project methodology

Project-Based Learning (PBL) Methodology*

By using authentic scenarios in projects, learners step into roles that require specific content in order to create a polished, finished product. Along the way learners develop problem-solving abilities and sustainable (21st Century) skills.

Entry (Step 1)

Every project begins with an entry event and/or an entry document. The purpose of this is to introduce not only subject matter but, more importantly, the context within which the content to be learned fits. Entry documents leave 'breadcrumbs' for learners to follow, to uncover information, and to use as markers along the way during project execution.
Below is an example of an entry document from a project called Pure NRG about the Fukushima/Daiichi nuclear disaster.

What do we know? (Step 2)

Learners work collaboratively to determine what they know in order to begin, what they need to know to complete the project, and what next steps need to be taken along the way.

Action Statement (Step 3)

How can we as...
Do...
So that...

For the Pure NRG project (the entry doc is at left):

How can we as... a PR team at Marketing Solutions firm
[Do]...create a 2-minute PR pitch to promote general atomic energy confidence and safety
So that...the International Atomic Energy Agency can turn around the public's trust of atomic energy and its continued use and benefits worldwide?

Workshops/Scaffolding (Step 4)

Instead of a traditional classroom where teachers decide what to teach, how to teach, and when to teach, learners request to be taught specific information based on what they have determined they need to know in order to complete the project.
In tandem with this effort, the facilitator makes available a Project Briefcase that points learners to relevant resources (lots of reading and writing reflections at home) as well as interwoven group and individual assignments.

Creation (Step 5)

Learners analyze and synthesize what they (now) know and work collaboratively to create a final product (ex. a 2-minute PR pitch) to present to an appropriate audience (ex. a real PR executive).

Self/Peer/Expert Assessment (Step 6)

Detailed rubrics guide the way. Every assignment has a separate rubric. Each skill and/or content standard is identified and quantitatively and qualitatively evaluated. This happens first as a self-assessment and later by peers and facilitators and sometimes outside experts, such as parents or community members who volunteer their time and content expertise to advance the project and the learning that goes along with it.