In today’s fast-paced world, it is crucial to outfit students with the tools needed to succeed in a competitive global economy. Teachers, administrators, and caregivers play an essential role in preparing students to be knowledgeable life-long learners and responsible, contributing citizens. While educators are under an insurmountable amount of pressure to educate students, we beg the question, “Why not have a little bit of fun while you’re at it?” The Project Based Learning (PBL) approach helps teachers and students to expand their skills, supports standards-based curricula, aligns with school and district goals, and promotes an atmosphere of exploration, relevance and, wait for it. . . fun, in the classroom!
Background of PBL
According to the Buck Institute for Education, students participate in “an extended process of inquiry in response to a complex question, problem, or challenge” through the process of Project Based Learning. Effective PBL intends to teach significant content through goals that are “explicitly derived from content standards and key concepts at the heart of academic disciplines,” requires “21st century” skills such as critical thinking, problem solving, collaboration, and uses inquiry to promote student questioning, research, and the construction of a new idea, interpretation, or product. Projects are organized around open-ended driving questions and integrate a degree of student voice and choice into project decision-making. PBL includes a process of revision and reflection to help students learn how to improve a project’s quality, and to reflect on learning. A public presentation element “ups the stakes” to “increase students’ motivation to do high-quality work, and adds to the authenticity of the project.” (BIE, 2013). Whether you are on the coastal shores of Hawaii, in the fields of Nebraska, or the in the cranberry bogs of Nantucket, students across the country can benefit from instruction that integrates hands on learning, exploration, research, questioning, and presentation skills.
PBL in a Nutshell
Creating a positive and challenging learning environment is crucial for promoting academic growth and for maintaining positive classroom relationships. Over the past two years, BERC Group researchers and Dr. Marina Piscolish conducted focus groups and classroom observations to evaluate the effectiveness of two PBL programs – PALS and PLACES - in Hawaii. This blog includes quotes and findings from our studies. Classroom climate changes related to PBL instruction include the increase of communication, collaboration, and leadership skills demonstrated by students. One teacher involved in a PBL program explained, “Students have a lot of comfort. They take risks, ask questions. They lead with these active engagement behaviors and model for other kids, helping to set better conditions for learning for the whole class.” Teachers commented on the changes they have made in the classroom due to their own participation in PBL programs. “I am teaching one class that I redesigned to have more teamwork, more tasks for teams, more emphasis on reading in context, organizing work and thoughts, and giving students a chance to lead,” stated one educator. “[PBL] got me back on track where I remembered that I need to make learning fun,” shared one educator, “I saw kids could understand complex issues because they were having fun. I don’t ever want to lecture again.”
Our Findings
The Program for Afterschool Literacy Support (PALS) provides learning opportunities for predominantly Native Hawaiian children in elementary, intermediate, and high schools on the Waianae coast of Oahu. Similar to PALS, the Place-based Learning And Community Engagement in School (PLACES) program incorporates research-based strategies that address low achievement and disengagement concerns of Native Hawaiian students and is aligned with national and state goals. The PLACES program strives to improve academic achievement of students at an elementary school by implementing Place-based Cultural Projects (PBCP) and by creating multiple layers of mentoring and support opportunities through a number of wrap-around programs. PBCP integrates elements of Project Based Learning (PBL), specifically in the use of a standard-supported curriculum, the promotion of 21st-century skills, and the presentation of projects to family and local community members. The unique features of PBCP include the creation of a culturally-relevant projects and collaboration with the community in the development of projects.
Program staff members recognize that making changes to school curriculum alone will not change children’s futures. A more holistic approach is necessary. Specific goals of the program include increasing reading proficiency and student engagement, to enhance teacher understanding of PBL, PBCP, and to nurture community and school partnerships. Through projects, students explore elements of past and contemporary cultural connections so to strengthen their sense of identity within a robust literacy-based framework. These services strive to support and connect student interest to meaningful experiences in the community through place-based cultural projects aligned with standards.
Through the PBL approach, students are exposed to literacy-based instruction and projects that cultivate reading and writing skills. Teacher interviewees suggest PBL instruction helps students to develop skills beyond reading and writing as well. In addition to promoting teamwork among students, interviewees boast seeing positive changes in verbal, observation, critical thinking, and problem-solving skills. For example, first-grade students participated in a variety of activities to help them gain an understanding of Hawaiian history and culture through the exploration of symbols, mo’olelo (story), mele (song), and native plants. Over the duration of the project, students developed various writing pieces using the plant and Hawaiian cultural knowledge as schema for their literacy work. The project demanded for students to expand their knowledge outside of the classroom and promoted learning through art and in the garden setting. Students displayed their learning during a culminating event where they shared writings, artwork, demonstrations, performances, and garden tours with family and community members. Similarly, each of the grade level projects integrate literacy-focused instruction with art, data collection, exploration, creation, and hands on learning to provide a well rounded learning experience. One focus group member highlighted how PBL helps to motivate students with proficiency challenges, saying,
Program staff members recognize that making changes to school curriculum alone will not change children’s futures. A more holistic approach is necessary. Specific goals of the program include increasing reading proficiency and student engagement, to enhance teacher understanding of PBL, PBCP, and to nurture community and school partnerships. Through projects, students explore elements of past and contemporary cultural connections so to strengthen their sense of identity within a robust literacy-based framework. These services strive to support and connect student interest to meaningful experiences in the community through place-based cultural projects aligned with standards.
Through the PBL approach, students are exposed to literacy-based instruction and projects that cultivate reading and writing skills. Teacher interviewees suggest PBL instruction helps students to develop skills beyond reading and writing as well. In addition to promoting teamwork among students, interviewees boast seeing positive changes in verbal, observation, critical thinking, and problem-solving skills. For example, first-grade students participated in a variety of activities to help them gain an understanding of Hawaiian history and culture through the exploration of symbols, mo’olelo (story), mele (song), and native plants. Over the duration of the project, students developed various writing pieces using the plant and Hawaiian cultural knowledge as schema for their literacy work. The project demanded for students to expand their knowledge outside of the classroom and promoted learning through art and in the garden setting. Students displayed their learning during a culminating event where they shared writings, artwork, demonstrations, performances, and garden tours with family and community members. Similarly, each of the grade level projects integrate literacy-focused instruction with art, data collection, exploration, creation, and hands on learning to provide a well rounded learning experience. One focus group member highlighted how PBL helps to motivate students with proficiency challenges, saying,
I think we’ve always been a school that’s been heavily focused on reading, writing, and math so it’s nice to kind of give those areas a purpose ...where the kids can use the skills that we’re trying to teach them and they can apply them. I think that we see kids who are either hesitant to read or hesitant to write are now more motivated – [PBL] supports this. In the past, they didn’t know how to write but now that we have our artifacts and we talked about it. I think they try harder, because it’s for the purpose of the project.
Educators noticed a shift in the classroom culture as a result of PBL instruction, observing a positive change in behavior, an increase in students who raise their hands to questions, and an overall change in how students interact with each other. As one teacher explained, “Kids don’t have a way to interact with each other in a positive way. When we are doing our project or doing the classroom blog, they will talk positively to each other. [PBL] allowed them to get out of the classroom, allowed them to do something different and be creative, get out of the constraints of education.”
Strengths of PBL
Teachers involved with each program praise PBL for the ability to “build schema to support learning and development,” and for a multitude of other benefits including “the enhancement of student retention of learned content,” and the “promotion of open-mindedness, curiosity, and a respect for different ways of working, knowing, and learning.” Others noted positive changes observed in student self-confidence, with some touting that PBL-style learning helps to motivate students “to struggle and overcome past limitations,” and for the sense of risk-taking it promotes, saying students gain “perseverance and resilience in the face of failure.” Educators involved with the program could not be more complimentary about PBL, with teachers claiming the program “levels the playing field, allowing all students to connect and contribute,” “inspires each student to be their best self,” and “helps students to identify and celebrate their unique strengths,” while positively impacting student self-image.
Strengthened Building Relationships
While discussing the changes observed in student-to-student relationships, an interviewee shared, “It gives [students] a chance to learn how to cooperate with one another, to work together.” Another focus group member mentioned, “The kid’s attitude might be the best evidence [the program is working]. They cheer each other on and don’t ridicule or tease one another.” The unique bonds created are making an impact on adults who participate in the building as well, with one stakeholder sharing, “Kids come to me and ask questions. It gives me a chance to have a more direct relationship with students. I can see what they are capable of.”
Student Interest
PBL programs have made an impact on students both in and out of the classroom, specifically observable via a reported peaked level of student interest in learning, greater participation during classroom instruction, and, according to focus group participants, an increase in school attendance and homework completion. One educator shared their experience, saying, “I see student’s ideas developing. They are better presenters and sharers of their own work. It gives them lots of chances to practice presentation and speaking skills.” Additionally, the hands-on program design has been identified by some to “meet the needs of students not typically successful at school” and offers “kids the chance to be successful as a learner in a learning setting.” One staff member reflected, “Our students are visual, hands-on learners. This program offers all the motivation to start there, but to go beyond.”
Strengthened Building Relationships
While discussing the changes observed in student-to-student relationships, an interviewee shared, “It gives [students] a chance to learn how to cooperate with one another, to work together.” Another focus group member mentioned, “The kid’s attitude might be the best evidence [the program is working]. They cheer each other on and don’t ridicule or tease one another.” The unique bonds created are making an impact on adults who participate in the building as well, with one stakeholder sharing, “Kids come to me and ask questions. It gives me a chance to have a more direct relationship with students. I can see what they are capable of.”
Student Interest
PBL programs have made an impact on students both in and out of the classroom, specifically observable via a reported peaked level of student interest in learning, greater participation during classroom instruction, and, according to focus group participants, an increase in school attendance and homework completion. One educator shared their experience, saying, “I see student’s ideas developing. They are better presenters and sharers of their own work. It gives them lots of chances to practice presentation and speaking skills.” Additionally, the hands-on program design has been identified by some to “meet the needs of students not typically successful at school” and offers “kids the chance to be successful as a learner in a learning setting.” One staff member reflected, “Our students are visual, hands-on learners. This program offers all the motivation to start there, but to go beyond.”
Increased State Scores
Finally, researchers collected Hawaii State Assessment (HSA) reading scores for all 4th - 6th-grade students involved in the programs. We examined group differences between PALS participants and their non-PALS classmates. Analyses showed that a greater percentage of PALS participants met or exceeded reading proficiency targets than their non-PALS classmates at all elementary grade levels.
Finally, researchers collected Hawaii State Assessment (HSA) reading scores for all 4th - 6th-grade students involved in the programs. We examined group differences between PALS participants and their non-PALS classmates. Analyses showed that a greater percentage of PALS participants met or exceeded reading proficiency targets than their non-PALS classmates at all elementary grade levels.
PALS (After-school) PBL
The intentional focus on place “emphasizes an active, hands-on, experiential approach to learning in the context of pursuing important questions and authentic projects within the larger community.” PALS students participate in a myriad of culturally and academically relevant projects and activities focused on community-stewardship and relationship-building within a place-based context. Students at each of the six participating schools have a choice of afterschool groups in which to participate. Group activities range from building and maintaining an Aquaponics system, learning how to play the ukulele and pairing music to create a digital I-Movie about the community, designing and painting a mural on a school wall inspired by the history of the community, growing and harvesting crops from the garden, and creating paper mache replicas of animals native to Hawaii, for example. Martial arts, exploring healthy choices, animal protection, and elderly care are other areas students pursued during program time. The robotics programs offer participants the opportunity to increase skills in computer programming and robotics building, and to participate in competitions at the local, district, and state levels.
Researchers gained direct insight about their project from Animation group students during a site visit to one of the elementary schools. Students were busy writing a student-created script based on a true story, as relayed by a grandmother of one of the student’s. The story revolved around the grandmother whom, as a child, was hiding in a closet with her siblings during a military invasion. An opposing soldier found the young children hiding and allowed them to live. Students relayed the story with enthusiasm and a sense of seriousness that seemed beyond their elementary years. Some students diligently worked on creating a “set” made out of construction paper and shoeboxes, while other students tweaked the storyline or created “people” out of Popsicle sticks and clay. Other students sat at computers to design and adjust the animated sections. Their work was not only thoughtful, intricate, and elaborate, but was meaningful because it came from a true experience and was interesting. It became obvious to researchers during the course of the visit that the students were not only engaged in their project, but were motivated to make the necessary adjustments to the scripts, thereby practicing their reading, editing, and critical thinking skills over the course of the program.
Researchers gained direct insight about their project from Animation group students during a site visit to one of the elementary schools. Students were busy writing a student-created script based on a true story, as relayed by a grandmother of one of the student’s. The story revolved around the grandmother whom, as a child, was hiding in a closet with her siblings during a military invasion. An opposing soldier found the young children hiding and allowed them to live. Students relayed the story with enthusiasm and a sense of seriousness that seemed beyond their elementary years. Some students diligently worked on creating a “set” made out of construction paper and shoeboxes, while other students tweaked the storyline or created “people” out of Popsicle sticks and clay. Other students sat at computers to design and adjust the animated sections. Their work was not only thoughtful, intricate, and elaborate, but was meaningful because it came from a true experience and was interesting. It became obvious to researchers during the course of the visit that the students were not only engaged in their project, but were motivated to make the necessary adjustments to the scripts, thereby practicing their reading, editing, and critical thinking skills over the course of the program.
[More: See the Hoike Presentation video at the bottom of this post to learn more about this project.]
PLACES (In-School) PBL
PLACES grade-level projects revolve around a range of culturally relevant topics including the history and current status of Waianae’s water supply, Life Cycles, Nutrition via the past and current eating habits of Hawaiians, and a study of Leadership using biographies of the Hawaiian monarchs. Projects integrated elements of PBL strategies, including the investigation of local and cultural issues, the use of community resources, and a field trip to project-relevant locations. Each of the participating grade levels conducted a different program-supported assignment that culminated in a community presentation. For example, fourth-grade class members presented a hand-drawn portrait of the monarchs during a public art event, and sixth-grade class members presented their self-created poetry to family and community members during a Slam Poetry Night. Of this experience, one teacher shared, “Every child came down feeling they accomplished something. This is what we want for our children. I look forward to the children lighting up and saying, ‘hey, I can do it all by myself.’” Other staff members mentioned how the event helped to create “a feeling of community,” “unity,” and provided the opportunity for school staff, family, and community members to eat, talk, and share together.
Field trip opportunities not only provide students with project-related hands-on learning experiences, but also aide in linking classroom learning to real-world cultural and educational connections. For example, students traveled around the island to seek out native food sources, went to the local university for a campus tour, learned about monarchs at a historic palace, studied art at the art museum, and participated in a pasta cook-off. Teachers and students alike raved about these activities, with some recognizing the fact that such opportunities are rare for many of the students and have “opened their eyes to the world beyond their neighborhood.”
Although the two programs we evaluated have a specific focus on increasing student literacy, cross-content teachers worked together to also integrate mathematical, scientific, artistic, and historical elements into project work. Educators suggested their participation in the program helped to increase communication among staff members, as grade-level teachers collaborated during Professional Learning Community (PLC) time to discuss guiding questions, reflection activities, and to plan project logistics. Depending on the complexity of the project, project work lasted anywhere from a couple of weeks to a few months, with some grade levels completing more than one project in a school year.
Field trip opportunities not only provide students with project-related hands-on learning experiences, but also aide in linking classroom learning to real-world cultural and educational connections. For example, students traveled around the island to seek out native food sources, went to the local university for a campus tour, learned about monarchs at a historic palace, studied art at the art museum, and participated in a pasta cook-off. Teachers and students alike raved about these activities, with some recognizing the fact that such opportunities are rare for many of the students and have “opened their eyes to the world beyond their neighborhood.”
Although the two programs we evaluated have a specific focus on increasing student literacy, cross-content teachers worked together to also integrate mathematical, scientific, artistic, and historical elements into project work. Educators suggested their participation in the program helped to increase communication among staff members, as grade-level teachers collaborated during Professional Learning Community (PLC) time to discuss guiding questions, reflection activities, and to plan project logistics. Depending on the complexity of the project, project work lasted anywhere from a couple of weeks to a few months, with some grade levels completing more than one project in a school year.
Impact on Teachers
PLACE-based instruction requires teachers to shift to a new way of teaching and to move from a teacher-driven classroom to a student-driven atmosphere. While this pedagogical shift may be challenging for some educators, others tend to embrace it and implement their practices to their general education classrooms on a regular basis. Teacher interviewees discussed the impact PBL has made in their classrooms. One school personnel explained,
You have to learn to let go of the control of a class and let your children lead their own learning. For most teachers that is the hardest part. Once you tell [students] what to do, they tend to daydream or get off-task, but if they're in control of what they're doing, they're going to definitely be more engaged. So, I think these are definitely qualities that, as teachers, we have to realize. You have to let go.
Students are exposed to a variety of experiences through PBL over the course of the school year and require flexibility from educators to be successful. Many of the opportunities encourage students to participate in hands-on learning while strengthening their reading, writing, and mathematical skills. Students work on activities that are challenging, engaging, creative, and student driven. A program representative discussed the impact student-centered teaching makes on student engagement, saying,
I feel like there’s a lot more engagement versus a teacher-centered teaching style to a student-centered teaching style. Kids are taking more initiative to do work, especially in my class when we’re trying to make this adobe and trying to teach them what composting is about. To have them participate and then actually putting standards [with it] is pretty amazing. It’s kind of like tricking kids into learning.
Teachers using project-based learning techniques in their classroom praise the program for introducing them to new instructional strategies, for encouraging the practice of reflection, and for creating an enhanced educational environment within the classroom. Staff members reflected on what the program has meant for their teaching, saying, “I’ve learned how to integrate collaboration and group work into my regular teaching now,” “I make more intentional use of student presentation and communication skills,” and, “I use more open-ended questions. I question differently to get to higher level thinking.”
Elements of Successful PBL Implementation
Professional Development
Teachers in both the PALS and PLACES programs participated in a variety of professional development opportunities that addressed the planning and implementation of PBL and included ways to integrate standards-based literacy teaching in project instruction. Experts from the Buck Institute provided teachers and community partners with professional development dedicated to project-based learning. Other trainings revolved around small group instruction and insight on how to align standards to project goals. A small handful of teachers involved with both programs traveled to Evergreen Academy in Asheville, North Carolina as part of a three day Site Seminar. Staff members observed project based learning practices in action during their visit to this highly acclaimed program.
Community Connections and Support
Projects in both programs revolve around a range of place-based culturally relevant topics. Projects integrate elements of PBL strategies including the investigation of local and cultural issues and the use of community resources for investigative purposes, field trips to project-relevant locations, and the presentation of final works to family and community members. In order for projects to run smoothly, staff members collaborate and coordinate with community members to provide services that support projects and enhance learning opportunities for students. This collaboration has helped to strengthen connections between school and community members and helps students to learn in settings outside of the classroom.
Teachers in both the PALS and PLACES programs participated in a variety of professional development opportunities that addressed the planning and implementation of PBL and included ways to integrate standards-based literacy teaching in project instruction. Experts from the Buck Institute provided teachers and community partners with professional development dedicated to project-based learning. Other trainings revolved around small group instruction and insight on how to align standards to project goals. A small handful of teachers involved with both programs traveled to Evergreen Academy in Asheville, North Carolina as part of a three day Site Seminar. Staff members observed project based learning practices in action during their visit to this highly acclaimed program.
Community Connections and Support
Projects in both programs revolve around a range of place-based culturally relevant topics. Projects integrate elements of PBL strategies including the investigation of local and cultural issues and the use of community resources for investigative purposes, field trips to project-relevant locations, and the presentation of final works to family and community members. In order for projects to run smoothly, staff members collaborate and coordinate with community members to provide services that support projects and enhance learning opportunities for students. This collaboration has helped to strengthen connections between school and community members and helps students to learn in settings outside of the classroom.
What Does it all Mean?
Overall, educators, family members, and students alike praise both PBL programs for accessibility to community resources and report seeing an increase in student leadership, self-confidence, and academic skills. By utilizing a place based culturally focused curriculum, students not only participate in an experience that ties in current and past cultural events, but are exposed to resources and opportunities they may not otherwise be privy to. School administrators report the culminating project presentations help students to reflect on their work and result in increased family and community involvement with the school. Under a PBL model, teachers are shifting their instructional practices to create more student-centered classrooms where students are encouraged to explore, ask questions, research, collaborate, and reflect around topics that are engaging, exciting, and fun!
Want to Learn More?
Relevant Links:
Hoike Presentation:
Sarah Brenner, M.Ed. Research Associate
Sarah Brenner holds a Master of Education in School Counseling from Seattle Pacific University and a Bachelor of Arts in Sociology and English from John Carroll University. Sarah’s educational work experience includes Social Work (Children and Family Services, Shelter for Runaway Teens, Mental Health Facility for Children and Domestic Violence Center), Case Manager for a middle school re-entry program, and completing a 600+ hour internship at a middle school in the Seattle Public School District. Sarah’s research interests include college readiness, school counseling, and equity in education.
