Strategies
Project-based Instruction
Students are more engaged during class, and their understanding of the course material is better overall.
Quote from MADOKA GRAY-MISTUME, Concordia University
What is it?
Project-based instruction is an instructional approach that provides students with the opportunity to actively engage in projects that are personally relevant and/or have real-world applications beyond the classroom. With project-based instruction, students are generally put into groups to collaborate to solve an authentic problem or answer a complex question. Projects typically are interdisciplinary, student-centred and long term – lasting from a week up to a semester. Students are challenged to find solutions and assess issues while evaluating many different areas of academic research and information in order to successfully complete their project. The instructor acts as facilitator, guiding students in ...
Read More +Project-based instruction is an instructional approach that provides students with the opportunity to actively engage in projects that are personally relevant and/or have real-world applications beyond the classroom. With project-based instruction, students are generally put into groups to collaborate to solve an authentic problem or answer a complex question. Projects typically are interdisciplinary, student-centred and long term – lasting from a week up to a semester. Students are challenged to find solutions and assess issues while evaluating many different areas of academic research and information in order to successfully complete their project. The instructor acts as facilitator, guiding students in the process by supporting, monitoring and intervening only when necessary. In response to the question/problem, students produce and present an artefact to a real audience.
Purpose: This approach helps students engage with the content knowledge more deeply and promotes critical thinking, collaboration, creativity and communication skills.
Read Less -When to use it?
Context & Requirements
- Level
- All levels
- Discipline
- All disciplines
- Class size
- All class sizes
- Classroom settings
- No specific classroom setting required
- Technological requirements
- Dependent on the type of activity
Skills Promoted
- Analytical skills
- Critical thinking
- Knowledge organization
- Problem solving
- Reflective reading
- Teamwork
Who’s using it?
SALTISE community members who use this strategy and are willing to share advice and/or resources.
| Level | University |
| Institution | Concordia University |
| Discipline | Biology |
| Instructor | Madoka Gray-Mistume |
| Class size | Varies |
| Classroom setting | Need access to online learning platform with Wiki LRI |
| Resources used | View More |
| Level | College |
| Institution | Dawson College |
| Discipline | English - Effective reading and writing |
| Instructor | Catherine Payne |
| Class size | 30-40 |
| Classroom setting | Traditional Classroom |
| Resources used | View More |
Why use it?
Student engagement and material retention can improve using project-based instruction. Students are more engaged during class, and their understanding of the course material is better overall. Using multiple classes to build students’ ability to do a project is helpful as it allows students to have both a clear goal for each class and to see how all of their knowledge can come together in a final project. It also allows them to clearly see the connections between the concepts being covered across classes within a course.
Group dynamics can be difficult to predict and some groups might not work well. If work on a project is over a number of classes some students may have difficulty catching up if they miss a class during the semester.
Helpful resources
References
Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem-and project-based learning. Journal of the learning sciences, 7(3-4), 271-311.
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369-398.
Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning (pp. 317-34). Na.
Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1994). A collaborative model for helping middle grade science teachers learn project-based instruction. The elementary school journal, 94(5), 483-497.
Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., & Soloway, E. (1997). Enacting project-based science. The elementary school journal, 97(4), 341-358.
Mills, J. E., & Treagust, D. F. (2003). Engineering education—Is problem-based or project-based learning the answer. Australasian journal of engineering education, 3(2), 2-16.
Milner-Bolotin, M. (2001). The effects of topic choice in project-based instruction on undergraduate physical science students’ interest, ownership, and motivation. University of Texas at Austin.
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of engineering education, 95(2), 123-138.
Thomas, J. W. (2000). A review of research on project-based learning.
Video
Five Keys to Rigorous Project-Based Learning – Edutopia
Project-Based Learning – Khan School
Project Based Learning: Explained – Buck Institute for Education
Projects and Project-Based Learning: What’s The Difference? -Edutopia
To Learn More
For more ready resources go to Articles and Books