Classroom Engagement and Student Motivation: Can Project-Based Learning Help?

From 2009 archived blog
By Mariya Gavrilova

How do we engage and motivate students in the classroom? How do we make them pay attention and be accountable for their work while being genuinely interested in the subject? How do we demonstrate to parents and administrators that school assignments have value? How do we teach students the life and career skills they need? Recent studies and research projects have revealed that an effective method to engage students and motivate them to complete assignments is project-based learning (PBL). According to Newell (2003), PBL emphasizes:

• Depth of understanding over content coverage;
• Comprehension of concepts and principles rather than knowledge of facts; and
• Development of complex problem-solving skills rather than learning building block skills in isolation

Preuss (2002) advocates that through project-based learning students become planners, risk-takers, collaborators, and independent workers and teachers become facilitators, mentors, and public-relations experts. How is project-based learning different from regular class assignments, and what are the outcomes of applying this approach? This method differs from conventional learning because it allows students to participate more actively and be responsible for their own progress. It is also an excellent self-assessment tool as it helps students identify what skills they may need to develop, or what resources they may need to access to complete the project. One of the most valuable results is the opportunity to reflect upon the whole process and the outcomes. Students learn organizational, planning, and project management skills as they set a timeline with realistic and achievable tasks (with the help of instructors). They also directly apply knowledge they have learned in the classroom. The projects are usually challenging enough but manageable to maintain student interest and involvement. Students learn to gather resources, sift through many bites of information (a very useful skill in today’s day and age), recognize the authenticity of information sources, and analyze data. In addition, they display or present the results thus gathering formal and informal feedback, which allows them to self-evaluate. Most importantly, students engage in projects that have value to the community; thus, encouraging civic consciousness and fostering a sense of involvement and belonging. The project-based approach to learning allows students to seek alternative sources, develop relationships with the community, as well as teachers and their peers because projects can be handled individually or as a team (Buck Institute for Education). Projects can include: a problem to solve, a phenomenon to investigate, a model to design, or a decision to make (David, 2008). Harada et al. (2008) recommend the following steps when planning the assignment:

1. Write the project goal
2. Brainstorm activities
3. List project activities in chronological order
4. Review the list and rethink each activity
5. Review the sequence and develop a timeline for completion
6. Determine the management structure, who reports to whom, who does what, etc.
7. Consolidate the information in a master plan

In addition to the motivation techniques discussed by Holly Smith in a previous blog entitled “Hang Tough, Lloyd”, you can liven up your classroom by allowing students to choose their own projects. What we really want is students to apply knowledge, learn new skills, identify their strengths and capitalize on them while having fun…and creating something meaningful.

References
Buck Institute for Education. Handbook: Introduction to Project Based Learning. Retrieved February 10, 2009, from http://www.bie.org/index.php/site/PBL/pbl_handbook_introduction/
David, J. L. (2008, February). What research says about…Project-based learning. Educational leadership, 80-82.

Harada, V. H., Kirio, C., & Yamamoto, S. (2008, March). Project-based learning: Rigor and relevance in high schools. Library Media Connection, 14-20.

Newell, Ronald, J. (2003). What is Project-based learning? Passion for learning: How project-based learning meets the needs of 21-st century students. Lanham, MD: Scarecrow. 
Preuss, D. (2002, October). Creating a project-based curriculum. TechDirections, 16-18.