What’s the contrast between a “traditional” project and Project Based Learning?

School programs are often filled with projects and initiatives designed to teach students in a more innovative and engaging way. However, these frequently end up as demanding extra tasks for teachers and impersonal activities that students don't even enjoy. How can we implement projects that can be both fun and motivating for students, while also being efficient and manageable for teachers?
 
To answer that question, this latest edition of the course “Introducing Project Based Learning in the Classroom​” took place in Palermo from 14/07/2024 to 20/07/2024. The participants came from all across Europe, with Katrin Uurman, from Räpina School of Horticulture Räpina Gardening School, in  Estonia; with Stiliyana Atanasova-Petrova, Neli Kalova and Tatyana Stoyanova, from Secondary school "St.Kliment Dhridski"Dalgopol city, in Bulgaria; with Jacek Zablocki and Malgorzata Pacewicz, from Szkoła Podstawowa im. Krola Zygmunta Augusta, Wasilków, and with Anna Szuchalska, Bożena Karpowicz, Anna Snarska and Anna Zawadzka, from IV Liceum Ogólnokształcące, in Poland; with Maria Kosmos, from Berzsenyi Daniel Gimnazium, and Maria Pethos-Szucs, from Kiskőrösi Petőfi Sándor Evangélikus Óvoda, Általános Iskola, Gimnázium és Technikum; with Erika Vas, from Orchidea Magyar-Angol Két Tanítási Nyelvű Óvoda, Általános Iskola és Gimnázium, from Hungary; and with Hanna Gramm from ​Gymnasium der Stiftung Theresianische Akademie Öffentliches Gymnasium der Stiftung "Theresianische Akademie"

​Throughout the course week, participants have delved into the core concepts of Project-Based Learning (PBL), with a special focus on the five key elements of PBL. By analyzing case study videos, they identified these elements in the presented projects. They quickly realized that PBL is not just about doing any regular project; it is a distinct teaching approach with its own rules and methods. Before introducing the five key elements, the participants had to lay their doubts and questioning about this topic. Those issues could be answered all along the process.
1) Preparing the Class for Project-Based Learning: Through self-reflection and discussion, our teachers recognized the importance of equipping their students with the necessary skills and attitudes for PBL. This includes fostering curiosity, critical thinking, inquiry, and collaboration.
2) Defining Learning Outcomes and Backward Design: A critical aspect of PBL is ensuring it is integrated into the curriculum and not just an additional task. Projects should be designed with clear learning outcomes that align with curriculum goals.
3) Creating the Driving Question and Project Details: A hallmark of PBL is the "Driving Question," which drives students' learning and inquiry. As students work to solve the challenge posed by the Driving Question, they engage in research and inquiry that leads them to understand key concepts in the relevant disciplines.
4) Establishing Appropriate Assessment Methods: One challenge identified by our participants was evaluating individual progress within group work. During the training, they learned about formative and summative assessments, understanding that formative assessment is often more beneficial for evaluating students' progress and performance in PBL.
5) Using ICT Tools to Support Project-Based Learning: Implementing PBL effectively often requires the support of new technologies. Participants had the opportunity to practice using various ICT tools essential for the smooth and efficient implementation of PBL in the classroom.

​What made the learning truly effective was the participants' opportunity to create their own projects throughout the week. After each PBL session, they worked in groups to design age-appropriate projects, clarifying doubts and brainstorming with international colleagues. This fostered a strong sense of achievement and inspired them to implement their projects in their classrooms!