Project-based learning: How does it work in
secondary and post-secondary education?
Bettye P. Smith, Professor
University of Georgia
College of Education
Program of Workforce Education
215 River’s Crossing
smithb@uga.edu
AAFCS Research to Practice Session
2015 Annual Conference, Jacksonville, FL
Project-based learning: How does it work in
secondary and post-secondary education?
 Introduction
 Project-based Learning
 What is it
 Characteristics
 How to
 Benefits
 Example from a case study
 Other examples
 What the research says
 Possible examples
Project-based learning:
What is it?
 Project-based learning is a systematic teaching method that
engages students in learning knowledge and skills through
an extended inquiry process structured around complex,
authentic questions and carefully designed products and
tasks (Buck Institute for Education, 2010); an in-depth
investigation.
 It refers to a set of teaching strategies which enable teachers to
guide children through in-depth studies (Bell, 2010; Katz &
Chard, 2000; Larmer & Mergendoller, 2011; Schwalm &
Tylek, 2012).
Characteristics of Project-based Learning
 Project-based learning involves an individual
teacher (secondary or post-secondary) or teams
(secondary) of teachers from different disciplines
working together to assist students in producing
real-world products or projects (Harwell, 1997;
Larmer & Mergendoller, 2011).
 It can span a number of class periods, several weeks, or
even an entire semester.
Characteristics of Project-based Learning
 An activity which enables students to develop an
understanding of a topic or issue through some
kind of involvement in an actual (or simulated)
real-life problem or issue.
 Students have some degree of responsibility in
designing their learning activities (Larmer &
Mergendoller, 2011; Morgan, 1983).
Characteristics of Project-based Learning
 An assignment in which an individual or group of
students creates some useful, authentic finished
product or service (Bell, 2010; Harwell, 1997),
community-based or school-based in nature.
 A purposeful activity that proceeds in a social
environment (Bell, 2010; Januszewski & Pearson,
1999).
Characteristics of Project-based Learning
 Project-based learning is not unstructured; there is
a complex but flexible framework with features
that characterize the teaching-learning interaction
quality (Bell, 2010; Concept to Classroom, 2004;
Larmer & Mergendoller).
Project-based Learning:
How To
 There are three phases to implementing projectbased learning (Katz & Chard, 2000). The first
phase is planning and getting started. The second
phase is progress and the final phase is reflections
and conclusions.
 Each of the phases will be explained and an
example provided using a Nutrition and Wellness
class as the frame of reference.
Project-based Learning:
How To
 First, the teacher selected a topic of study for
project-based learning on students’ interests,
curriculum standards, and the availability of local
resources.
 The teacher discussed the topic with the students to
find out what they already knew about it and
helped them develop questions that their
investigation would answer.
Project-based Learning:
How To
 Students were interested in regional foods. Therefore, the
teacher and students elected to conduct an in-depth study on
regional foods.
 After discussions, four different regions of the United
States were determined to be of interest to students.
 Students were allowed to select the region of their choice.
 A group was limited to five students.
 Their investigation of the region included the environment, people,
food, and recipes of the most popular foods.
Project-based Learning:
How To
 Next, the teacher arranged opportunities for
students to do field work (library, in-class
research).
 The teacher provided resources to help the students with
their investigations and suggested ways for students to
carry out a variety of investigations.
 Students represented their explanations in a variety of
ways such as drawings, writings, and/or graphic
organizers.
Project-based Learning:
How To
 The teacher arranged for the class to visit the
library to use all available resources which
included books, maps, magazines, and the internet.
 The teacher was available to facilitate and monitor.
 After the visit to the library, teacher and students
returned to the classroom where information was
compiled on posters using pictures and drawings that
represent the food and culture.
Project-based Learning:
How To
 In the concluding phase, the teacher arranged a
culminating event through which the students
shared with their peers what they had learned.
 The teacher helped the students decide how to display
their results and in so doing, involved them purposefully
in reviewing and evaluating the entire project (Curtis,
2002; Larmer & Mergendoller, 2011).
Project-based Learning:
How To
 The poster with required information was the
product for project-based learning.
 After the completion of the project, the poster that
illustrated main facts about the region, popular foods,
and the people was presented and discussed with
students and teacher.
 The posters were displayed in the classroom for a week.
Project-based Learning:
Benefits
 When teachers implement project-based learning
successfully, children can be highly motivated, feel
actively involved in their own learning, and
produce work of a high quality (Curtis, 2002; Katz
& Chard, 2000; Schwalm & Tylek, 2012).
 While not all projects are authentic, when they are
it adds a degree of realism that contrived projects
lack.
Project-based Learning: Case Study
(Assignment sheet, rubric, scoring guide)
 Share sample assignment sheet, which may be
modified for a specific subject or project.
 A rubric was used to evaluate assignment that
included criteria such as content, organization, and
mechanics.
 The scoring guide for rubric
 Samples may be modified to satisfy teacher and students
What Does the Teacher Say?
 The teacher felt that project-based learning helped
students not only master, but retain the subject
matter. Based on her experience with testing and
projects, she reported
 Because of the ESOL population, if I gave students a test
over a chapter on regional foods, salads, or breakfast, a
majority of them would do very poorly. They have a hard
time reading and understanding large amounts of English.
However, they learn a lot by doing the project. I have them
outline the chapter, select five main facts of their region, and
answer main questions. It’s not reading and memorizing a
chapter because they are constantly working on the different
aspects of the project. It’s repetition, and they are learning.
What Does the Teacher Research Say?
 An outcome of project-based learning is greater understanding of a
topic, deeper learning, higher-level reading, and increased motivation to
learn.
 Project-based learning is a key strategy for creating independent
thinkers and learners.
 Children solve real-world problems by designing their own inquires,
planning their learning, organizing their research, and implementing a
multitude of learning strategies.
 Students flourish under this child-driven, motivating approach to
learning and gain valuable skills that will build a strong foundation for
their future in our global economy.
For Educators
 This innovative practice requires staff development for
teachers who will be involved.
 Teachers are not traditionally prepared to integrate content
and connect it to real world activities.
 It also requires non-traditional assessment.
 It takes considerable planning time.
Examples from Attendees
References
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Bell, S. (2010). Project-based learning for the 21st century: Skills for the future.
Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2),
39-43.
Buck Institute for Education. (2010). What is project-based learning? Retrieved
from: http://bie.org/about/what_pbl
Concept to Classroom (2004). How does it differ from the traditional
approach? Retrieved from: http://www.thirteen.org/edonline/concept2class/
Curtis, D. (2002). The power of projects. Educational Leadership, 60(1), 50-53.
Harwell, S. (1997). Project-based learning. In W. E. Blank & S. Harwell (Eds.),
Promising Practices for Connecting High School to the Real World, pp. 23-30.
Washington, DC: Office of Vocational and Adult Education.
Januszewski, A. & Pearson, R. (1999). Problem-based learning: A historical
analysis. Columbus, OH: Clearinghouse on Adult, Career, and Vocational
Education. (ERIC Document Reproduction Service No. ED 436165)
References
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Katz, S. (2003). Creative foods class. Unpublished document, Riverwood High
School, Atlanta: GA.
Katz, L. G., & Chard, S. C. (2000). Engaging children’s minds: The project
approach (2nd ed.). Stamford, CT: Ablex Publishing Corporation.
Larmer, J., Mergendoller, J. R. (2011). The main course, not dessert. How are
students reaching 21st century goals? With 21st century project-based learning.
Retrieved from: http://bie.org/object/document/main_course_not_dessert
Morgan, A. (1983). Theoretical aspects of project-based learning in higher
education. British Journal of Educational Technology, 14(1), 66-78.
Schwalm, J., & Tylek, K. S. (2012). Systemwide implementation of projectbased learning: The Philadelphia approach. Afterschool Matters, (15), 1-8.
Retrieved from
http://search.proquest.com/docview/1140132462?accountid=14537
Smith, B. P. (2007). Product report rubric. Unpublished document, University
of Georgia at Athens.
References
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Smith, B. P. (2007). Research report rubric. Unpublished document, University
of Georgia at Athens.
Smith, B. P. (2005). Scoring guide for rubric. Unpublished document,
University of Georgia at Athens.
Smith, B. P. (2003, March). Implementing contextual teaching and learning:
Case study of Cindy, a high school family and consumer sciences novice
teacher. Available online: http://www.coe.edu/ctl/casestudy/BSmith.pdf
Sample Assignment Sheet for
Project-based Learning
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United States Regional Food Project
Directions: Use this information sheet as a checklist to ensure your group has completed the requirement.
Choose a Region – each will be assigned a region from chapter 26 in Guide to Good Food.
Outline – the group should outline their section in the chapter. this outline does not have to include every piece of
information, but should be fairly detailed and include all important information. The outline is worth 15 points.
Main Facts – the group should pull out 5 main facts from the section. You should include the main foods from that
region and why (ex. Climate). Each fact is worth 1 point for a total of 5 points.
Poster – your group will use your section from the book and any additional information to make a poster of your
section. You can include your main facts, pictures from magazines, names of food, etc. The poster should be colorful
and creative. The poster is worth 15 points.
Recipe – your group should choose one recipe from the “menu” in the chapter that you would like the class to prepare.
Once you have chosen the recipe, you will need to make a grocery list. Your list should include the ingredient and
amount and be very specific. Make sure to double the recipe if needed. This section is worth 10 points.
Additional Recipes – we will go to the library to have additional resources for this part. Each group should find 5
additional recipes from your region. You can use the internet, books, encyclopedias, magazines, etc. You will need to
print or copy the recipes to be turned in with the rest of your information. Make sure you can explain why these recipes
are from your region. Each recipe is worth 2 points, 10 points total.
Questions – While we are in the library, you can also begin researching the following questions if you can not find the
answers in the book. Answer the questions in complete sentences and with as much detail and supporting information
as possible. It should take more than one sentence to answer each question. The questions are worth 25 points.
a. What are the most popular foods from this region and why?
b. Why is the recipe you choose to prepare popular in this region?
c. How has the food of this region evolved from when the area was first settled?
Folder – All work should be turned in together, neatly, in order, in a folder with everyone’s name on it. The folder can
be decorated for your region. If all work is turned in on time, you will receive 20 points.
Note: The items on this assignment may be changed to reflect the requirement that you establish.
Adapted from Katz, S. (2003). Creative foods class. Unpublished document, Riverwood High School, Atlanta: GA.
Research Report Rubric
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Student Name ___________________
Class
Date
Directions: Read each rubric level and determine how your work compares. Place the rating in the space provided.
CATEGORY
4
3
2
1
Rating4 3 2 1
Organization Information is very organized with well-constructed paragraphs and subheadings. Information is
organized with well-constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The
information appears to be disorganized.
Amount of Information All topics are addressed and all questions answered with at least 2 sentences about each. All
topics are addressed and most questions answered with at least 2 sentences about each. All topics are addressed, and
most questions answered with 1 sentence about each. One or more topics were not addressed.
Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or
examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information
clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the
main topic.
Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A
few grammatical, spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors.
Sources All sources (information and graphics) are accurately documented in the desired format. All sources
(information and graphics) are accurately documented, but a few are not in the desired format. All sources (information
and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately
documented.
Student’s Numerical Grade Based on Self-Assessment:
Adapted from Smith, B. P. (2007b). Research report rubric. Unpublished document, University of Georgia at Athens.
Scoring Guide for Rubric
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Items Included
Ratings
Organization
4
3
2
1
Quality of Information
4
3
2
1
Amount of Information
4
3
2
1
Mechanics
4
3
2
1
Sources
4
3
2
1
Evaluation Guide
4
Exceeds expectations
3
Meets expectations
2
Capable of improvement
1
Capable of much improvement
Suggested Scoring
16 - 20
Student meets and/or exceeds expectations for stated goals/standards.
11 - 15
Student meets expectations in most goals and may exceed expectations in one or two goals/standards.
6 - 10
Student is capable of improvement in meeting goals/standards.
1-5
Student has not worked to capabilities.
Numerical Grade
16 - 20 A
11 - 15 B
6 - 10 C
1-5
D
Student’s Numerical Grade Based on Self-Assessment:
Note: This scoring guide can be used with either rubric in this monograph. The items, suggested scoring, and
numerical grade can be change to reflect the assignment and class.
Adapted from Smith, B. P. (2005). Scoring guide for rubric. Unpublished document, University of Georgia at Athens.
Product (Poster, Brochure, Bulletin)
Report Rubric
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Directions: Read each rubric level and determine how your work compares. Place the rating in the
space provided.
CATEGORY Rating
4321
Content - Accuracy At least 6 accurate facts are displayed on the poster/brochure. 4-5 accurate facts
are displayed on the poster. 2-3 accurate facts are displayed on the poster. Less than 2 accurate facts
are displayed on the poster.
Knowledge Gained Student can accurately answer all questions related to facts in the poster and
processes used to create the poster. Student can accurately answer most questions related to facts in the
poster and processes used to create the poster. Student can accurately answer about 75% of questions
related to facts in the poster and processes used to create the poster. Student appears to have
insufficient knowledge about the facts or processes used in the poster.
Use of Class Time Used time well during each class period. Focused on getting the project done.
Never distracted others. Used time well during each class period. Usually focused on getting the
project done and never distracted others. Used some of the time well during each class period. There
was some focus on getting the project done but occasionally distracted others. Did not use class time to
focus on the project OR often distracted others.
Graphics - Relevance All graphics are related to the topic and make it easier to understand. All
borrowed graphics have a source citation. All graphics are related to the topic and most make it easier
to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most
borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed
graphics do not have a source citation.
Mechanics Capitalization and punctuation are correct throughout the poster. There is 1 error in
capitalization or punctuation. There are 2 errors in capitalization or punctuation. There are more than 2
errors in capitalization or punctuation.
Adapted from Smith, B. P. (2007a). Product report rubric. Unpublished document, University of
Georgia at Athens.