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 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.

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.

Institution	Discipline	Instructor	Classroom settings
Concordia University Level: University	Biology	Madoka Gray-Mitsumune	Need access to online learning platform with Wiki LRI Classroom size: Varies View resources used
Dawson College Level: College	English - Effective reading and writing	Catherine Payne	Traditional Classroom Classroom size: 30-40 View resources used

Institution

Discipline

Instructor

Classroom settings

Concordia University

Level: University

Biology

Madoka Gray-Mitsumune

Need access to online learning platform with Wiki LRI

Classroom size: Varies

View resources used

Dawson College

Level: College

English - Effective reading and writing

Catherine Payne

Traditional Classroom

Classroom size: 30-40

View resources used

Institution	Concordia University Level: University	Dawson College Level: College
Discipline	Biology	English - Effective reading and writing
Instructor	Madoka Gray-Mitsumune	Catherine Payne
Classroom settings	Need access to online learning platform with Wiki LRI Classroom size: Varies View resources used	Traditional Classroom Classroom size: 30-40 View resources used

Why use it?

Benefits

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.

Challenges

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.

Ready to try it out?

Download Flowchart

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.