Giving Compass' Take:

• The Buck Institute for Education training discusses the differences between projects and project-based learning.  Project-based learning is on a spectrum and requires a distinct focus that supports student autonomy. 

• Why is it important to note the nuances of project based learning? What do you think are the benefits of this type of learning? What are some potential challenges? 

• Learn about the role of equity in project based learning. 

Recently I had the opportunity to sit in on a Buck Institute for Education (BIE) training by Anthony Cody, one of their National Faculty. We had a terrific discussion about the difference between projects and project-based learning that led to an insight: the difference between “doing projects” (what the BIE refers to as “dessert projects”) and doing project based learning is not binary – it’s a spectrum.

PBL experts share concerns that when schools begin to implement project based learning that they may end up simply doing dessert projects instead. There are a number of distinctions that draw the difference between the two. For example, in project based learning:

  • Collaboration and teacher guidance are needed whereas dessert projects can be done alone
  • The learning experience is more about the process than the product
  • Student questions and interests drive the direction whereas dessert projects have all students creating essentially the same/similar products
  • End products are shared with an authentic audience as opposed to just being graded by the teacher
  • Problems that are tackled have some sort of real world relevance or are based in real world experiences

The Buck Institute for Education promotes a description of High Quality PBL (HQPBL) that takes PBL to an even more rigorous level and asks that the learning include intellectual challenge and accomplishment, authenticity, public product, collaboration, project management, and reflection.

In all of these cases: PBL, HQPBL, and Student Agency, there is a shift in teacher stance from control to supporting student autonomy. This is not a shift that can happen all at once, but that involves a gradual release of control

Read the full article about project-based learning by Marie Bjerede at Getting Smart