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"As Expeditionary Learning Director of Instruction
Ron Berger puts it, the teacher covers the main course of study in the usual way, and then a short
“project” is served up for dessert. In 21st Century Project Based Learning it is the project that is the
main course — it contains and frames curriculum and instruction."

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"Creates a need to know"  In traditional instruction there is not a clear purpose for student application of learning at the beginning of a new unit.  Typically students are expected to "sit and get" and will be told how they will repeat what they've been told on a test or a uniform project.  In pbl the teacher at the beginning considers what will drive student learning and interest, where they will have choice and agency in both the process and the product, and will design the project specifics to include multiple applications that build student need to know both in content and in process.

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For me this article clearly explains the importance of valuing not only the end outcomes of a project but the process of sustained inquiry throughout an instructional unit.

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Involves a public audience. Students present their work to other people, beyond their classmates and teacher.

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PBL begins with the vision of an end presentation which can create a context and reason to learn and understand the information of the concepts.  (KN)

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In 21st Century PBL it is the project that is the main course-it contains and frames curriculum and instruction.

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Reflection As Important as the Experience

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Reflection As Important as the Experience

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Be it a product, a "third period," or an authentic audience, "students learn to give and receive feedback in order to improve quality" and they then "present their work to other people."  (KN)

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If we wish to prepare a
generation of students
who can solve real-world
problems, we must give them
real-world problems to solve.

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If we wish to prepare a

generation of students who can solve real-world problems, we must give them real-world problems to solve.

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The article highlights the difference between teacher directed and child motivated, process-oriented work. Also traditional projects don't always have a presentation aspect. The PBL presentations have an added element of outside audiences for presentations.

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Traditional: unit of study, project done after the study, done at home in isolation, displayed in classroom,, no presentation, no audience critique

PBL:  Students get to dig in to a topic, look for well done models, collaborate with others, problem solve, think critically, discuss,  work, reflect, revise,  critique by self and others, revise again and again,  create a  product, revise, critique, revise, decide when the paper, project is finished and well done. Is presented to others for feedback.

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Allows the student/ students in the process to further develop and explore who they are, what drives them, what their values are, and how to show up within the work that they do/ or how they present, etc. (voice and choice/ reflection and revision/ collaboration)

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Students present their work to other people, beyond their classmates and teachers - in person or on line. This ups the stakes increasing motivation to do high quality work.

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In 21st Century Project Based Learning it is the project that is the main course — it contains and frames curriculum and instruction. 

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In 21st Century Project Based Learning it is the project that is the main course — it contains and frames curriculum and instruction. 

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A typical unit with a “dessert” project—and most instruction—begins by presenting students with knowledge and concepts and then, once gained, giving students the opportunity to apply them.

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project based is driven by student questions and research as opposed to being given a project by a teacher

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project based is driven by student questions and research as opposed to being given a project by a teacher

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Higher order thinking, work as a team, must listen to others (very important in music), make their own ideas clear when communicating through music expression, read/listen to variety of material/write or otherwise express themselves and make effective presentations and performances.

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"If we wish to prepare a

generation of students who can solve real-world problems, we must give them real-world problems to solve."

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Defining Upper School coursework by student level of intrinsic motivation... an organizing around open-ended driving questions... and more. Presentation to an outside audience...

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combining many subject areas of the arts and studies in one project to present for personal growth and understanding

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combining many subject areas of the arts and studies in one project to present for personal growth and understanding

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They need to use higher-order thinking skills and learn to work as a team. They must listen to others and make their own ideas clear when speaking, be able to read a variety of material, write or otherwise express themselves in various modes, and make effective presentations.

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Projects based on information already learned seek to apply that knowledge. PBL provides a way to learn the information.

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students learn the material from completing the project

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Group critique; kind, but open and honest, to challenge, improve and guide.