Getting to know Project-Based Learning

School programs are aiming to teach students in more innovative and engaging ways with projects and initiatives. However, these often turn into exhausting extra work for teachers and impersonal activities that fail to captivate students. Is it possible to implement projects that are enjoyable and motivating for students while also being efficient for teachers?
With this question in mind, the new edition of the course “Introducing Project-Based Learning in the Classroom​” took place in Tenerife from 14/07/2024 to 20/07/2024. The participants came from all across Europe, with Mirna from Faculty of Humanities and Social Sciences Osijek in Croatia, Natalija from University of Applied Sciences Baltazar Zaprešić in Croatia, from Hungary came Boglárka and Orsolya from Németh Kálmán Általános Iskola and Máténé from Kecskeméti Szakképzési Centrum, Maria from IIS Guarasci-Calbretta in Italy, Ângela, Maria, Ana from Universidade de Trás-os-Montes e Alto Douro in Portugal. ​

At the beginning of the week participants delved into the core concepts of Project-Based Learning (PBL), concentrating on its 5 key elements and analyzing case study videos to identify these elements in the presented projects. They soon realized that PBL is not just any regular project, but a distinct teaching approach with its own rules and methods.

From that point, we began to break down the preparation of a PBL project into various phases:
1.      Preparing the class for Project-Based Learning: Through self-reflection and discussion, the  teachers recognized the importance of equipping their students with the necessary skills and attitudes for PBL, including curiosity, critical thinking, inquiry, and, most importantly, collaboration.
2.      Defining Learning Outcomes and "Backward Designing": A key aspect of PBL is that it should be integrated into the curriculum, rather than being treated as additional work to complete at the end of a unit.
3.      Creating the Driving Question and Project Details: A distinctive element of PBL is the "Driving Question," which serves as the catalyst for students' learning. As students work to solve the challenge or problem posed by the driving question, they engage in research and inquiry, leading them to understand and learn the essential concepts of the relevant disciplines.
4.      Establishing Appropriate Assessment Methods: A key concern raised by our participants was how to evaluate each student’s progress, especially within group work contexts. During this part of the training course, they learned about the difference between formative and summative assessments, discovering that the former is more useful and important for evaluating students’ progress and performance than the latter.
5.      ICT Tools Supporting Project-Based Learning: Implementing a PBL project is almost unimaginable without the aid of new technologies. Our participants had the opportunity to practice using essential tools, which are crucial for the smooth and effective implementation of PBL in the classroom

The opportunity to start creating their own projects throughout the week was the added value of this course. Each day, after exploring a new aspect of PBL implementation, they worked in groups to design projects tailored to their students' ages. This exercise helped clarify any doubts that might arise later and allowed them to brainstorm and exchange ideas with colleagues from other countries. The final outcome fostered a great sense of achievement and a personal commitment to try the project in their own classrooms.
Discover more about this course here.