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Well-designed
projects put the students in charge of finding new information,
processing this data in accordance with what they already know, and
then sharing their newly acquired insights. These are, obviously,
skills that will serve students well as they journey into the world.
Moreover, this process also invites students to actively engage with
course content in order to construct meaning from their research
efforts. Years later, most students will remember the ways they applied
course content far more than they'll remember content covered on tests
or written about in papers.
From a faculty
perspective, transmitting course content in the form of a lecture or a
reading is sometimes easier than helping students wrestle with
information they've found on their own. Indeed, projects can be more
work for both students and faculty. Yet, this sort of in-the-trenches
learning provides an opportunity to really see the ways in which
students are deeply engaging with course content, solving problems, and
applying course concepts. A broken clock is right twice a day: students
can guess or deduce the right answers to test questions. Student
projects, on the other hand, provide a variety of opportunities that
allow the instructor to assess student learning with greater
confidence.
Here's a short
video about project-based learning. (The content is a great
introduction to project-based learning; the faceless people are a
little creepy, but, hey, so it goes, right?)
Perhaps you're now
thinking about incorporating project-based learning in your next
course? Or maybe you already use projects, but you're looking to tweak
them a little? Time for some resources! While the exact tools you
suggest (or require) students use will be a function of your course
content and project parameters, the links below might help you think through
building in opportunities for students to act as meaning-makers and
knowledge mediators via course projects.
Ten Reasons to try 20%
Time in the Classroom. The premise here is that you give
over 20% of class time for students to focus on self-directed projects.
If you're on the fence about incorporating a major project into your
course, these reasons might be worth considering.
The Eight Elements
Project-based Learning Must Have. I'm no fan of firm of
numbers (nor of the word "must"), but this article does have
a handy checklist / simple rubric that is a great starting point for
guidelines and rubrics you might give your students.
11 Essential Tools for
Better Project-based Learning. Some of these tools we've
discussed before, some are new to the blog; some have a cost, and some
have lite or educational options that make them free or more
affordable. Tools range from mind-mapping and visual thinking tools (Mindmeister and Glogster) that might be helpful in
the early stages of the project to digital story-telling and
presentation options (Animoto and Audioboo)
and that can help convey final results.
Project Ideas. This extensive list
of potential project ideas comes from the Kaneb Center at Notre Dame.
Note that this a list of ways students can convey their findings,
rather than individual topics themselves.
Do you have a
successful project that you assign? What makes it work so well?
Alternately, if projects haven't been your thing or haven't quite
clicked for your courses, tell us about that, too.
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