PROJECT-BASED LEARNING METHODS FOR 21st CENTURY STUDENTS

Christina Perez
LBS 203
Dr. Jen Stacy
20 April 2016
Project-Based Learning Methods for 21st Century Students
As a student educated in public school from kindergarten through
twelfth grade in
Southern California, I remember completing various projects individually and
in groups. I
looked forward to be assigned projects because I was able to use my
creativity and work with
classmates. However, in some classes, I was assigned worksheets rather
than projects. I do not
like worksheets because I witnessed students copying each others work.
Based on this
continuous habit of coping each others work, I feel my fellow peers were
being cheated out of
an education. Now that I am studying to be a teacher, I have read many
educational journal
articles regarding the topic of, what and how should students learn? This
question is not that
simple to answer, but I carefully analyzed many teaching methods and I
believe this is the best
teaching approach. Teachers should educate students through project-based
learning
curriculum because students will learn meaningful content and practical
skills necessary for 21st
century achievement.
Project-based learning contains meaningful content for students to
succeed.
Academically, it focuses on all subject areas such as math, science, history,
literacy, and art.
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Most instruction begins by the teacher presenting students with knowledge

and concepts and
then, once gained, giving students the opportunity to apply them (Lamer &
Mergendollar,
2010). This method of learning creates a context and reason to learn
and understand
information and concepts (Larmer & Mergendollar, 2010). Equally important,
practical skills are
also significant in project-based learning. Practical skills such as problem
solving, critical
thinking, and collaboration are key elements to prepare students for college,
workforce, and
life. Consequently, The Common Core State Standards were created to
prepare students
academically and improve their practical skills. Central aspects of the
Common Core that
require a shift in thinking and teaching from a test-driven perspective
include: research and
media skills, students literacy development, to persuade, to explain, and to
convey real
experiences (Dana, Burns, & Wolkenhauer, 2013). Project-based learning
incorporates
Common Core in many aspects. Students who meet the standards actively
seek the wide, deep,
and thoughtful engagement with high quality literacy and informational texts
that builds
knowledge, enlarges experience, and broadens worldviews (Dana, Burns, &
Wolkenhauer,
2013). Project-based learning involves meaningful content to prepare
students to succeed in
the classroom and in life.
Project-based learning is intended to teach essential content about real
world problems.
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According to Larmer & Mergendoller (2010) goals for student learning are
originated from
content standards and key concepts centered through academic disciplines.
For instance,
students at City Arts and Technology High School in San Francisco were given
a project using
linear algebra to decide whether a vacant property in the city should be
recreation or
development (Larmer & Mergendoller, 2010). Students worked in groups and
presented a
written proposal including their explanation of the math used to solve for the
most cost
effective land distribution (Larmer & Mergendoller, 2010). Because of
project-based learning,
students were able to understand math equations by actually using it to
solve real life
situations. Furthermore, this project not only teaches students to solve math
problems, but it
also exposes students to consider what is best for the city and the future.
In addition to essential content, project-based learning requires various
forms of
practical skills. Practical skills such as critical thinking, problem solving,
collaboration, and
communication are key factors for student learning (Larmer & Mergendollar,
2010). In order to
create high-quality work, students need to do much more than memorize
information, instead,
they need to use higher-order thinking skills and learn to work as a team
(Larmer &
Mergendollar, 2010). Students must listen to others and draw their own
ideas understandable
when speaking, be able to read a variety of material, write and express
themselves in different
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ways, and create valuable presentations (Larmer & Mergendollar, 2010).

Compared to Inquiry,
it is another method of learning that is driven by questioning, thoughtful
investigating, making
sense of information, and developing new understandings (Stripling, 2008).
Project-based
learning and Inquiry are teaching approaches that promote practical skills
beyond just having
students memorize and complete worksheets. These approaches focus on
understanding
material by questioning and applying their knowledge to make sense of their
comprehension.
As a result of mastering these skills, teachers are preparing students to
become 21st century
thinkers and higher education. Project-based learning requires students to
obtain various
forms of practice skills to prepare them for a lifetime.
As might be expected, a project-based learning environment is
different than a regular
classroom environment. When one enters a project-based learning
classroom, one would see
the students desks arranged in groups. One would also see students
actively working on their
projects either by working inside and outside of the classroom. Students
might be standing up
instead of sitting down on their chairs, they may be outside of the class for
long periods of time,
one would see students typing on computers. One would hear students
communicate with
each other, listening to students ideas and goals, hearing students solve
problems, one might
even hear disagreements, which is a natural tendency, since everyone has
different ways of
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thinking, and laughter. After spending time in a project-based learning

environment, one
would feel amazed and proud how students were able to apply their
knowledge through a
project and present their understanding to real life. Students who
accomplish this form of
learning benefits them tremendously because they are able to reason on
their own instead of
memorizing information.
Without a doubt, project-based learning is one of the most effective
methods of
teaching students. Project-based learning teaches students meaningful
content and skills
needed for 21st century thinking. Students learning real life problems using
math, history,
science, and art to apply their knowledge through a project is life changing.
When I was taking
Algebra II, I often asked myself, Why am I learning this stuff? I am never
going to use it! but
with project-based learning, a teacher would incorporate a project with a
lesson and have
students use equations to promote active learning. If I learned Algebra II
through project-based
learning, I think I would appreciate math and how we use it in the real world.
If students do not
learn this way, this would create hardships and burdens on their future
success because they
are not being taught how to apply information into their own knowledge.
Today, students are
memorizing information without knowing why or how this information is
relevant to the real
world. If we want our children, the future leaders of America, to become
successful and
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productive citizens we need to start educating them through project-based

learning. This is the
only teaching approach necessary for 21st century ideology.

References

Dana, N.F., Burns, J.B., & Wolkenhauer, R.M. (2003). The common core and
inquiry. In N.F. Dana
(Ed.), J.B. Burns (Ed.), & R.M. Wolkenhauer (Ed.), Inquiring into the
common core (pp.
1-13). Thousand Oaks, CA: Corwin.
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Lamer, J., & Morgentaler, J.R. (2010). The main course, not desert: How are
students reaching
21st century goals? With 21st century project based learning.
Retrieved from
http://bie.org/object/document/main_course_not_dessert
Stripling, B. (2008). Inquiry: Inquiry minds want to know. School Library
Media Activities
Monthly,25, 50-53.