About Project-Based Learning From Greater Things Learning Center and Extended Program in Summerville, South Carolina

Project-Based Learning

Smart Lab defines project-based learning (PBL) as a student-centered approach that “utilizes real-world problems or challenges in an effort to increase student motivation and engagement based on the theory that students will have a deeper connection to curriculum that directly impacts them and their community” (smartlablearning.com).  In a PBL classroom, the teacher acts as a coach and guides the students to create clear objectives while keeping their essential question at the forefront at all times (Arundel, 2021). Authenticity and relevancy are top components of PBL (Parker, 2020). In PBL classrooms, the students begin with the end in mind and work backward to gather research and collaborate with peers. Questions create more questions and students are engaged in their learning as their research requires support and justification, not just an answer. Students work from the top of Bloom’s Taxonomy and develop keen critical thinking skills.

Community involvement is key to the PBL success. Students must have access to community leaders who will support and encourage them along their journey to analyze, synthesize, and evaluate their essential question. Boss (2011) postulates that students learn best when they are given real-world problems to solve and personal choice regarding how to best solve those problems.

At Greater Things Learning Center, students will engage in and complete one project per quarter.

Each student will choose from the following four categories:

1.     Environmental

2.     Heath

3.     Bible

4.     Finance

Students must incorporate all four disciplines in their project (math, science, social studies, and English). Students must have a visual (poster board, power point, etc.) of their findings. Students must present their findings to an audience of at least five people (not including classmates). Students will write a report at the end with a summary of their project, their findings and solutions, and a debriefing of their experience.

ASSESSMENT:

Formative and summative assessments are administered often in traditional classrooms. An assessment in PBL is different. Each day, a teacher checks in with the student to ensure he or she is on track. Using a rubric, the student will complete what is expected of him or her and give a 10 minute presentation to a minimum of 5 adults. Often in a community setting, the students dress in their best clothes and present their PBL project with questions from the audience at the end. 

NOTE: Project-based learning does not take the place of grade-level content. The student adds PBL to what is expected from state standards as a way to show differentiation, or in other words, the process of growth and development of each student.