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Project-Based Learning
 
Youthwork Information Brief No. 28
  
 

Cheryl R. Sturko Grossman

  
     
 
     

Project-based learning (PBL) is an educational strategy that actively involves youth in learning academic subjects and other skills by relating them to a real-world problem or outcome. PBL can be used effectively in a variety of Workforce Investment Act (WIA) elements, such as summer employment opportunities linked to academic or occupational skills, occupational skill training, alternative secondary school services, dropout prevention strategies, and leadership development opportunities. PBL can take place in the workplace, in the community, or in a school setting.
     
 
Why Use PBL?
  
 
Many youth drop out or have difficulty in school because they do not find the coursework relevant or interesting. PBL links academic and occupational subjects to work and other real-world activities and interests. That linkage can engage youth in learning.
  
 
  • Youth can select topics that are of interest to them and are more motivated as a result.
  • Some youth learn better by doing rather than by sitting and listening passively in a more traditional lecture method.
  • Projects enable youth to use their strengths, including their culture, language, interests, and learning style.
  • Projects help youth transfer knowledge and strategies between academic areas, occupational areas, and the real world.
  • Projects demonstrate connections between learning and everyday life.
  • Projects help youth develop occupational, technical, and workplace skills.
  • Projects help youth improve their problem-solving and higher-order thinking skills.
  • Working with other youth and adults on projects improves social, communication, and teamwork skills.
  • Youth evelop a better understanding of the variety of skills necessary to complete a project.
  • Producing something of value to others improves youths’ self-esteem and provides an opportunity to contribute to the community, school, or workplace.
  
     
 
What Is PBL Like?
  
 
In PBL, youth select a problem or a task and have the opportunity to come up with their own solution or result. Ideally, youth generate their own projects, reflecting the interests and talents of all the youth involved on the project. Teachers sometimes also assign projects. PBL typically:
  
 
  • Involves groups. Youth collaborate and cooperate with other youth and adults in teams.
  • Is youth-centered and youth-directed. Adults serve as coaches, or facilitators of learning, rather than as instructors.
  • Is multidisciplinary. Projects use reading, writing, and researching skills, as well as science and math skills when appropriate. Projects may also use social, technical, and work readiness skills.
  • Uses skills in a real-world context. Youth use language skills and math skills, for example, in the course of carrying out their project.
  • Results in a tangible outcome or product. Youth complete a project or solve a problem – rather than communicating their knowledge about how to complete the project or solve the problem.
  • Requires an extended period of time to complete. PBL may take days, weeks, or months and has a distinct beginning, middle, and end.
  • Uses authentic assessment. Instructors assess the quality of a product or of the completed project, rather than testing knowledge with a paper-and-pencil.
  
     
 
Appropriate Projects for PBL
  
 

High quality PBL begins with appropriate projects.

  
 
High-Quality Projects for PBL Include . . .
Authenticity
  • The project problem or question is meaningful to the youth.
  • The project is realistic. It closely resembles a problem or question that might be asked of an adult in a work or community setting.
  • The project produces something that has personal or social value.
Academic rigor
  • The project gives youth the opportunity youth to acquire and apply knowledge or skills, including basic and occupational skills as described in youths’ Individual Service Strategies.
  • The project uses research methods appropriately and employs higher-order thinking and problem-solving skills.
Applied learning
  • The project problem or question and the methods used to solve it are grounded in life and work.
  • The project requires organizational skills and self-management. Youth are trained in these skills if they lack them.
  • The project give youth the opportunity to learn and use skills that are expected in the workplace, including teamwork, communication, problem-solving, and technology skills.
Active exploration
  • The project includes significant work in the field, outside the classroom.
  • The project requires youth to use a variety of methods, media, and sources.
  • The project includes time for youth to reflect on their efforts and includes a presentation of the project’s outcome.
Adult relationships
  • The project includes opportunities for youth meet and observe an adult who has relevant expertise and experience in the project area.
  • The project includes opportunities to work closely with and get to know at least one adult.
  • Adults collaborate with each other and with youth in the design and assessment of the project.
Assessment
  • The criteria used to evaluate the success of project work are developed with the aid of the youth.
  • Project criteria are based on real-world standards and needs.
  • Youths’ progress on the project is assessed regularly. Assessment may include methods such as exhibitions, portfolios, presentations, or reports.
 
 
 
 
Effective PBL Programs
  
 
To link academic and occupational subjects to work and other real-world activities and interests, effective PBL programs use a variety of techniques to administer, plan, and implement projects:
  
 
  • Support is obtained from administrators and teaching colleagues for the different time requirements and activities of PBL.
  • Coaches and administrators identify administrative assistance needed to effectively plan, manage, and assess youth engaged in PBL.
  • Staff, parents, and youth are all fully informed the nature and details of PBL.
  • Sufficient time is provided to youth and coaches for advance discussion and planning of projects.
  • Coaches work with youth teams to determine the goals, design, and assessment of each project.
  • Coaches and youth use a planning rubric to define:
    • The outcome of each project
    • Quality standards for project results
    • Resources, personnel, and time needed to complete the project
  • Coaches and youth develop self-checks and deadlines to help youth keep on track, including team planning sheets and team folders to house concrete evidence of progress.
  • Team planning sheets keep track of the responsibilities of each group member and of the progress of the team as a whole.
  • Youth and coaches have frequent, brief team meetings to discuss progress and update plans.
  • Coaches help youth build skills and commitment to the project by scheduling completion of intermediate steps or products that contribute to the final outcome.
  • Coaches provide examples of successful projects to illustrate and model high quality work.
  • Coaches help youth identify and use what youth already know and can do as the basis for increasing their knowledge and skills. This process, known as scaffolding, shifts responsibility for learning from teachers to youth as youth work to gain knowledge and skills.
  • Outside experts and other resources are introduced as close as possible to the time they are needed
  • Parents are included whenever possible.
  • Adults working with teams are taught how to provide guidance and support as youth develop skills in teamwork, investigation, and other skills.
  • Administrators, funders, and other stakeholders are informed of the progress of the project.
  • Skill development is assessed both for individual team members and for the team as a whole. Assessment emphasizes how individual efforts contributed to the team outcome.
  • A variety of assessment methods is used as appropriate, including self-assessment, portfolios, journals, and expert judgment. Coaches help youth understand and participate in assessment.
  • Both youth and adults are provided opportunities to reflect on the project and what was learned.
 
     
 
PBL Can Meet the Needs of WIA Youth Participants
  
 
PBL can be challenging to design and implement, but research shows that PBL:
  
 
  • Is popular among youth.
  • Can improve youths’ general academic achievement, higher-level thinking skills, planning, communicating, problem-solving, and decision-making.
  • Is an effective method of teaching complex processes and procedures.
  • Can improve youth’s attitudes toward learning, self-reliance, and attendance.
  
 

 

  
Sources
  
 

  • Callison, D. (2006). Project-based learning. School Library Media Activities Monthly, 22(5), 42-45.

  • Coe-Regan, J.A.R., & O’Donnell, J. (n.d.). Best practices for integrating technology and service learning in a youth development program. Retrieved June 6, 2007, from http://www.lbymcayi.og/eval/Best%Practices.pdf

  • Doppelt, Y. (2003). Implementation and assessment of project-based learning in a flexible environment. International Journal of Technology and Design Education, 13, 255-272.

  • Edwards, K.M. (2000). Everyone’s guide to successful project planning: Tools for youth. Facilitator Guide. Portland, OR: Northwest Regional Educational Laboratory. Retrieved June 7, 2007, from http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/0d/6c/fc.pdf

  • George Lucas Educational Foundation. (2003). Instructional module: Project-based learning. San Rafael, CA: Author. Retrieved June 6, 2007, from http://www.edutopia.org/teachingmodules/PBL/index.php

  • Gibson, A., & Clarke, G. (1995). Project-based group work facilitator’s manual: Young people, youth worker,s and projects. London: Jessica Kingsley Publishers.

  • Hamilton, M., & Hamilton, S. (1997, May). When is work a learning experience? Phi Delta Kappan, 78(9), (n.p.).

  • Page, D. (2006, March). Features: 25 tools, technologies, and best practices. THE Journal. Retrieved June 7, 2007, from http://www.thejournal.com/the/printarticle/?id=18042

  • Railsback, J. (2002, August). Project-based instruction: Creating excitement for learning. Portland, OR: Northwest Regional Educational Laboratory. Retrieved June 5, 2007, from http://www.nwrel.org/request/2002aug/projectbased.pdf

  • Russell, J. D., Reiser, R.A., Hruskocy, C. & Ruckdeschel, C. (1999, March-April). Strategies for teaching project-based courses. Educational technology, 39(2), 56-59.

  • Southern Regional Education Board. (2000). Using real-world projects to help students meet high standards in education and the workplace. Site Development Guide No. 11. Atlanta, GA: Author. Retrieved June 18, 2007, from http://www.sreb.org/programs/hstw/publications/site-guides/00V03_UsingRealWorldProjects.pdf

  • Texas Workforce Commission Youth Program Initiative. (2003). Youth at work: making the most of work-based learning. Boston, MA; Denver, CO: Austin, TX: School and Main Institute. Retrieved June 19, 2007, from http://www.twc.state.tx.us/svcs/youthinit/materials/wbl1203.pdf

  • Thomas, J.W. (2000, March). A review of research on project-based learning. San Rafael, CA: The Autodesk Foundation. Retrieved June 7, 2007, from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf

     
 

LearningWork Connection is an initiative of the Center for Learning Excellence at The Ohio State University.

  
 
Youthwork Information Briefs are sponsored by Ohio Department of Job and Family Services - ODJFS, Office of Workforce Development, Bureau of Workforce Services.