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Project Based Learning

What is Project Based Learning? 

Project Based Learning (PBL) is an inquiry-based teaching method which enables students to gain knowledge and skills by working for an extended period “…to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.” (PBL Works, 2023).

Students address real world, authentic questions, or problems, developing their ideas through deep application of subject knowledge alongside critical thinking, creativity, group work and communication skills.

In this section, principles of Project Based Learning are introduced. Self-guided resources are:

  • Learning approach: how learning takes place in Project Based Learning, and the role of teacher and student in the classroom process.
  • Video: What’s the difference between Project Based Learning and a Project
  • Explore further: Additional resource links and videos to explore to support Project Based Learning.

Quick Links for Project Based Learning

Learning approach: Practically, “students work on a project over time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by developing a public product or presentation for a real audience. As a result, students develop deep content knowledge as well as critical thinking, creativity, and communication skills in the context of doing an authentic, meaningful project.

In this 5-minute video, Magnify Learning (2020) discuss the difference between student inquiry skills from project-based learning against traditional projects

How learning takes place: Project Based Learning is both a pedagogical and a curriculum approach which allows students to identify multiple solutions to complex problems. Projects follow the following steps:

  • Transferring key concepts or big ideas across different disciplines through the project-based learning cycle leads to deeper learning and more effective transfer of knowledge.
  • Identifying interconnections across concepts reflecting the complexities of the real world
  • Connect different disciplines through thematic learning.
  • Grouping subjects to acknowledge the importance of interdisciplinary knowledge; this also reduces curriculum overload (OECD,2010).
PBL Steps

Explore Further: Resources to Support Project Based Learning:

This 5-minute video provides lots of tips and ideas to get Project Based Learning started in your classroom

PBL Essentials from High Tech High

(US) (2023)

What is PBL?

PBL Works (2023)

Our curriculum from XP School, Doncaster

(XP Trust, 2023)

Differentiated projects and products in EL schools

(EL Education, 2023)

For more detailed information about Project Based Learning:

Visit the Steps in Project Based Learning-Expeditionary Learning

Advantages: It is likely you already use different aspects of PBL in your teaching. For example, you may already focus on authenticity, addressing real-world problems and questions by working with and co-creating projects with experts and the community, or use thematic approaches to provide cross-disciplinary learning opportunities. PBL can be called different things in different schools, for example, ‘teaching through the lens’ or ‘applied learning’. PBL can be used in single subjects, or as wider cross-disciplinary approaches.

Cautions: PBL is not a quick-fix solution, but needs to be planned for, and embedded into existing school curriculum and assessment systems. PBL with its focus on student-led learning does not always sit comfortably with highly regimented approaches to learning.

There are many common misconceptions of PBL:

  • ‘Does PBL need to be a whole-school approach?’ No:  PBL can be delivered within a standalone subject, part of a teaching sequence, collaboratively across subjects or as a wider school approach. The pedagogy of PBL will be familiar to teachers as just ‘good teaching’ strategies.
  • ‘Is learning unstructured? ‘No: Project design protocols, week by week session planning against curriculum standards and skills, and the use of rubrics all ensure clear learning outcomes and rigorous assessment across the project.
  • ‘Students just do what they want around a general topic or theme. ‘No: Every project has clear learning steps and a high-quality end-product. Age expected rubrics and protocols support dialogic teaching which supports and focuses student-led learning in subject content and skills.
  • ‘Are students left to their own devices? ‘No: Teachers plan PBL sessions with the same detail around expectations of learning time as any other subject. Independent reflection, critique, redrafting, teamwork and collaboration opportunities are modelled and explicitly planned in PBL.
  • ‘There is no ‘input’ from the teacher until the end, or ‘formal’ learning/input or teaching.’ No: PBL approaches include detailed teacher planning, dialogic teaching approaches, formative assessment, curriculum standards and learning expectations. Sessions can be part of or the whole of teaching time.
  • ‘Students will be assessed as a group and as such individuals can get away with doing very little and leave it to the rest of the group.’ No: PBL involves individual work as well as group projects. Use of protocols supports teachers to engage all learners. Co-produced rubrics explicitly break skills steps down for students.
  • ‘There are no checks and balances through the project. ‘No: PBL has the same curriculum standards, subject waypoint and end-point progress expectations as any other subject area in your school. Assessment should link directly to your school assessment system.