Though this forces some aspects of projects and PBL into binary relationships and in some places is a bit oversimplified it is a helpful resource for identifying aspects of how project-based learning differs from "doing projects"
Welcome to Portraits of Practice: Construction Zones for Musical Understanding.
The purpose of this site is to share with others my work, as a music teacher, that is grounded in constructivist theory of learning.
Visit The Journey, a collection of experiences and moments of discovery that have informed my beliefs about teaching and learning.
Explore Project Design, a collection of ideas that can be put into practice to create a holistic and constructive learning environment for musical understanding.
Observe Frameworks that are used to scaffold learning.
Look in on Portraits to view project designs and artifacts., watch students realizing their musical knowledge and skill as they engage in collaborative problem-solving.
Visit the Archive to view classroom documents and students involved in collaborative problem-solving.
Learn More about the theory and research that supports and validates constructive learning experiences for students in our classrooms.
Phil Greco
Music Teacher
Farmingdale Public Schools
Farmingdale, NY
Evaluating Web Sites
Scope: The purpose of this page is to provide guidelines that may be used to determine the quality and accuracy of the information found on the World Wide Web. (U of Maryland Libraries)
Information on inquiry-based learning
Inquiry-based learning is often described as a philosophical and pedagogical response to the changing needs of the information age, but its roots are much deeper. It assumes that all learning begins with the learner. That is, what people know and what they want to learn are not just constraints on what can be taught; they are the very foundation for learning.
Aspects of this idea appear in the earliest writings on education, including Plato/Socrates in the West and Confucius in the East, but is more commonly traced back to Rousseau and Pestalozzi. Its fullest articulation can be found in the writings of John Dewey, whose wisdom derived in large part from his ability to see the unity across the social work of Jane Addams, the schools work of Ella Flagg Young, and the pragmatist philosophy developed by Charles Sanders Peirce and William James.
Edutopia project-based learning info site:
"Why Teach with Project-Based Learning?
Project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying."