Project-Based Learning

Following the preliminary planning, Phase 1, Kick-off and Sharing, begins when teachers introduce the topic in an interesting way. Students are able share their stories about personal experiences with the topic and create representations of these stories that are posted throughout the classroom. During this sharing phase, the project takes shape as students generate questions and “I wonder” statements about the topic. These items are also displayed in the classroom throughout the project. During Phase 1 teachers evaluate a student's ability to discuss prior knowledge and formulate important questions.

Phase 2 of the project is characterized by activity. During this project phase, teachers arrange for students to interview experts, do field work on or off campus, and further investigate the project topic through real objects, print materials, videos and internet resources. As students make and carry out plans, record observations, collect data, interview experts and conduct experiments, they represent what they learn through displays in the classroom. Students and teachers have regular discussions on what has been learned - and these discussions often lead to new questions. During Phase 2 teachers evaluate a student’s planning, follow through, observation, and research skills, as well as how well students apply academic skills and work cooperatively with others.

During Phase 3, Culmination through Presentation, teachers and students plan and prepare to share what they have learned during their project work. Teachers help students select material and method to share and work with them to review and evaluate their presentation. During their culmination event, each student or small group of students take on the role of expert and communicate what they have learned with an authentic audience. Students are asked to reflect frequently throughout Phase 2 to assess their learning and prepare to share what they have learned with others. Following the culminating activity, students have the opportunity to reflect more broadly, thinking back on the project to determine what they value about the process, their individual academic progress, and what they discovered about themselves as learners.