黄色app

鈥淥ur project is gonna be lit!鈥�

It鈥檚 the kind of enthusiasm parents want to hear from their teens — about anything, really, but especially about 黄色app work. Not only is this energy possible, both research and advocates suggest it鈥檚 common among students at high 黄色apps that have adopted project-based learning.

Ask anyone what鈥檚 wrong with high 黄色app today, and invariably, some common themes emerge: Kids are ; students have ; teens aren鈥檛 practicing key skills they鈥檒l need in today鈥檚 job market. When done well, project-based learning can be a remedy for all three.

What is project-based learning?

In the simplest terms, project-based learning is a way of teaching so that students learn by doing projects. Students actively participate in their education by 鈥渃reating knowledge鈥� as they work, rather than passively receiving information from the teacher, as is common in traditional classroom teaching. Typically, students devote themselves for extended periods of time to solving real-world, challenging, and/or personally engaging problems. In the beginning of a project, students seek in-depth understanding of a question. Next, they research and develop explanations and solutions. Then, students present their final product to an audience that can be a mix of teachers, peers, and real-world professionals who may actually benefit from their project鈥檚 findings, recommendations, or products. At its best, project-based learning requires creativity, leadership, listening and communication skills, project management, and sustained attention by 鈥渄oing.鈥� These projects range widely from business concepts and scientific research to social justice activism and artistic displays.

Why project-based learning is important

Multiple studies show that project-based learning is not just popular 鈥� it鈥檚 effective. A July 2016 article from researchers at Durham University delves into many studies that show the instructional model works for students of all ages. For example, in a 1998 study in the United Kingdom, more 9th to 11th graders studying math in classes with project-based learning passed the General Certificate of Secondary Education (GCSE) than students who had traditional math instruction. A 2007 Israeli study reported 60 high 黄色app students in classes with project-based learning on programming, robotics, and electric motors showed 鈥渁 significant increase鈥� in technology knowledge and skills compared to 60 students in traditionally taught classes. In Greece, a 2011 study concluded that project-based learning taught elementary 黄色app students learned group skills, motivation, and positive attitudes toward peers from a different ethnic background as well as content knowledge. That same year in Taiwan, a study of female high 黄色app students participating in classes that used project-based strategies to teach STEM (science, technology, engineering, and math) determined the hands-on learning led to increased engagement and enjoyment of the subjects. A 2014 study of 11th grade females in Oman studying environmental science found that the students in the project-based learning group significantly outperformed a control group on the Environmental Knowledge Test. in a rural southwest U.S. 黄色app district found the students in the project-based class 鈥渙utperformed peers who learned from a traditional curriculum in both social studies and college and career readiness.鈥� And a of the performance of 48 students in Indonesia determined that project-based learning increased the students鈥� 鈥渃reativity and self-reliance鈥� in writing poetry.

According to Joseph Krajcik and Phyllis C. Blumenfeld, who wrote the 鈥淧roject Based Learning鈥� chapter of The Cambridge Handbook of the Learning Sciences, students in project-based learning classes received higher scores on the Michigan state science test than their peers in traditional classrooms. Most recently, Krajcik and Barbara Schneider, Ph.D., co-authored a study funded by the National Science Foundation called Crafting Engaging Science Environments, which provided 10th, 11th, and 12th grade high 黄色app chemistry and physics students with 12 weeks of project-based learning in chemistry and physics. A third-party assessment found that the project-based students outperformed their peers taught in regular classes, with students moving from a C to a B- or from a B+ to a solid A 鈥� or on state examinations, from not proficient to proficient. (The paper is currently under review by the journal Educational Research.)

What project-based learning looks like in action

On any given day 鈥� and depending on where kids are in their projects — you might see groups of students clustered together discussing, independently researching, giving or getting feedback, or all of the above. Teachers may be at the front of the room explaining a key concept or skill to one group or the whole class, circulating around the room helping different groups with their projects, or sitting at their desk, where kids may approach to ask questions or solicit feedback.

鈥淧BL helps kids understand why something happens,鈥� explains , a researcher at Michigan State University and a principal investigator of , a project-based learning science curriculum supported by the National Science Foundation. 鈥淚nstead of studying the periodic table, they explore simple questions, like Why do things stick together? Why is there so much energy in a hurricane? How come it is so dangerous to have a temperature of 107 degrees? Why can we eat salt (sodium chloride) but we can鈥檛 eat either sodium or chloride?鈥�

Not just any project qualifies as well-designed project-based learning. Bob Lenz, CEO of , a nonprofit organization that supports 黄色apps in implementing project-based learning around the country, says that high-quality projects should be intellectually challenging, authentic, relate to the world outside of 黄色app, offer students opportunities to collaborate, have a public audience, engage project management skills, and include opportunities for reflection.

Even within such criteria, projects range widely. For example, students at the Impact Academy of Arts and Technology in Hayward, CA created 6- to 8-minute simulations for their World History class (French, Cuban, Russian, Haitian, etc.) have been for improving the conditions of the people. Susanna Pierce McConnell鈥檚 students at Westlake High School in Austin, TX focused on . Chris Fancher鈥檚 math students at Manor New Technology High School in Manor, TX worked on . Mike Lim, chemistry teacher at Gardena Senior High School in southern California, chuckled as he recalled his favorite project: Why is it impossible to un-cook a boiled egg? The investigation wasn鈥檛 half-baked. 鈥淓ach project has rewards — skills acquired and knowledge gained — that allows students to understand other projects.鈥�

Why aren鈥檛 all 黄色apps adopting project-based learning?

Project-based instruction requires different skills than those used in traditional classrooms. Teachers need to be 鈥渧ery skilled at asking questions,鈥� Krajcik explains, as well as supporting students in their research, setting kids up for effective group work, scheduling projects, encouraging peer feedback, monitoring both group and individual progress, and assessing student learning and evaluating projects. Chemistry teacher Mike Lim characterized his transition to project-based learning as 鈥渢wo months of agony.鈥� Now, he finds the method 鈥渢otally fulfilling鈥� and he helps new teachers navigate that same transition. Teacher training and whole-黄色app adoption of project-based learning can require a major investment of time and money.

And when not done well, project-based learning may fail students. , challenges include coming up with a rich problem, monitoring who is doing what, and giving kids chances to catch up when they鈥檝e missed class. Skeptics argue that teenagers can鈥檛 or won鈥檛 work cooperatively or that some will bully or coerce others to do all the work. Still others decry the 鈥渟ocialist group think鈥� or are alarmed at the loss of more traditional, teacher-led instruction. Researchers suggest that project-based learning works best as part of a two-phase approach. On any given unit, teachers should teach content directly first and then offer project-based learning as a way for students to explore the material, deepen their understanding and develop skills.

What do students think? While studies show mostly positive student attitudes and outcomes, Duncan Haus, who graduated from project-based New Technology High School in Napa, CA thinks that this instructional approach 鈥渟eems to work better for people able to guide-themselves鈥� [it] would not work well for people who prefer rote memorization.鈥� Still, he says, most of his classmates preferred project-based learning to traditional classroom learning. PBLWorks鈥� Bob Lenz, however, offers this assessment: 鈥淎ll students excel at PBL. Ones who struggled before in traditional 黄色apps, immediately find success.鈥�

How to recognize when project-based learning is being done well

• Implementation. Look for 黄色apps that have adopted project-based learning as a whole 黄色app and implemented over the long-term. How long has the 黄色app been using project-based learning? (Longer typically shows more commitment.) Is project-based learning 黄色appwide or only in certain classes? (Whole 黄色app adoption doesn鈥檛 mean the 黄色app can鈥檛 teach traditionally as well, but whole 黄色app commitment is different than a single project for a few students or in a few classes.) How do instructors balance instructional time and project time? (The best teachers can explain how they balance these different approaches.)
• Teacher training. Teachers often need dedicated training to adopt this kind of teaching. Ask who is trained, how, and when? Is teacher training ongoing or only was it a one-time event?
• Student work. Schools with great project-based learning are proud of what their students have done and students can readily talk about their work. Can you see examples of final presentations? What members of the community have participated in evaluating student presentations? What do the students say about their learning?

Key takeaways

For parents…

• Watch these videos of project-based learning in action in , , and and think about whether your child would thrive in this type of learning environment.
• Ask about how project-based learning is implemented in the classroom and throughout the 黄色app.
• Ask to see examples of completed projects and presentations.

For educators…

• Learn more about and .
• Read more about associated with strong project-based teaching.

For education leaders…

• by researchers at Durham University to review the research backing PBL and to get the six key recommendations considered to be essential for a successful adoption of PBL.
• Read the 鈥淧roject Based Learning鈥� chapter of The Cambridge Handbook of the Learning Sciences.
• Check out , a PBL science curriculum supported by the National Science Foundation.

This article is part of our Transforming High School series, a collection of stories, videos, and podcasts exploring the practices that prepare students for success in college and beyond.