Project based learning is systematic teaching is an instructional approach that engages learners in acquiring knowledge and skills through an extended inquiry process structured around complex, relevant questions, designed products, and authentic tasks(1).

Students learn more deeply when they can apply classroom-gathered knowledge to real-world problems, and when they take part in projects that require sustained engagement and collaboration. Active-learning practices have a more significant impact on student performance than any other variable, including student background and prior achievement(2).

Strategy

there are few methods of implementing project based learning, following is a general strategy which is suitable for any type of training for any age group (2):

1. Start with the driving and provocation question, which leads students to in-depth exploration of the concept
2. Encourage cooperation either through small groups or student-led presentations.
3. Encourage the student-centered learning process and recognize the inherent desire for learning.
4. Plan the project work simple and clear and set the ground rules at the beginning

The further details can be found in the diagram 1 (5)

Project based learning strategy

Example:

Teaching primary school students of Ghana – How to clean water with project based learning methodology

The students were asked about the problems with unclean water, and why is this unsafe to drink.

The facilitator supported the student’s answer by providing some scientific data about the mortality and morbidity of various water-borne diseases. Later students were divided into small groups (4-5) and asked to brainstorm - how to make water drinkable?

Later, they were asked to prepare a brief presentation based on their knowledge. They have also gathered some additional information using a computer with internet.

In the next session some more methods of cleaning water were taught, for example like distillation, chemical cleaning etc. then students could choose one method and prepare a project using various types of equipment available at home or in surrounding different solution to make water clean by using various methods. In the end, students prepared the various projects and showed various methods of cleaning water by boiling, filtration, distillation, etc (3).

the example provided above is a very simple form of project based learning, where knowledge and skills were used to provide a real-life solution (1).

Diagram 2 provides the information about the difference between conventional learning and project based learning (4):

Conventional learning v/s Project based learning

Pros:

It develops better communication and presentation skills
Collaboration and social skills amongst the students
Helpful for the students who do not benefit from the conventional classroom learning
Students learn hands-on training supported by the facilitator
relationship between facilitator and students is stronger than the conventional teaching methods

Cons:

Project based learning often requires more time before the project begins, since materials, performance assessments, and activities must be mapped out in advance(3).
The facilitator's role is crucial, the strategies need to be adjusted based on the efficiency, effectiveness and affordability of the project concept (2).

Conclusion

The idea behind project based learning is teaching/training with real-world problems and students learn the best when they are taught how to learn as well as what to learn.

Project based learning is one of the best methods to teach students real-world problems and it can incorporate all traditional teaching tools and methods, including textbooks, lecture, and conventional assessments. However, the nature of project based learning demands that students spend the bulk of the project actively working in groups or individually to research the question and come to conclusions.

References:

1. Brigid J.S. Barron, Daniel L. Schwartz, Nancy J. Vye, Allison Moore, Anthony Petrosino, Linda Zech & John D. Bransford (1998) Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning, Journal of the Learning Sciences, 7:3-4, 271-311, DOI: 10.1080/10508406.1998.9672056
2. K. Gary, "Project-Based Learning," in Computer, vol. 48, no. 9, pp. 98-100, Sept. 2015, doi: 10.1109/MC.2015.268.
3. Phyllis C. Blumenfeld, Elliot Soloway, Ronald W. Marx, Joseph S. Krajcik, Mark Guzdial & Annemarie Palincsar (1991) Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning, Educational Psychologist, 26:3-4, 369-398, DOI: 10.1080/00461520.1991.9653139
4. https://frizzlefiles.home.blog/2019/03/05/resources-for-project-based-learning-pbl/
5. https://k12.thoughtfullearning.com/FAQ/how-are-projects-and-project-based-learning-different