Chapter 4

When deciding to use project based learning as part of their lessons, teachers need to weigh the possibilities of pitfalls and the qualities that best projects share. The potential pitfalls are as followed:

·         Long on activity, short on learning outcomes.

·         Technology layered over traditional practice.

·         Trivial thematic units.

·         Overly scripted with many, many steps.

When trying to design a project based learning lesson, it is important to look at what criteria is needed for the best projects. The book lists what they call “The best projects share the following qualities. They”

·         Are loosely designed with the possibility of different learning paths

·         Are generative, causing students to construct meaning

·         Center on a driving question or are otherwise structured for inquiry

·         Capture student interest through complex and compelling real-life or simulated experiences

·         Are realistic, and therefore cross multiple disciplines

·         Reach beyond school to involve others

·         Tap rich data or primary sources

·         Are structured so students learn with and from each other

·         Have students working as inquiring experts might

·         Get a 21^st century skills and literacies, including communication, project management, and technology use

·         Get at important learning dispositions, including persistence, risk-taking, confidence, resilience, self-reflection, and cooperation

·         Have students learn by doing

When designing the project, teachers must follow these important steps:

1. Revisit the framework

2. Establish evidence of understanding.

3. Plan the “vehicle” (the project theme or challenge).

4. Plan entrée into the project experience.

If we as teachers follow these four steps, we can be sure we can create successful project based learning opportunities for our students.