What is Project-Based Learning?
At first when project-based learning was chosen as the theme for this issue of the newsletter, I thought to myself, "What IS project-based learning?" Quickly, I went to my computer and surfed the Internet to see what I could find out about project-based learning. To my surprise and growing excitement, I located many interesting Web sites describing and showing projects developed in actual classrooms using this nontraditional method of teaching. I discovered that it was one of the most exciting ways for an adult student to learn just about anything in a fun and interesting classroom with the teacher acting as the facilitator and the students actually directing and designing the curriculum. WOW! That was exciting news to me! All the projects I viewed at different Web sites were interesting to me. I visited sites with projects involving art, history, cultures, food, money - you name it - I found it!
On my journey through the Internet, I found my own answer to the question, "What is project-based learning?" It involves the following:
- It promotes meaningful learning by using real-life situations.
- The student's previous knowledge base is added to with newly acquired information.
- The content and direction of the project is determined by the students, with the teacher as facilitator.
- A positive learning environment is created.
- Students learn by doing - through finding information and making decisions.
- Students are encouraged to assess their own learning.
As you read the articles in this newsletter, think about these questions: What skills were taught? How did the student learn these skills? How were the outcomes measured? When, where, and how will the students use what they learned?
Our authors have written great articles to help guide your journey to discover the excitement of project-based learning. Stan Ashlock provides background information to help us understand technology's role in project-based learning. He refers to Susan Gaer's e-mail Projects Home Page and to Anson Green's adult education class' Web project, MUJER (Mothers United for Jobs Education and Results), to point the reader to Web pages resulting from teachers using project-based learning and technology together in their classroom. On page 14, we've included some additional project-based learning Web sites for you to begin your search for more examples. Surf the Internet to see what you can find. Just type in "project-based learning" in the different search engines (i.e., Yahoo, Alta Vista, Excite).
Audrey Abed, Laura Molina, and Vonnye Rice-Gardner describe actual projects used in their classrooms. Audrey's article provides details about three activities her family literacy class developed that related to daily life situations and had meaning for each student. Laura's article describes a project created by her students who were facing the same life situation - being unemployed. Their project involved investigating training programs in the area to update their work- place skills so they would be able to find a new job in the modern workforce. Vonnye provides step by step instructions for three practical project-based learning activities that taught her students not only how to work as a team, but also taught them workforce skills, organizational skills, communication skills, writing skills, and many other skills related to her students' real life situations. Keep in mind that all of these projects can be adapted to work in any type of adult education classroom - GED, ESL, ABE.
Now, you might be thinking, "Project-based learning sounds wonderful! But how can I get my students involved in a project-based learning activity?" Just listen to your students as they visit informally with you and each other. What are their real-life concerns? What are their problems? What are their interests? To get started in selecting a project you, as facilitator, could guide your students to brainstorm their ideas. From that point on they will develop the content and direction of their own classroom project. For example, perhaps before the class began, you heard the students discussing their struggles to lose weight. Out of this universal problem, many project-based learning activities could become a reality. Let's just take one idea - a class project to research diets, nutrition, weight control, and low-calorie recipes could result in students producing their very own diet book! Students' real-life interests provide the excitement and motivation. My challenge to each of you is to read the articles in this newsletter, surf the Internet, and learn all you can about project-based learning. After all, we as teachers and administrators are lifelong learners. Then, just let your students' imagination run wild to come up with exciting ideas to get them started in creating their own curriculum. If they see your enthusiasm, it will kindle their excitement about their project. After completion of your class' projects, get in touch with the Clearinghouse to include them in our materials collection. Try it! See for yourself!
About the Author
Kay Perry is the editor of the Literacy Links adult education newsletter and the Communications Specialist for the Adult Literacy Clearinghouse, Texas Center for Adult Literacy & Learning, at Texas A&M University. She has a B.A. in English and a M.S. in Educational Human Resource Development, both from Texas A&M. She is a proud Aggie! Kay has also taught ESL classes. She got her start in the field of adult education by volunteering as a tutor for the local Literacy Volunteers of America. Currently, she is actively involved in the local LVA as president of the board and as a grant writer. Kay is a native Texan, born in Bryan/College Station. Her personal interests include art, writing, and reading. She has two married daughters, Leslie and Daffney, and one granddaughter, Sierra.
