Setting the Standard for Project Based Learning

240 Pages·2015·5.42 MB·english

by  Larmer

Education
Project based learning (PBL) is gaining renewed attention with the
S
current focus on college and career readiness and the performance- e
t
t
based emphases of Common Core State Standards, but only high-quality i
n
versions can deliver the beneficial outcomes that schools want for their g

t
students. It’s not enough to just “do projects.” Today’s projects need to h
e
be rigorous, engaging, and in-depth, and they need to have student
S
voice and choice built in. Such projects require careful planning and ta
n
pedagogical skill. The authors—leaders at the respected Buck Institute for
d
Education—take readers through the step-by-step process of how to a SETTING THE STANDARD FOR
r
d
create, implement, and assess PBL using a classroom-tested framework.

f
o
r
Also included are chapters for school leaders on implementing PBL PROJECT BASED
P
system-wide and the use of PBL in informal spaces. ro
j
e
c
t

Examples from all grade levels and content areas B
a LEARNING
provide evidence of the powerful effects that PBL s
e
can have, including d

L
• Increased student motivation and preparation e
a
for college, careers, and citizenship; r
n
i
n
• Better results on high-stakes tests;
g

• A more satisfying teaching experience; and

A PROVEN

• New ways for educators to communicate with L
A APPROACH TO
R
parents, communities, and the wider world. M
E RIGOROUS
R
• CLASSROOM
M
By successfully implementing PBL, teachers can not only help students ER INSTRUCTION
G
meet standards but also greatly improve their instruction and make E
N
D
school a more meaningful place for learning. Both practical and O
L
inspirational, this book is an essential guide to creating classrooms LE
R
and schools where students—and teachers—excel. •
B
O
S
S
$27.95 U.S.
Browse excerpts from ASCD books: STUDY
www.ascd.org/books GUIDE
ONLINE
JOHN LARMER || JOHN MERGENDOLLER || SUZIE BOSS
Many ASCD members received this book as a member
benefit upon its initial release.
Learn more at: www.ascd.org/memberbooks
SettingtheStandardProjBasedFpp_2015.indd 1 5/5/15 11:22 AM
SETTING THE STANDARD FOR
PROJECT BASED
LEARNING
A PROVEN
APPROACH TO
RIGOROUS
CLASSROOM
INSTRUCTION

SETTING THE STANDARD FOR
PROJECT BASED
LEARNING
A PROVEN
APPROACH TO
RIGOROUS
CLASSROOM
INSTRUCTION
JOHN LARMER || JOHN MERGENDOLLER || SUZIE BOSS
AAlexanddria, VA USA
1703 N. Beauregard St.
Alexandria, VA 22311-1714 USA Buck Institute for Education
Phone: [phone] or 703-578-9600 18 Commercial Blvd.
Fax: [phone] Novato, CA 94949 USA
Website: www.ascd.org Phone: [phone]
E-mail: [email protected] Fax: [phone]
Author guidelines: www.ascd.org/write Website: www.bie.org
Judy Seltz, Executive Director; Stefani Roth, Publisher; Genny Ostertag, Director, Content
Acquisitions; Julie Houtz, Director, Book Editing & Production; Deborah Siegel, Editor; Louise
Bova, Senior Graphic Designer; Mike Kalyan, Manager, Production Services; Valerie Younkin,
Production Designer; Kelly Marshall, Production Specialist
Copyright © 2015 ASCD. All rights reserved. It is illegal to reproduce copies of this work in
print or electronic format (including reproductions displayed on a secure intranet or stored in
a retrieval system or other electronic storage device from which copies can be made or dis-
played) without the prior written permission of the publisher. By purchasing only authorized
electronic or print editions and not participating in or encouraging piracy of copyrighted
materials, you support the rights of authors and publishers. Readers who wish to reproduce
or republish excerpts of this work in print or electronic format may do so for a small fee by
contacting the Copyright Clearance Center (CCC), 222 Rosewood Dr., Danvers, MA 01923,
USA (phone: [phone]; fax: [phone]; web: www.copyright.com). To inquire about
site licensing options or any other reuse, contact ASCD Permissions at www.ascd.org/per-
missions, or [email protected], or 703-575-5749. For a list of vendors authorized to
license ASCD e-books to institutions, see www.ascd.org/epubs. Send translation inquiries
to [email protected].
All referenced trademarks are the property of their respective owners.
All web links in this book are correct as of the publication date below but may have become
inactive or otherwise modifi ed since that time. If you notice a deactivated or changed link,
please e-mail [email protected] with the words “Link Update” in the subject line. In your mes-
sage, please specify the web link, the book title, and the page number on which the link
appears.
PAPERBACK ISBN: 978-1-4166-2033-4 ASCD product #114017 n5/15
PDF E-BOOK ISBN: [978-1-4166- 1954-3]; see Books in Print for other formats.
Quantity discounts: 10–49, 10%; 50+, 15%; 1,000+, special discounts (e-mail programteam@
ascd.org or call 800-933-2723, ext. 5773, or 703-575-5773). For desk copies, go to www.ascd.
org/deskcopy. 
Library of Congress Cataloging-in-Publication Data
Larmer, John.
Setting the standard for project based learning : a proven approach to rigorous classroom
instruction / John Larmer, John Mergendoller, Suzie Boss.
pages cm
Includes bibliographical references and index.
ISBN 978-1-4166-2033-4 (pbk. : alk. paper) 1. Project method in teaching. I. Mergendoller,
John R. II. Boss, Suzie. III. Title.
LB1027.43.L37 2015
371.3’6—dc23
2015005753
23 22 21 20 19 18 17 16 15 14 1 2 3 4 5 6 7 8 9 10 11 12
SSSEEETTTTTTTTTTTTTIIINNNNNGGGGGGGGG TTTTTTTTTHHHHHEEEEEEEEE SSSSTTTTTTTAAAAANNNNDDDDDDDDDAAAAARRRRRRRRRDDDD FFFFFOOOOOOOOORRRR
PPPPPPPPRRRRRROOOOOOOOOOOOOOOOOOOOJJJJJJJJJJEEEEEEEEEEEEEEEECCCCCCCCCCCCTTTTTTTTTTTTTTTT BBBBBBBBBBBBBAAAAAAAAAAAAAAAASSSSSSSSSSSSEEEEEEEEEEEEEEEEDDDDDDDDDDDD
LLLLLLLLLLLLLLLLEEEEEEEEEEEEAAAAAAAAAAAAAAAAAAAAAARRRRRRRRRRRRRRRRNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIINNNNNNNNNNNNNNNNGGGGGGGGGGGGGGGG
Acknowledgments ..................................................................................................vii
Preface .................................................................................................................ix
1 Why Project Based Learning? ............................................................................1
2 What Is Gold Standard PBL? ............................................................................24
3 What Does the Research Say About Project Based Learning? .............................54
4 Designing a Project .........................................................................................66
5 Managing a Project .........................................................................................99
6 Leading a PBL Implementation Effort ..............................................................132
7 PBL in Informal Education and Summer Programs ...........................................158
Conclusion .........................................................................................................175
Appendix A: Project Snapshots .............................................................................177
References .........................................................................................................222
Index ..................................................................................................................231
About the Authors ...............................................................................................238

Acknowledgments
Many people contributed to this book, and we would like to acknowl-
edge them. Most important, we want to thank the many teachers and
instructional coaches who shared their strategies and passion for proj-
ect based teaching and learning, including Myla Lee, Todd Wigginton,
Leah Obach, Heidi Hutchison, Jim Bentley, Nathan Mulhearn, Rosine
Borello, Jennifer Lee, Jody Passanisi, Shara Peters, Shawn Swanson,
Jason Irwin, Valerie Hoover, Don Doehla, Luann Lee, Mark Gomez,
and Danette McMillian.
PBL teachers are most successful when they have school leaders
and organizations that understand and support project based learning.
Principal Aaron Brengard helped us imagine how PBL can transform
summer learning experiences, and then a whole school. Superinten-
dents Eric Williams and Steve Matthews taught us about effective PBL
leadership and school change. Public Health Management Corpora-
tion of Philadelphia showed us how PBL could animate out-of-school-
time settings.
BIE staff were also signifi cant contributors, most especially in
leaving fi rst author John Larmer alone as he hunkered down in the
writing bunker. While he was there, Gina Olabuenaga capably shoul-
dered many duties, and she and Alfred Solis were always on hand
to offer feedback and ideas, and most important, to make us smile.
Jennifer Cruz, Cris Waldfogel, and Rody Boonchuoy contributed their
experience and wisdom to the chapter for school leaders, and David
Ross provided useful critique throughout the writing process.
vii
viii Setting the Standard for Project Based Learning
BIE’s stellar National Faculty—too many to name—shared their
PBL expertise and lessons gained providing PBL professional develop-
ment to thousands of teachers and school leaders. Todd Felton con-
tributed signifi cantly to the chapter on PBL in Informal Education; we
value his storytelling and good thinking.
We convened a group of representatives from many organiza-
tions we consider experts, friends, and fellow travelers to critique our
model for Gold Standard PBL, and we are grateful to them all: Aaron
Brengard, Shannon Buerk, Milton Chen, Marc Chun, Ben Daley, Kristin
DeVivo, Ryan Steuer, Patrick Howland, Bob Lenz, Ron Mar x, Rosanna
Mucetti, Glen O’Grady, Bob Pearlman, Elizabeth Phillips, Tim Presiado,
Andy Rothstein, Helen Soulé, Jennifer Sparrow, Bernie Trilling, Eric
Williams, and Tsuey-ling “Doris” Wu.
Ken Kay and the other members of the BIE board of directors
put us on this path to fi nd gold and refresh our thinking about proj-
ect based learning. It was a perceptive and timely move, and we are
grateful for their vision.
Finally, we appreciate the counsel and critique of our editors at
ASCD, especially Genny Ostertag for her initial interest in a PBL book
and her patience in our delivery.
viii
Preface
Project based learning (PBL) is not a new instructional approach, but it
now has a new respectability and an ever-growing number of propo-
nents. The Buck Institute for Education (BIE) has played a central role
in PBL’s growth, and for the past 20 years, it has worked to identify and
shape PBL best practices. Initially this effort seemed pointless in an
era of “covering standards” and test-based accountability. Rigor was
defi ned by recitation and excellence by compliance. But times have
changed. Current concerns with college and career readiness, and the
performance-based emphases of Common Core State Standards, have
caused educators to take another look at project based learning and
recognize its ability to not only help students develop deep content
understanding, but also to help students learn and practice the skills
they will need for college, career, and life success.
A Google search for “project based learning” yields over 3,000,000
results. Newspapers feature back-to-school stories about PBL. Parents
and school boards are encouraging their schools to adopt PBL, and
many charter schools are making it a centerpiece of their program. An
ever-growing number of PBL teachers are connecting online to share
ideas and to blog about their experiences. You can fi nd 30,000 of them
in the BIE PBL Community on Edmodo (see https://www.edmodo.
com/publisher/biepbl). More and more publishers and curriculum
providers are producing materials to meet the demand. Organiza-
tions such as New Tech Network, Asia Society International Studies
ix