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Project-based learning offers promise as an instructional method that affords authentic learning tasks grounded in the personal interests of learners. While previous research has presented results of learning gains, motivations and teacher experiences, still limited empirical research has presented the student perspective in project-based learning. This research sought to explore how learners created projects. Using a case study design and five purposively selected participants from eighth grade geography, five themes emerged: (1) internal influences, (2) external influences, (3) beliefs about projects, (4) tools for technology-rich environments, and (5) learning outcomes and products. The first four themes describe influences to shape the fifth theme, learning products. The term learning products was used to describe both the learning garnered by the participants and the learning artifacts the participants produced as part of the instructional unit. Implications for practice and future research are considered.

Project Based Learning has made a splash in the secular education world, and it can be a powerful tool for Jewish classrooms, too. In fact, project based learning can be a dynamic technique for teaching a wide range of Judaic topics, especially Jewish values. Why? Because we want students to live Jewish values, not just study them, and PBL is all about learning in the context of real life: Project based learning is hands-on, student-driven, and involves projects designed around real-world activities. Students build life skills while researching and tackling issues that are meaningful to them, resulting in learning that can be deeper and more lasting.

"I wrote a blog about one of the pitfalls of personalization for the ASCD Whole Child Blog. Specifically, that pitfall is the lack of engagement. With all the focus on personalization through time, pacing, and place, it can be easy to forget about the importance of engagement. No matter where students learn, when they learn, and the timing of the learning, engagement drives them to learn. When we factor all the pieces of personalization together, we can truly meet students where they are and set them on a path of learning that truly meets their needs and desires. Project-based learning can be an effective engagement framework to engage students in personalized learning."

"Well-designed project-based learning (PBL) has been shown to result in deeper learning and engaged, self-directed learners. Learn more about the five core elements of successful PBL. "

"Educators and researchers share their views on why project-based learning is an important learning strategy for classrooms."

In Project Based Learning (PBL), students go through an extended process of inquiry in response to a complex question, problem, or challenge. Rigorous projects help students learn key academic content and practice 21st Century Skills (such as collaboration, communication & critical thinking).

"Project-based learning doesn't mean leaving standards behind. Follow these tips to plan projects that challenge your students and align with core learning goals. "

"Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge."

Diane Zimmerman is the Associate Education Director at Temple Sinai in Washington, D.C. She wrote the Project Based Learning section of the lesson plan manual for Building Jewish Identity, Volumes 3 and 4, which will be published by Behrman House in March 2013.

Welcome to PBL-Online, a one stop solution for Project Based Learning! You'll find all the resources you need to design and manage high quality projects for middle and high school students.

Most Hebrew programs in congregational schools are directed toward language learning rather than language acquisition. In other words, students learn Hebrew as a skill (and often as a prayer skill) rather than for communication. That's a choice education directors make based on the time available, teacher ability, practical needs such as preparing students to become bar or bat mitzvah, and other factors such as the education director's own level of comfort speaking Hebrew or the Rabbi's preference.

Explore these project-based learning resources for educators and parents.

Prayer has become more meaningful, intentional, and personal for fourth graders at Temple Beth Shalom in Needham, Massachusetts, thanks to Project Based Learning (PBL). The fourth graders created a siddur all their own that is now used by their fellow students in K-5 classes. Guided by questions about why people pray and the importance of the siddur, the fourth graders worked in groups based on their interests. One group was in charge of siddur design and layout, a second group focused on kavanah, a third group worked on the siddur's illustrations and graphics, and another group decided on the siddur's content and the order of the prayers. Students combed through a library of siddurim as research, interviewed people about what's important to include in a siddur, and reflected on their own prayer in the process. The project culminated in a dedication ceremony for the new siddur.

Teach21 Project Based Learning Making a Difference in Our World Community Social Studies Third Grade

"Conclusion All these projects embody three elements that are fundamental for successful virtual communities: Content in context: The value of educational content depends on the context in which this content is going to be used. For example, information about the nature of water pollution in both Sao Paulo and San Jose is dynamic because it is being gathered and analyzed by the students themselves, as well as engaging students in finding other resources on the Web to assist their analyses. Creativity in communicating knowledge: All the national curriculum standards include enabling students to use a broader range of media and methods to communicate their knowledge than traditional standardized tests. It is well known that one of the best ways to learn something is to teach it (or communicate it) to others. New interdisciplinary fields of inquiry (such as chaos and complexity theory) require that students find new ways to use computers and multimedia to visualize and communicate data and patterns. The creation, sharing, and use of various forms of knowledge in multiple media support the important idea of encouraging students to communicate their knowledge and understanding to an authentic audience of their peers, teachers, and professionals. Collaboration for building communities of learners: Effective participation in the global economy means being able to work collaboratively with a wider diversity of other people. Business and industry have continually purported that today's schools need to prepare students to work collaboratively in teams (colocated or virtual) as one of the top priorities for educational reform. The Internet, along with Web-based tools and resources, is among the best vehicles we have for achieving this goal -- and, in the process, can also help build sustainable learning communities."

"Project-based learning has been wonderful. Students are self-reporting how they're experiencing a deeper level of learning, and parents are saying that their children are actively (and often voluntarily) elaborating on their learning outside of school. We firmly believe that PBL is one of the best teaching methodologies available for the 21st century."

"High school students reflect on their experience of project based learning and describe how they not only learned a great deal of content, but also practiced the 21st century skills needed for personal and workplace success. [Time: 4:00]"

"As an "Instructional Innovator" in my district, I was asked to implement project-based learning in my classroom. As a new teacher, currently in my second year of teaching fifth grade, I was nervous and excited at this prospect."

"Project-based learning transforms the roles of students and teachers in ways that benefit all. This de-centering of the classroom and of knowledge helps students develop a sense of agency as learners and as people. If teachers maintain traditional notions of students as information recipients, teaching and learning become a pointless game where, instead of connection and engagement, the main challenge for students is to read the teacher's mind while producing a product in which they don't feel invested."

Research shows the efficacy of an authentic form of education that expects students to immerse themselves in a topic and meaningfully demonstrate acquisition of skills and knowledge.