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4 Keys To Designing A Project-Based Learning ClassroomBy Terry Heick

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4 Keys To Designing A Project-Based Learning ClassroomBy Terry Heick

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Abstract: Engagement and passion are often in short supply — among students and teachers. The system does not necessarily accommodate all learning styles, and even those who fair well may be missing out on other important work-life lessons, like how to creatively solve problems, stay focused, work as part of a team, and organize their thoughts in a way others will understand. This is where project-based learning enters the equation

Findings: The author suggests four keys to being successful: 1. Learning Spaces Help Set The Tone 2. Think Information Access 3. Use Technology With Purpose 4. See Yourself As The Ultimate Resource
This author made these simple rules after attempting to implement PBLs with his lessons and has seen amazing results since following these guidelines.

Heick, T. (2018, August 2). 4 Keys to the Project Based Learning Classroom. Retrieved December 6, 2018, from https://www.teachthought.com/project-based-learning/4-keys-to-designing-a-project-based-learning-classroom/

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Six Must-Have School Spaces for Project-Based LearningBy Danish Kurani

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Six Must-Have School Spaces for Project-Based LearningBy Danish Kurani

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Abstract: Project-based learning (PBL), a model where students solve problems by taking on real-world projects, is growing in popularity throughout the United States. Perhaps more than other approaches to education, the success of PBL is heavily reliant on the resources and environment you provide for students.
Equip your students to become problem solvers, game-changers and future leaders with these six must-have classroom spaces for project-based learning

Findings: 1. Professional Incubator, Connect with businesses and developers to partner with your classroom. Some businesses love to donate materials or even come in and assist your students. 2. Den, the author simply means an area that is designated quiet and more relaxing for groups to use as think time or meetings during development time. 3. Recording Booth, this is an area in the classroom where students can record themselves if need be. 4. Build Barn This is the area for the nitty gritty artistic parts of the projects. 5. Design Studio, this is an area where students can plan and explore options with their team mates and 6. Stage, this is where projects are displayed and presented

This author based these suggestions off of colleges who use PBLs for major assessments and took ideas that could be implemented into a public school setting.

Kurani, D. (2016, December 10). Six Must-Have School Spaces for Project-Based Learning. Retrieved December 6, 2018, from https://www.gettingsmart.com/2016/12/classroom-spaces-for-project-based-learning/

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A Case Study of Elementary Teachers' Experiences with Project-Based Learning and English Learners by Savinovich, Elizabeth 

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A Case Study of Elementary Teachers' Experiences with Project-Based Learning and English Learners by Savinovich, Elizabeth 

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Abstract:
The purpose of this descriptive case study was to describe elementary level school teachers' experiences who worked with English Learners in a project-based learning model of instruction. The study focused on how teachers developed, planned, or utilized curriculum to support the language acquisition of their English Learners to meet state and district mandates while maintaining the academic rigor inherent in a project-based learning environment. The bounded case of the study was the description of teachers' role in developing curriculum within a real-life context. A semistructured interview technique was used to garner the feelings and reflections of teachers experienced in meeting the multiple levels of academic needs English Learners may contend with while learning English and accessing grade level content. In addition, the study improved awareness in how project-based learning teachers of English Learners developed curricular units of instruction that provided authentic opportunities of learning while providing linguistic support through research-based instructional strategies. A constructivist theoretical framework guided the inquiry, and additional multiple corroborating sources such as teacher journals, classroom artifacts, field note observations, and archived documents were collected for data analysis.

Findings: The data analysis occurred in two levels using Saldana's (2016) first and second cycle generic and affective coding processes. The coding analysis was informed by opportunity to learn standards that factored in teacher, school, district quality, content delivery methods, curriculum, resources, and facilities as a way to specify the potential to learn within a given space. Furthermore, tiered challenges is a term introduced in this study that captured the concept of how educational policies impacted teachers' professional development and either limited or supported their ability to meet the needs of their diverse English Language students in the classroom. Three educational themes emerged and were defined as a result of the study and revealed that mandates impacted English Learner student achievement, professional learning communities were significant components for English Learner student achievement, and teacher project-based knowledge influenced English Learner student achievement.

Savinovich, E. (2018, January 1). A Case Study of Elementary Teachers’ Experiences with Project-Based Learning and English Learners. ProQuest LLC. ProQuest LLC. Retrieved from https://ezproxy.una.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip&db=eric&AN=ED583927&site=eds-live&scope=site

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Integration of Project-based Learning in Elementary Social Studies. by Swift, Arren 

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Integration of Project-based Learning in Elementary Social Studies. by Swift, Arren 

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Abstract: In this age of high stakes testing, we must be vigilant to deliver innovative
and intentional social studies content in the elementary classroom. The
marginalization of elementary social studies in the United States is a welldocumented
phenomenon (Strachan S. , 2015). Levstik (2008) states
pressure to devote more and more time to reading and mathematics
combined with less concern with social studies content on some
administrators’ and teachers’ parts may well result in little more
than a few reading lessons with social studies themes (P. 54).
A historical read-aloud to appease the social studies does not provide our students
with enough experiences to create democratic citizens capable of interpretation,
synthesis, and analysis.

Findings: As teachers are continuously pushed to prepare students for high stakes
testing, we must find innovative ways to incorporate meaningful social studies
curriculum in elementary school. The integration of content areas is an effective
way to gain time and help students make powerful connections. Using projectbased
learning as an instructional method to drive content integration can be an
effective way to help students learn how to think.

Swift, A. (2018). Integration of Project-based Learning in Elementary Social Studies. Councilor: A Journal of the Social Studies, 79(2), 1–14. Retrieved from https://ezproxy.una.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip&db=sih&AN=132406152&site=eds-live&scope=site

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PBL and Standardized Tests? It Can Work! by Andrew Miller

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PBL and Standardized Tests? It Can Work! by Andrew Miller

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Abstract: "Whether through yearly course assessments, six-week benchmark exams, or state-level competency tests, teachers and students are inundated with testing. Because of the way that testing permeates education culture, I often hear pushback from teachers about implementing project-based learning (PBL). The question I often hear is: “How does PBL work with standardized tests?”

Findings: Research has proven that students who engage in project-based learning score higher on standardized tests. Research has only shown positive results and feedback from teachers and students who have participated. Miller suggests slowly incorporating PBLs into the classroom by teachers choosing one assessment and creating a PBL. He believes teachers try it once, they will base their entire classroom around PBLs.

Miller, A. (2018). PBL and Standardized Tests? It can work! Retrieved December 6, 2018, from https://www.edutopia.org/blog/PBL-and-standardized-tests-andrew-miller

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Abstract: Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by developing a public product or presentation for a real audience.
As a result, students develop deep content knowledge as well as critical thinking, creativity, and communication skills in the context of doing an authentic, meaningful project. Project Based Learning unleashes a contagious, creative energy among students and teachers.

Findings: There are 8 suggestions to help teachers be successful with PBLs: 1.establishing background knowledge 2. Posing a question 3. Sustain Inquiry 4. Real World Application 5. Student Choice 6. Reflection 7. Revision time 8. Presentation

What is PBL? (n.d.). Retrieved December 6, 2018, from https://www.bie.org/about/what_pbl

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The Obstacles and Strategy of Project Based Learning Implementation In Elementary School by Nyai Cintang, Dewi Liesnoor Setyowati, Sri Sularti Dewanti Handayani

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The Obstacles and Strategy of Project Based Learning Implementation In Elementary School by Nyai Cintang, Dewi Liesnoor Setyowati, Sri Sularti Dewanti Handayani

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Abstract: This study aims to: 1) examine the challenges teachers encounter in implementing project-based learning in 2013 curriculum, 2) to examine teachers’ strategies in integrating project-based learning in 2013 curriculum. This research finds several obstacles faced by teachers and strategies that can be done in the implementation of project-basedlearning, they are: 1) the obstacle in terms of students' capability can be overcome by familiarizing them to complete projects; 2) the obstacle in terms of indiscipline can be solved by optimizing the teacher's role as supervisor; 3) the time constraint is overcome by some alternative ways; 4) the obstacle in terms of equipment availability is addressed by modifying projects; 5) the obstacle in terms of student's inequality is overcome by forming propori sembang group; 6) the cost issues are resolved by using classroom cash or selecting projects suitable for the available resources. Another positive finding is that teachers should have the confidence and commitment in implementing project-based learning.

Findings: Based on these results, it can be concluded that most teachers and even experienced teachers will experience difficulties and challenges when trying to implement project-based learning. However, experienced teachers have strategies to overcome obstacles, thus project-based learning can still be implemented.

Nyai Cintang, Dewi Liesnoor Setyowati, & Sri Sularti Dewanti Handayani. (2018). The Obstacles and Strategy of Project Based Learning Implementation In Elementary School. Journal of Education and Learning, Vol 12, Iss 1 (2018), (1). https://doi-org.ezproxy.una.edu/10.11591/edulearn.v12i1.7045

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Project-Based Learning: Raising Student Achievement for All Learners by Anne-Lise Halvorsen, Nell K. Duke

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Project-Based Learning: Raising Student Achievement for All Learners by Anne-Lise Halvorsen, Nell K. Duke

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Abstract: Researchers in Michigan showed that project-based learning in high-poverty communities can produce statistically significant gains in social studies and informational reading.

Findings: Teachers in Michigan came together to implement PBLS in reading and social studies. Though in an economically low community, students made incredible gains on standardized tests the surpassed all expectations.

Halvorsen, A., & Duker, N. (2017). Project-Based Learning: Raising Student Achievement for All Learners. Retrieved December 6, 2018, from https://www.edutopia.org/video/project-based-learning-raising-student-achievement-all-learners

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Project-Based Learning and the Research Paper by Brandie Provenzano

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Project-Based Learning and the Research Paper by Brandie Provenzano

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Abstract: Students take responsibility for their learning and develop solutions for complex problems when their research paper becomes a PBL unit. In 11th grade, students in my county are expected to generate a research paper or product. In the past, I stuck to the traditional paper, mostly because doing so was comfortable for me as an English teacher. I can do papers. I can do essays. I can provide feedback and teach revision.
However, last year I took a risk—instead of the traditional paper, I told my students we would be embarking on a project-based learning (PBL) journey. They seemed excited, mostly because they thought they wouldn’t have to write a paper. In the end, they did so much more than that.

Findings: "I gave each group one summative grade, but in the future I plan to split the grade: 70 percent of each student’s grade will be for their group’s work, and 30 percent will be an individual grade based on my observations, students’ self-reflections, and peer reflections.
As students shared their projects and we reflected on the process together, a few things became clear to me. First, I’ll never teach the research paper any other way because the PBL model we used helped develop real-world problem solvers, thinkers, and doers instead of rule followers. I learned that to encourage students to step out of their comfort zones, I too had to step out of mine, but beautiful, authentic learning happens when we create the right conditions for it."

Provensano, B. (2018). Project Based Learning and the Research Paper. Retrieved December 6, 2018, from https://www.edutopia.org/article/project-based-learning-and-research-paper