5 Strategies for Project-Based Learning

One might ask themselves, what is Project-Based Learning? This is my favorite methods for learning in the classroom! Project-Based learning allows students to gain a deeper understanding of content through hands-on activities that allow them to ask questions, be more engaged, solve a problem and be challenged. Listed below are 5 strategies that I use when creating Project-Based learning activities in my classroom.

1. The teacher guides the students, while the students take the lead in their education.
In Project-Based Learning, I like to act as a navigator for my students. I guide students by asking them questions to get their ideas started or for ideas on what they might want to think about. I also provide examples for how they may want to solve a problem. Students may receive some guidance, however, they will be the ones actually in charge of their project and how they want to solve the problem.

For Example: How to catch a leprechaun writing activity turned to stem project. 
In a first grade classroom, students were writing a how to catch a leprechaun piece. In order to get the ideas for their steps of catching a leprechaun, students made leprechaun traps with shoe boxes, straws, cups, plates, pipe cleaners, gold nuggets, glitter, etc. Once they made their traps, students wrote the steps of how to catch a leprechaun in their journals. This was challenging, engaging, and allowed students to take the lead in how they would complete the problem and create their steps for catching a leprechaun.

2. Reflection builds appreciation for the progress that students have made on their projects. They may also want to set goals after their reflection of their project. 
It is important that students take moments to think about how their project is going. Is there a way they may be able to change something to make it better? Can they create a new goal for their activity based on the way their project is progressing? I encourage my students to take moments, reflect on their projects, ask questions, and set new goals if necessary.

For Example: How to make a paper airplane writing activity turned into a stem project that required reflection on their progress.
Students followed steps on a YouTube video for making a paper airplane. One the paper airplanes were made, students wrote the steps for how to make a paper airplane in their journals. We then took the paper airplanes outside and tested them out. Students watched their airplanes fly through the air. Then we came back into the classroom. Students were asked to reflect on their paper airplanes and think about how they could make modifications, or changes, to their airplanes to make them fly farther. Students made their modifications, or changes, and then we went back outside to see if the paper airplanes would fly farther. This reflection allowed students to think outside of the box and evaluate their current progress on their project. They also changed their goal from getting their airplane to fly to getting their airplane to fly farther. Students had a great time with this project and their writing was very detailed in their journal because they were writing on a topic of interest.

3. Challenge students to promote critical thinking and engagement. 
I believe students should be challenged through critical thinking during their projects. Students should create their own questions and try to solve them by themselves, with a partner, or in a small group. The teacher should not be providing students with all of the answers. Students need to get to some of the answers on their own. When students are responsible for asking their own questions and finding their own answers, they are more engaged and excited about the activity they are completing.

For Example: Making Weather Tools
In this activity, students made their own weather tools with a partner out of paper plates, cups, pipe cleaners, paper, straws, pencils, pins, etc. They were able to make a weather tool that already existed, a weather tool that measured more than one type of weather, or a weather tool that had not been invented yet. Students had to ask themselves questions in order to make their weather tools. Some questions students thought about were: what is the weather tool going to measure, why it is important to measure that type of weather, what supplies do they need, and what should their weather tool look like? Students were excited, engaged, and retained a deeper understanding of weather tools through this hands on learning activity.

4. Collaboration: students create and learn together to reach a common goal.
Students collaborate and communicate ideas, strategies, and solutions to problems in partners or small group projects. By discussing ideas together, students are able to learn from each other. For example, struggling students are guided by the higher achieving students through discussions, while, the higher achieving students are gaining a deeper understanding of content through the ability to teach another student. Collaboration is a win for students of all levels of abilities.

For Example: Making a Gold Course
Students in a fourth grade classroom made a golf course hole while working in partners. They had to select a person from California's history, research them, write a paragraph on their selected person, make angles with a protractor, measure and draw the openings on the board of wood for the golf ball, paint the wood for their hole based on the person they selected, and work as a team to discuss the information on the person they selected with students from the school that played their golf hole. This project took about two weeks. Students were passionate about this acidity because they were researching someone that they found interesting. They also learned to work as a team and collaborate with another person to complete the project. This is a skill that will be crucial for their future careers.

5. Provide students with a choice and a voice. 
I like to provide my students with a choice, or options, in how they may show their understanding of content. I do not believe that students must show their understanding of material in the same way. When students may select their project, they are more motivated and engaged in the activity. They are passionate and excited about completing their work and putting forth a great deal of effort in their project.

For Example: Students show their understanding for how California changed due to the Gold Rush.
In a fourth grade classroom we were studying how California changed due to the Gold Rush. I wanted students to express specific details of how California was before the Gold Rush and how those details changed due to the Gold Rush. I allowed students to select how they wanted to express this to me. They could make a Powtoon, IMovie, Prezi, poster, create a song, act things out in a skit, etc. I had told students that all they needed to do was get their project approved by me before starting. Students were extremely excited about completing a project of their choice. They stayed focused during their work time and were highly motivated to complete their project with their best work.

* I hope these strategies and examples for Project-Based learning inspire you to use Project-Based Learning activities in your classroom. You will truly see a positive change in your students!