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PBL Research Summary: Studies Validate Project-Based Learning...

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Saved by 45 people (-2 private), first by anonymouse user on 2008-04-28


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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.

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A growing body of academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores.

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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.

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A growing body of academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores.

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A growing body of academic research supports the use of project-based learning in schools as a way to engage students, cut absenteeism, boost cooperative learning skills, and improve test scores. Those benefits are enhanced when technology is used in a meaningful way in the projects. Following are synopses of a range of studies on project-based learning:

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benefits are enhanced when technology is used in a meaningful way

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engage students, cut absenteeism, boost cooperative learning skills, and improve test scores.

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A three-year 1997

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striking differences in understanding and standardized achievement data in mathematics

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math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula.

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that students at the project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote, that is, those requiring memory of a rule or formula. Three times as many students at the project-based school received the top grade achievable on the national examination in math.

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students at the project-based school did better than those at the more traditional school both on math problems requiring analytical or conceptual thought and on those considered rote

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Three times as many students at the project-based school received the top grade achievable on the national examination in math.

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increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains

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technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving.

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increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.

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communication skills, teamwork, and problem solving.

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technology-using

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increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.

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outperformed non-technology-using students in communication skills, teamwork, and problem solving

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technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving

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technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving

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communication skills, teamwork, and problem solving.

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outperformed non-technology-using students in communication skills, teamwork, and problem solving.

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increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers

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increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers

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increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.

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found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement

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found increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.

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gains by students who had been labeled low achievers

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Multimedia Project classrooms outperformed comparison classrooms in all three areas scored by researchers and teachers: student content, attention to audience, and design.

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constructing a presentation aimed at a particular audience

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student content, attention to audience, and design.

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A 1992 study of 700 students from eleven school districts in Tennessee found that students doing projects using videotaped problems over a three-week period performed better in a number of academic areas later in the school year.

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technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving.

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Students who had experience in the project work performed better in all categories.

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1992 study of 700 students from eleven school districts in Tennessee found that students doing projects using videotaped problems over a three-week period performed better in a number of academic areas later in the school year.

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700 students from eleven school districts in Tennessee found that students doing projects using videotaped problems over a three-week period performed better in a number of academic areas later in the school year.

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increased student engagement, greater responsibility for learning, increased peer collaboration skills, and greater achievement gains by students who had been labeled low achievers.

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Co-nect

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test scores in all subject areas over a two-year period on the Tennessee Value-Added Assessment System. The Co-nect schools outperformed control schools by 26 percent.

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improved test scores in all

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26 percent.

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26 percent

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if computers were used for drill or practice, they typically had a negative effect on student achievement. If they were used with real-world applications, such as spreadsheets, or to simulate relationships or changing variables, student achievement increased.

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if computers were used for drill or practice, they typically had a negative effect on student achievement.

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if computers were used for drill or practice, they typically had a negative effect on student achievement.

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found that if computers were used for drill or practice, they typically had a negative effect on student achievement. If they were used with real-world applications, such as spreadsheets, or to simulate relationships or changing variables, student achievement increased.

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if computers were used for drill or practice, they typically had a negative effect on student achievement. If they were used with real-world applications, such as spreadsheets, or to simulate relationships or changing variables, student achievement increased.

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with real-world applications

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relationships or changing variables, student achievement increased

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After two years in the program, two of the three schools advanced from "well below average" to "well above the district average" on the Iowa Test of Basic Skills.

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One elementary school raised its average score from the 39th to the 80th percentile.

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After two years in the program, two of the three schools advanced from "well below average" to "well above the district average"

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learning by doing

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39th to the 80th percentile

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on 2009-07-07 by wessonb

Read the piece about successful school restructuring and remember this as a great reason for teachers to pursue PBL

researchers have documented a shift from lectures and other teacher-centered forms of delivery to lessons that are more collaborative and project-oriented. Teachers, researchers note, become facilitators in project-oriented classrooms, with students increasingly assuming the role of directors of their own learning

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use of laptop technology

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Among the many reported benefits of this project-based approach to learning are greater student engagement, improved analytic abilities, and a greater likelihood to apply high-order thinking skills.

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lectures and other teacher-centered forms of delivery to lessons that are more collaborative and project-oriented. Teachers, researchers note, become facilitators in project-oriented classrooms, with students increasingly assuming the role of directors of their own learning

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Teachers, researchers note, become facilitators in project-oriented classrooms, with students increasingly assuming the role of directors of their own learning.

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project-based instruction had increased

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Successful School Restructuring

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introduction of the laptops in their classrooms

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student engagement, improved analytic abilities, and a greater likelihood to apply high-order thinking skills

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Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations.

2. Students must use disciplined inquiry.

3. School activities must have value beyond school.

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Students must be engaged in

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Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations.

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Students must use disciplined inquiry.

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School activities must have value beyond school.

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Students must use disciplined inquiry.

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School activities must have value beyond school

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Successful School Restructuring

A five-year study by University of Wisconsin-Madison researchers found that structural school reform works only under certain conditions:

1. Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations.

2. Students must use disciplined inquiry.

3. School activities must have value beyond school. In their report, "Successful School Restructuring," the researchers at Wisconsin's Center on Organization and Restructuring of Schools found that even innovative school improvements, such as portfolio assessment and shared decision making, are less effective without accompanying meaningful student assignments based on deep inquiry. Reseachers analyzed data from more than 1,500 elementary, middle, and high schools and conducted field studies in forty-four schools in sixteen states between 1990 and 1995.

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Students must be engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations.

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engaged in activities that build on prior knowledge and allow them to apply that knowledge to new situations

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inquiry

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eighth graders in Union City, New Jersey, scored 27 percentage points higher than students from other urban and special needs school districts on statewide tests in reading, math, and writing achievement

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disciplined inquiry

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value beyond school.

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he study also found a decrease in absenteeism

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School activities must have value beyond school

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Four years earlier, the state had been considering a takeover because Union City failed in forty of fifty-two indicators of school effectiveness.

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decrease in absenteeism

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decrease in absenteeism and an increase in students transferring to the school.

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decrease in absenteeism and an increase in students transferring to the school

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decrease in absenteeism

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our kids are being
taught science with the Modeling Instruction Method. They have the
"tools" to solve real problems.

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