What Is Project-based Instruction

Project-based instruction is an authentic instructional model or strategy in which students plan, implement, and evaluate projects that have real-world applications beyond the classroom (Blank, 1997; Dickinson, et al, 1998; Harwell, 1997). Learning activities that are interdisciplinary, long term, and student centered are emphasized, rather than short, isolated lessons (Challenge 2000 Multimedia Project, 1999). Project-based instructional strategies have their roots in the constructivist approach evolved from the work of psychologists and educators such as Lev Vygotsky, Jerome Bruner, Jean Piaget and John Dewey. Constructivism views learning as the result of mental construction; that is, children learn by constructing new ideas or concepts based on their current and previous knowledge (Karlin & Vianni, 2001).

Most important, students find projects fun, motivating, and challenging because they play an active role in choosing the project and in the entire planning process (Challenge 2000 Multimedia Project, 1999; Katz, 1994).

Elements of an authentic project

There are a wide range of project types—service learning projects, work-based projects, and so forth, but authentic projects all have in common these defining features (Dickinson et al., 1998; Katz & Chard, 1989; Martin & Baker, 2000; Thomas, 1998).

• Student centered, student directed
• A definite beginning, middle, and end
• Content meaningful to students; directly observable in their environment
• Real-world problems
• Firsthand investigation
• Sensitivity to local culture and culturally appropriate
• Specific goals related to curriculum and school, district, or state standards
• A tangible product that can be shared with the intended audience
• Connections among academic, life, and work skills
• Opportunity for feedback and assessments from expert sources
• Opportunity for reflective thinking and student self-assessment
• Authentic assessments (portfolios, journals, etc.)