Evaluating the Essential Elements of Project-Based Learning: A Case Study of First-Year Implementation in One Urban School

• In Event: Problem-Based Education SIG Full Paper Session: Problem-Based Learning in K-12, Teacher Education, and Other University Contexts

Abstract

This case study examines the initial implementation of project-based learning (PBL) in one high performing urban charter school. The study documents the extent to which first-year implementation exemplifies the essential elements of PBL, as defined by the Buck Institute (2011). Drawing on survey and focus group/interview data, the study describes challenges and successes reported by K-8 teachers as they designed and implemented PBL experiences in their classrooms. Survey results and qualitative analysis of interview and focus group data suggest that PBL projects effectively fostered students 21st Century Skills, focused on significant content, and were organized around a driving question. Challenging elements of PBL included encouraging student voice and choice, incorporating revision and reflection, and including a public audience.

Authors

• Jessica Gale, Georgia Institute of Technology

• Christopher Cappelli, Georgia Institute of Technology

• Jane Simpkins, Westminster Center for Teaching

• Robert Ryshke, Westminster Center for Teaching