Is there any difference between Project Based Learning and standard projects?

Schools’ programs are full of projects and initiatives that aim at teaching in a more innovative and engaging way. Most of the time, though, it just becomes tiring extra work for the teachers and impersonal activities that students don’t even enjoy. How can we implement projects in a way that is fun and motivating for students, and at the same time efficient and meaningful for teachers?
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With this question in mind, the new edition of the course “Introducing Project Based Learning in the Classroom” took place in Bologna from 06/04/2025 to 12/04/2025. The participants came from all across Europe: Dragana Drenjaković and Ivana Marković from Elementary school "Vožd Karađrođe" in Serbia, Jonathan Delmeire from SFI Melle in Belgium, Desailly Isabelle from GIP-FTLV de Bourgogne in France, Anna Günther and Anja Heimann from Käthe-Kollwitz-Grundschule Crimmitschau in Germany, and Helena Bosch Roura from Institut Obert de Catalunya in Spain.

In the first days of the course, participants explored the main concepts related to Project Based Learning, focusing in particular on the 5 key elements of PBL and using case study videos to identify these elements in practice. They quickly came to realize that PBL is not just about doing any project, but rather a structured teaching methodology with its own principles and strategies.From there, we started breaking down the preparation of a PBL project into different phases:

1. Preparation of the class for Project Based Learning
   Through self-reflection and discussion, the teachers recognized the importance of fostering essential skills and attitudes in their students—such as curiosity, critical thinking, inquiry, and especially collaboration—to successfully approach a PBL environment.
   
   
   
2. Defining Learning Outcomes and “Backward Designing”
   A crucial aspect of PBL is its deep integration with the curriculum. Participants learned how to design their projects starting from the desired learning outcomes, ensuring that the project isn't just an “extra” activity but a meaningful part of the learning process.
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3. Creation of the Driving Question and project details
   One defining feature of PBL is the Driving Question, which sets the challenge for students to explore. In trying to answer this central question, students engage in research and collaborative learning that touches upon key concepts of the subjects involved.
   
   
   
4. Establishing appropriate Assessment forms
   Assessment was a common concern among participants, especially in the context of group work. They explored the difference between formative and summative assessments, discovering how the former is often more useful in tracking and supporting student progress throughout the project.
   
   
   
5. ICT tools in support of Project Based Learning
   In today’s classrooms, technology is a powerful ally. Participants got hands-on experience with various digital tools that can help make PBL more dynamic and efficient, both in terms of organization and student engagement.
   
   

Throughout the week, what made the learning truly effective was the opportunity for participants to co-create their own PBL projects, aligned with their students’ ages and subjects. Each day, as they dove into a new element of PBL, they built their projects step-by-step, sharing ideas and feedback across countries and school contexts. This collaborative creation process sparked inspiration and confidence—and many of them left the course determined to bring their projects to life back in their own classrooms.

Discover more about this course here.