, speakers, panels, side conversations, and connections. I approached NERCOMP 2024 no differently, except I was a sponge with a mission. 

Keynote Address: A Fireside Chat with Dr. Alondra Nelson on science, technology and social inequality

The keynote was Dr. Alondra Nelson, former acting director of the White House Office of Science and Technology Policy. She also authored the famed Nelson Memo , which assures public access to all federally-funded research. (Thanks, Dr. Nelson!)  She knows a LOT about AI and is a pretty big deal. Here’s her take on AI and its future: 

• By design, AI is built on machine learning technologies where algorithms use existing patterns of information to build upon, or "learn", and then make predictions based on these patterns. This means that when a large language model (LLM) is trained on content available on the internet, for example, it absorbs whatever bias exists there, and in turn, the "knowledge" that stems from that process is also biased .
• We don’t need new legislation just for AI. The U.S. currently has laws and systems in place to regulate and defend against many kinds of discrimination that occur. (Here’s looking at YOU intellectual property law, the 14th Amendment, and Title IX…)
• Generative AI (GAI) is unlikely to reach “true” intelligence because it isn’t good at applying what it learns to new situations. When the existing models are tasked with doing this at scale, they produce lots of “ hallucinations ”, i.e., nonsensical or inaccurate outputs. However, it’s perfect for autonomous creativity, which doesn’t have to be accurate or real (see sponge above).
• Today’s policy will have an impact. Equity matters. We need to get this right. 

Conference Session Highlights:

Most of the conference sessions weren't as focused on equity and bias issues as Dr. Nelson’s fireside chat. There was also a lot of excitement about what is possible with AI with some nods to the critical interrogation of its output.

Lance Eaton, my favorite AI blogger , (I have a favorite AI blogger??!!) co-ran a half-day workshop on leveraging AI to support faculty. The best thing about the workshop was the resource pack we received, entitled, “Your New Teammate.” The title is pretty on point . It includes a side-by-side comparison of different AI tools for education, and a whole bevy of article links grouped by topic, including guidance on prompt creation. It also includes a bunch of very specific scenario prompts to get you started, like Design a Part-time Faculty Laptop Lending Policy and Make Sense of Terms of Service . 

In other sessions, I heard some Xtremely techy advice. For example, the most secure GAI LLM is one you build and host yourself. Roughly translated, this means that if you want to provide the most privacy and data security for using and implementing GAI within an academic environment, the best option is to create your own LLM and host it on your own server network. Sure, no problem! 

Conference Takeaways:

My take: Trying to learn about AI is like trying to learn about an elephant with my eyes closed. Touching the tail and touching the ear leads to imagining very different animals. 

So, here’s what I’m still still thinking about after my NERCOMP AI mission: 

• The AI you’re using now is the worst AI you will ever use.
• We should work with and against AI, meaning, both leverage and question it.
• We need to be really (I mean, really ) mindful of the bias in AI’s output. Nettrice Gaskins , an academic, cultural critic, and digital artist who has interrogated this bias through her research and artwork , has some eye-opening essays on this topic, including:

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Marines say no more ‘death by PowerPoint’ as Corps overhauls education

WASHINGTON, D.C. ― Marines and those who teach them will see more direct, problem-solving approaches to how they learn and far less “death by PowerPoint” as the Corps overhauls its education methods .

Decades of lecturers “foot stomping” material for Marines to learn, recall and regurgitate on a test before forgetting most of what they heard is being replaced by “outcomes-based” learning, a method that’s been in use in other fields but only recently brought into military training.

“Instead of teaching them what to think, we’re teaching them how to think,” said Col. Karl Arbogast, director of the policy and standards division at training and education command .

Here’s what’s in the Corps’ new training and education plan

New ranges, tougher swimming. inside the corps' new training blueprint..

Arbogast laid out some of the new methods that the command is using at the center for learning and faculty development while speaking at the Modern Day Marine Expo.

“No more death by PowerPoint,” Arbogast said. “No more ‘sage on the stage’ anymore, it’s the ‘guide on the side.’”

To do that, Lt. Col. Chris Devries, director of the learning and faculty center, is a multiyear process in which the Marines have developed two new military occupational specialties, 0951 and 0952.

The exceptional MOS is in addition to their primary MOS but allows the Marines to quickly identify who among their ranks is qualified to teach using the new methods.

Training for those jobs gives instructors, now called facilitators, an entry-level understanding of how to teach in an outcomes-based learning model.

Devries said the long-term goal is to create two more levels of instructor/facilitator that a Marine could return to in their career, a journeyman level and a master level. Those curricula are still under development.

The new method helps facilitators first learn the technology they’ll need to share material with and guide students. It also teaches them more formal assessment tools so they can gauge how well students are performing.

For the students, they can learn at their own pace. If they grasp the material the group is covering, they’re encouraged to advance in their study, rather than wait for the entire group to master the introductory material.

More responsibility is placed on the students. For example, in a land navigation class, a facilitator might share materials for students to review before class on their own and then immediately jump into working with maps, compasses and protractors on land navigation projects in the next class period, said John deForest, learning and development officer at the center.

That creates more time in the field for those Marines to practice the skills in a realistic setting.

Marines with Marine Medium Tiltrotor Squadron (VMM) 268, Marine Aircraft Group 24, 1st Marine Aircraft Wing, fire M240-B machine guns at the Marine Corps Air Station Kaneohe Bay range, Hawaii, March 5. (Lance Cpl. Tania Guerrero/Marine Corps)

For the infantry Marine course, the school split up the large classroom into squad-sized groups led by a sergeant or staff sergeant, allowing for more individual focus and participation among the students, Arbogast said.

“They have to now prepare activities for the learner to be directly involved in their own learning and then they have to steer and guide the learners correct outcome,” said Timothy Heck, director of the center’s West Coast detachment.

The students are creating products and portfolios of activities in their training instead of simply taking a written test, said Justina Kirkland, a facilitator at the West Coast detachment.

Students are also pushed to discuss problems among themselves and troubleshoot scenarios. The role of the facilitator then is to monitor the conversation and ask probing questions to redirect the group if they get off course, Heck said.

That involves more decision games, decision forcing cases and even wargaming, deForest said.

We “put the student in an active learning experience where they have to grapple with uncertainty, where they have to grapple with the technical skills and the knowledge they need,” deForest said.

That makes the learning more about application than recall, he said.

Todd South has written about crime, courts, government and the military for multiple publications since 2004 and was named a 2014 Pulitzer finalist for a co-written project on witness intimidation. Todd is a Marine veteran of the Iraq War.

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Crisis in the Classroom: Final Exam 2024 reviews successes, challenges of school year

by NBC 10 NEWS

As the school year comes to a close, NBC 10's Liz Bateson takes an in-depth look at attendance rates, school safety, graduation requirements and construction projects.

She also sits down with Rhode Island Education Commissioner Angélica Infante-Green to take a look back at the challenges local school districts have faced this year, including teacher layoffs.

Liz also shares what's ahead for next year.

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Gov. Whitmer Signs Bill to Ensure Equal Insurance Coverage for Mental Health and Substance Use Disorder Treatments

May 21, 2024

FOR IMMEDIATE RELEASE 

Contact: [email protected]

Gov. Whitmer Signs Bill to Ensure Equal Insurance Coverage for Mental Health and Substance Use Disorder Treatments

LANSING, Mich.  – Today, Governor Gretchen Whitmer signed bipartisan legislation that requires insurers to cover treatments for mental health and substance use disorder at the same level as physical health services. This new law aims to close existing loopholes, ensuring that Michigan residents have necessary access to the treatments they need.

“Every person in Michigan deserves access to mental and physical healthcare," said  Governor Whitmer . “Today, I am proud to be signing a commonsense, bipartisan bill to require insurers to provide equal coverage for mental health and substance use disorder treatments, just as they do for physical health treatments. Getting this done will ensure Michiganders get the care they need and close loopholes that have allowed providers to avoid covering these essential services. Let’s keep working together to help every Michigander get the help they need to get better.”

Senate Bill 27 ,  sponsored by state Senator Sarah Anthony (D-Lansing), provides equitable coverage for behavioral health and substance use disorder treatment.

"Michiganders' mental health is no less important than their physical health—no one should go without the care they need because they can’t afford it," said  state Senator Sarah Anthony . "That’s why this bipartisan legislation requiring comprehensive insurance coverage for mental health and substance use disorder services is so vital. I am grateful for my legislative colleagues on both sides of the aisle and Governor Whitmer for coming together to recognize the importance of mental health care coverage and delivering results for the people of our state."

“The signage of Senate Bill 27--Michigan's first mental health parity law that reiterates the verbiage of the Federal Mental Health Parity and Addictions Act of 2008--is a signal to all of us in this state that the tide is turning,” said  Marianne Huff,   President and CEO, Mental Health Association of Michigan . “In other words, mental health and addiction treatment is viewed as being as vital as physical healthcare. There is understanding in 2024 that the brain, the mind and the body are a unified system.”

“We appreciate Governor Whitmer's and Senator Anthony's leadership in prioritizing mental health services for Michiganders,” said  Dominick Pallone, Executive Director of the Michigan Association of Health Plans . “Senate Bill 27 will ensure consistency in mental health coverage throughout our State.”

In her 2022 State of the State Address, Governor Whitmer proposed policies to expand access to mental health services and grow Michigan’s mental health workforce. One key proposal was to ensure parity in coverage for mental health and substance use disorders. Today, Governor Whitmer is making this proposal a reality.

GOVERNOR WHITMER’S HISTORIC INVESTMENTS IN MENTAL HEALTH

Since taking office, Governor Whitmer has made  historic investments  in mental health services. These efforts include expanding access to quality, affordable healthcare by recruiting and retaining hundreds of mental health workers and expanding crisis stabilization programs. Additionally, her administration opened a new 100-bed  Caro Psychiatric Hospital , further boosting access to mental healthcare.

When it comes to supporting Michigan’s kids and schools, Governor Whitmer  signed a budget  with $328 million for mental health and school safety, securing  $214 per student  for on-campus mental health and school safety needs and  proposed  an additional $300 million to continue historic investments in student mental health. She also signed budgets that increased  mental health professionals  on campus.

To keep families and communities safe, Governor Whitmer increased  mental health resources  for public safety professionals and signed  bills  to increase compensation and mental health resources for victims.

Executive Office of the Governor

Communications Division

[email protected]

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May 29, 2024: 529 awareness day, gov. whitmer appoints director of michigan department of lifelong education, advancement, and potential  , governor whitmer makes appointments to boards and commissions, gov. whitmer signs bipartisan bill to address paramedic shortage, among other legislation, gov. whitmer announces funding for site readiness efforts, support for community revitalization to bring new jobs and investment to michigan, may 20-28, 2024: period poverty awareness week, governor whitmer continues to fix the damn roads with projects starting this week in four counties , may 19-25, 2024: ems recognition week, may 18, 2024: asian american pacific islander day against hate and bullying.