Realizing the Promise of Project‐Based Learning

• Published in: The Reading teacher Vol. 73; no. 6; pp. 697 - 710
• Main Authors: Revelle, Katie Z., Wise, Crystal N., Duke, Nell K., Halvorsen, Anne‐Lise
• Format: Journal Article
• Language: English
• Published: Newark Wiley-Blackwell 01.05.2020; Blackwell Publishing Ltd
• Subjects: 2‐Childhood; Active Learning; Audiences; Audience < Writing; Choice, preference < Motivation/engagement; Comprehension; Constructivism < Theoretical perspectives; Content literacy; Domain knowledge < Content literacy; Geography Instruction; Informational text < Strategies, methods, and materials; Instructional Effectiveness; Instructional intervention < Struggling learners; Instructional models < Strategies, methods, and materials; Instructional strategies; methods and materials; Interest < Motivation/engagement; Learning; Literacy; Mixed methods research; Mixed methods < Research methodology; Motivation/engagement; Persuasion; Persuasive Discourse; Project-based learning; Purpose < Writing; Reading Instruction; Reading Skills; Research methodology; Skill Development; Social Studies; Specific subject areas (math, art, etc.) < Content literacy; Strategies, methods, and materials; Student Developed Materials; Student Projects; Teaching methods; Text types, text features < Content literacy; Theoretical perspectives; Writing; Writing Instruction; Writing Skills
• ISSN: 0034-0561; 1936-2714
• DOI: 10.1002/trtr.1874

As the popularity of project‐based learning grows, so does the importance of understanding how this instructional approach can support students’ learning and development. The authors describe a project‐based approach to literacy and social studies instruction that research has shown to be effective. Key characteristics of the approach and illustrations of how those characteristics are enacted in a project‐based learning geography unit are identified. In the unit, students develop informational reading and persuasive writing skills and learn key social studies content and skills by engaging in the development of brochures about their local community for an authentic audience. The authors also describe how educators can navigate common challenges that can arise when transitioning to a project‐based approach.