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Source: Popular
Abstract: Project Based Learning (PBL) includes many rigorous concepts.
Findings:  There are four specific keys to making PBL successful in the classroom:
1. A realistic problem or project: must include student interest and a rubric to serve as guide solving the problem.
2. Structured group work: Made up of diverse levels and interdependent groups of 3-4 students. There must also be individual accountability.
3. Multi-facested assessment: Multiple opportunities for feedback, multiple learning outcomes, as well as presentations that encourage participation.
4. Participation in a professional learning network: Offer opportunities to collaborate with colleagues and discuss the PBL expereince in other classrooms.
Citation: Vega, V. (2012). Project based learning research review . Retrieved December 9, 2017, from https://www.edutopia.org/pbl-research-learning-outcomes

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What Project-Based Learning Is- and What it Isn't 

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What Project-Based Learning Is- and What it Isn't 

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Source: Popular
Abstract:  Eighth grade Humanities teacher Azul Terronez explores PBL in his classroom.Some specific PBL ideas on this blogpost include designing your own classroom, designing an ipod App, hovercraft parades, and an iron chef cook-off.
Findings: There is a difference between project-based learning and project-oriented learning. With PBL, learning takes place alongside the project. His students see the value in their projects because they are naturally invested in the real-world applications. It is not just busy work for them.
Citation: Schwartz, K. (2013). What project-based learning is- and what it isn't . Retrieved December 9, 2017, from http://ww2.kqed.org/mindshift/2013/01/02/what-project-based-learning-is-and-isnt/

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Project Based Learning: Teething Problems 

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Project Based Learning: Teething Problems 

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Source: Popular
Abstract: A Year 10 teacher describes her first experience with PBL. Included in the blog post are specific challenges she encountered, such as unanticipated student resistance. We learn how she approached this issue by showing her students the value of collaboration.
Findings: It is important for students to understand the value of working collaboratively. This teacher showed us how to communicate with students the importance of the PBL question or task. By taking away technology, putting students in rows, and asking them to copy notes from a whiteboard, the students learned this was not the best way to really accomplish much of anything. These students realized after three lessons of this type of instruction that the PBL task had a purpose.
Citation: Hewes , B. (2010). Project-Based Learning: Teething Problems . Retrieved December 9, 2017, from https://biancahewes.wordpress.com/2010/10/24/project-based-learning-teething-problems/

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Source: Practitioner
Abstract: AltSchool is a 50 person team made to ensure students reached their full potential. The AltSchool Learning Cycle was used to design PBL learning experiences for students so they would be motivated while constructing their knowledge and applying skills in real-world contexts. Two technology tools are explored.
Findings: Two technology tools drove this learning cycle: Playlist and Portrait. Playlist is a group of tools that teachers use to manage what each child must do to meet their individualized goals for a project. Through Playlist, teachers manage assignments and can communicate about projects online. Portrait is a technology tool that allows teachers to see a profile for each student. It shows teachers projection of student skills and offers data insight. Project
work samples can also be stored here. These technologies were successful according to the author.
Citation: Racone, A., & Quale, M. (2017). Technology and Project-Based Learning. Independent School, 76(3), 54.

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How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

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How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

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Source: Peer Reviewed
Abstract: 458 ninth grade students were used in a study to compare project-based learning to a more traditional style classroom in the subject of science. Classes were heterogeneous and were given a survey at the end to access student perspectives.
Findings: Results showed that students felt more satisfied with the PBL classroom and expressed it was more enjoyable. Student-teacher relationships were also rated higher compared to the traditional classroom.
Citation: Hugerat, M. (2016). How teaching science using project-based learning strategies affects the classroom learning environment. Learning Environments Research, (3), 383.

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Problem-Based Learning in K-8 Mathematics and Science Education: A Literature Review

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Problem-Based Learning in K-8 Mathematics and Science Education: A Literature Review

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Source: Peer Reviewed
Abstract: This K-8 literature review examines the effectiveness of PBL through an experimental study in the area of math and/or science. The definition(s) of PBL are explored and then applied to various K-8 studies to find rather positive results for this instructional strategy, such as content material retention and student attitudes.
Findings: The overall review concluded that PBL is an effective method for improving K-8 science academic achievement. This ecnompases overall content knowledge, foundational skills, and student perception/attitudes. It was recognized that there are various definitions for project-based learning and that there are limitations due to this. This particular study focused on this criteria to define PBL in its results: Engagement, investigation/inquiry, problem resolution, and debriefing. It is also worth mentioning fewer PBL studies have been conducted for math than science.
Citation: Merritt, J., Lee, M. Y., Rillero, P., & Kinach, B. M. (2017). Problem-Based Learning in K-8 Mathematics and Science Education: A Literature Review. Interdisciplinary Journal Of Problem-Based Learning, 11(2).

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Collaborative Project-Based Learning: An Integrative Science and Technological Education Project

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Collaborative Project-Based Learning: An Integrative Science and Technological Education Project

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Source: Peer Reviewed
Abstract: 7th grade Turkish students were used in a study to focus on blending collaborative learning and project-based learning in the content area of science. Data was collected  through interviews, observations, and rubrics.
Findings: Collaborative PBL did increase students' technological and collaborative skills. This study also concluded that it set the foundation for integrating technology and science together as we do in the real world.
Citation: Baser, D., Ozden, M. Y., & Karaarslan, H. (2017). Collaborative Project-Based Learning: An Integrative Science and Technological Education Project. Research In Science & Technological Education, 35(2), 131-148.

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Project-Based Learning Not Just for STEM Anymore

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Project-Based Learning Not Just for STEM Anymore

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Source: Practitioner
Abstract: PBL has been popular among the content areas of science and math, known as STEM for Science Technology Engineering and Math. In this article, 2nd graders were examined in a geography and literacy PBL experience as a part of PLACE, Project-based Literacy And Civic Engagement.   curriculum.
Findings: Certain steps are encouraged when planning to implement PBL with social studies and literacy:
*Identify needs and opportunities.
*Determine the standards to address.
*Consider real-life skills beyond the standards.
*Create an authentic purpose and audience.
*Don't integrate just to integrate, because it needs to be meaningful.
*Make the project the core of the curriculum.
Citation: Duke, N. K., Halvorsen, A., & Strachan, S. L. (2016). Project-based learning not just for STEM anymore. Phi Delta Kappan, 98(1), 14.

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Source: Practitioner
Abstract: A PBL model from New Mexico is examined. Students from the ACE (Architecture, Construction, and Engineering) at Leadership High School used the SketchUp software to design the branch of a bank. Students used technology components such as Animoto, Padlet, and Geometer in this project.
Findings: Overall, students are found more capable to help and coach one another with these integrations. Incorporating real-life problem solving, collaboration, and technology will help prepare students for future job growths in the areas of advanced manufacturing, technology, health care, and energy.
Citation: Schachter, R. (2013). Project-based learning 2.0. District Administration, 49(12), 60.