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Georgia Institute of Technology

Evaluating the Essential Elements of Project-Based Learning: A Case Study of

First-Year Implementation in One Urban School

Jessica Gale, Ph.D.1

Christopher Cappelli, MPH 1

Jane Simpkins, B.S.2

Robert Ryshke, M.S.2

1Center for Education Integrating Science, Mathematics, and Computing (CEISMC) Georgia Institute of Technology

2The Westminster Schools Center for Teaching

2014 American Educational Research Association Annual Conference, Philadelphia, PA


Project Based Learning (PBL)

“A systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks” (BIE, p4).


“Doing Projects” vs. Project-Based Learning

• Short-term• “Dessert” projects – often intended to supplement traditional instruction• Often done at home,individually, repeated year after year.

(Larmer & Mergendoller, 2010; Mayer, 2012)

• Longer term – can last weeks or even months

• “Main Course” – primary vehicle for student learning

• Often require teacher guidance, collaboration with other students.


PBL Implementation

• Challenges at 3 levels (Krajcik et. al, 1994)– Teacher level: beliefs, previous experiences, PCK,

commitment to innovation. – Classroom level: resources, class size, schedule.– School/Community level: curricular/testing policy,

community involvement. • Ongoing support crucial for successful PBL

implementation (Ertmer & Simons, 2006; Fullen, 1992; Tobin & Dawson, 1992)


Purpose

The purpose of this study is to examine the first-year implementation of project-based learning (PBL) in one urban charter school. The study documents the extent to which the school’s initial implementation exemplifies the eight essential elements of PBL (Buck Institute, 2012).


8 Essential Elements of

Project-Based Learning

21st Century

SkillsSignificant

Content

In-Depth Inquiry

Driving Question

Need to Know

Voice & Choice

Revision and

Reflection

Public Audience


Case Study: PBL Charter School• Public Charter in urban school district in SE U.S.• Approximately 900 K-8 students – Predominantly low-income (60% Free/Reduced Lunch);

89% African American, 10% White, 4% Multi-racial, 3 % Hispanic

• High achieving relative to district– EX: In 2012- 13, 98% of 3-8th graders met or exceed

expectations in math vs. 74% in district.• Extended school day and year = 40 additional days• Departmentalized in 4-8th grade• Average class size – 22 students


Participants • All K-8 teachers (n=36) and administrators (n=4)• All attended Buck Institute PBL training during the

summer of 2012 and 1-day follow-up workshop at mid-year.

• Teachers worked in grade level teams to develop and implement interdisciplinary projects.

• Y1 Implementation Goal: 2 major projects per grade level (1 each semester).


Methodology• Teacher Survey – Inquiry Based Instruction (IBI) survey adapted from

Inquiry Within, Llewellyn, 2007. – Completed online before PBL Training (Spring 2012),

mid-year, and end of school year (Spring, 2013).– 15 Items excerpted for current study (from 39).

• Assesses teacher beliefs related to 6 of 8 Essential Elements

– Each item rated on two 4-point scales:• 1)Importance: How important is this? (Very …Not Important) • 2)Implementation: How much do you do this?

(Often….Never)

Sample IBI Survey Items Essential Element IBI Survey Item

Focus On Significant Content Preparing lessons in which subject areas are integrated.

21st Century Skills Providing opportunities for students to solve authentic real-world problems.

In-Depth Inquiry Providing resources and manipulatives to students to stimulate their curiosity.

Establishing a Need to Know Creating units that begin with a highly motivating problem, question, or demonstration.

Voice and Choice Providing opportunities for students to design their own investigations.

Revision and Reflection Encouraging students to reflect on their work.


Focus Groups and Interviews

• Conducted with each grade level (K-8) at end of first year implementing PBL.

• 4-6 teachers per group, 35 teachers total.

• Additional interviews with 3 enrichment teachers and administrator PBL Coordinator).

• 8 Essential Elements Checklist used as guide for 45-minute discussion.

Survey Results

• Overall increase in (already high) importance and implementation ratings from pre-post (**p<.01, *p<.05)

Importance1

2

3

43.56 3.73 3.89

Implementation1

2

3

4

2.75 2.83.05

PreMidPost

Very Important

Not Important

Always

Often

Sometimes

Never

**

*

Survey Results

Significant Content

21st Century Skills

In-Depth Inquiry

Need to Know

Voice and Choice

Revision and Reflection

1

2

3

4

Importance Scale Ratings by Essential Element

Pre Mid Post Pre vs. Post: **p<.01, *p<.05

****

**** ***

Survey Results

Significa

nt Content

21st Centu

ry Sk

ills

In-Depth

Inquiry

Need to Know

Voice an

d Choice

Revision an

d Reflection

1

2

3

4

Implementation Scale Ratings by Essential Element

Pre Mid Post

****

****** *


8 Essential Elements of

Project-Based Learning

21st Century

SkillsSignificant

Content

In-Depth Inquiry

Driving Question

Need to Know

Voice & Choice

Revision and

Reflection

Public Audience


Strong Elements

In-Depth Inquiry

Need to Know

Driving Question

21st Century

Skills

Revision and

Reflection

Voice & Choice

Public Audience

Variable Elements

Most Challenging Elements

Significant Content


What certainly sticks out in my mind is to develop 21st Century Skills. When I talk with the students afterwards about the particular project, one of the things… when I ask them, “what do you feel like you learned?”…some keep talking about the fact that they learned the standards and the characters, but most of the students responded by stating that they learned how to work with others and problem-solve.

21st Century Skills


21st Century Skills

I’m seeing a lot of strides in positive directions with 21st Century Skills. As the kids are coming to me, I’m not having to spend as much time with group working skills and group dynamics and even problem solving, which tells me its happening elsewhere in the building. Problem solving is part of what happens in here, but they are hearing about it in other places too.


Significant Content

• Teachers: students are mastering content, often w/increased depth, retention.

• Administrators: concerns about alignment with grade level standards.

• Major Challenges: – Defining “significant” content – Interdisciplinary project planning

Significant Content


Voice & Choice

“What I did was make a 5-page book and they did one page that reflected each region. Once they got that page, they could choose what to write, but I decided they were going to make a book, I decided it was going to be a 5 - page book and what it would look like... I wish it could have been more of them deciding what they want to execute.” - 2nd Grade Teacher


Discussion • Some Limitations – Self-report survey – Survey alignment to 8 Essential Elements – Limited generalizability

• Future Directions – Student focus groups – Customizing PBL model at school level – PBL Implementation at 9-12th grade– PBL and 21st Century Skills


Discussion• Strong support for PBL with teachers reporting

further increases in beliefs about importance and implementation during Y1.

• Some potential factors accounting for variation across elements. – Interdependence among elements– Variation in the complexity of elements– Variation in demands for changing practice – Professional development– Organizational support


Thank you! Please feel free to contact: Jessica Gale, Ph.D. [email protected] Cappelli, [email protected]

Jane Simpkins, [email protected] Ryshke, [email protected]

This work was supported by a Race to the Top Innovation Grant administered by the Georgia Governor’s Office of Student Achievement.

mailto:[email protected]


