Hidden Surprises of Project Based Learning

Working in a project based learning environment may be challenging for teachers. Its a scary place. The difference between a traditional school model and project-based model is simple: control. Teachers often hear the word control as a good thing. If a teacher has strong classroom management skills, they are considered in “control” of a classroom. With project-based learning the key word is engagement, and not control. If students are engaged in the classroom, project, assignment, there is no need to “control them”.

Here’s what I mean. In my experience, students act out, make excuses, and disrupt others because they are bored. If you keep them engaged, those behaviors disappear. A few years ago, I had the student Peter. (Names have been changed). I could barely get Peter to write a paragraph in my class. He would walk around, distract other students and cop attitude with me. He would say things like “Oh, thanks Ms. DeLuca for the busy work” or “this is pointless”. However, when I put Peter in front of a project, and he would shine. He spent one afternoon, building a life-sized hamster wheel. That student was driven, focused and determined. Its simple: when students are engaged something they like doing, behaviors take a back seat. When students are engaged in a project, I have found less classroom management issues. If students are in control of their own work, they foster their own motivation. The teacher can watch as an accompanying coach or mentor.

Another important surprise of project-based learning is having students see the difference between turing work in and turning in quality work. Project based learning shows students that it is not the end result, but it's the journey along the way. This past year at Method Schools my biggest challenge was pushing students to enjoy the journey of the process. Many students have learned to slow down and take their time with work creation. Because of the blended learning environment, students when they are completing their online work efficiently and diligently. When they took this approach to projects, the results were not ideal. While projects would engage students, the students rushed through them to get the work done. Projects are not about assignment completion, rather they are about the process of completing them.

Our goal for next year is to ensure that these two elements will push both students and teachers to ensure an all encompassing learning environment. If students are engaged in projects, it will motivate them to become better students and behaviors will diminish.