BACK TO PROJECT BASED LEARNING BLOGS
By: Ryan Steuer, CEO
Magnify Learning
Dallas, TX
This is part 2 of the Leadership Series on research around Project Based Learning by the Lucas Education Foundation research.
PBL in Advanced Placement Courses
The first research brief that I want to dive into hits one of these myths of project based learning. Here’s the title: “Project Based Learning Boosts Student Achievement in AP courses.” We hear it all the time: “But in an AP course there’s so much content, there’s no way that I can create that into a PBL unit and how that works.” I referenced some teachers that are using PBL and their AP courses, like Andrew Larson, who’s writing a book right now to be published soon about the Six A’s, but he’s using Project Based Learning in his AP Biology class. These things can be done.
And now research shows that they actually end up with better outcomes. The Lucas Foundations reported the results of the randomized study that examined the impact of PBL. Resources were aligned and teacher professional learning experiences on student outcomes were provided, specifically in advanced placement courses. In this study, when using project based learning in an AP course, students were more likely to actually get that three or higher to get that college credit.
Now, there’s definitely value in getting your students into an AP course. So they can prepare for college, even if they don’t score that three or better. But what we’re seeing with PBL in AP courses, right here is what the study is talking about, is that they can actually hit that three or higher. They’re getting college credit AND the innumerable benefits of PBL.
In this study, a majority of students and four of the five districts were black and Hispanic. In addition, a significantly higher proportion of the students in the study were from low income households than is typical for AP test takers. So we are looking at these studies as a way to create equity. Here’s the results, about 37% of the sample of students earned a score of three or higher in AP US government and AP environmental science test, that percentage increased to 45% as a result of participation in the program that utilized PBL. So there’s an increase in AP performance, when you’re using project based learning, which really flips the myth that learners will not do well on the AP exam if they’re doing project based learning.
School and system leaders and educators have reported that a barrier to adopting PBL can be the perception that the approach doesn’t prepare students for end of year or high stakes tests, including AP exams.
It’s also important to recognize that the teachers who used PBL in their AP courses had high quality and sustained professional learning related to the AP content they were teaching, shifting primarily from direct instruction, such as lecturing, or relying on textbooks to PBL instruction, a significant change for the teachers in their content area. During the teacher’s first year, the Professional Learning Support included four days, four full days of summer learning, four full days of in person learning during the school year, and on demand coaching.
PBL at the Middle Level
The next study from the Lucas Foundation comes from middle school. It found that Project Based Learning leads to gains in science and other subjects in middle school and benefits all learners. The researchers examined the impact of PBL curriculum on student engagement and science achievement. Students in the test group outperformed peers on standardized tests and mathematics and language arts using project based learning. On average, students outperform their peers on the mathematics test by 12 percentage points. In year two and 18 percentage points in year three, and language arts they were 8% higher, and your two there were 10%. Higher. So both in English and math with project based learning. This study shows that project based learning gives them a higher standardized test score.
Researchers also examined the impact of professional learning that incorporated opportunities for teachers to further develop and refine their curriculum so that it could further relate to the project based learning work that we’re doing. The research in the high poverty, racially diverse schools found increased engagement was also evident in the teachers– the teachers delivering PBL instruction.
PBL is good for your learners, and it’s also good for your staff. And your school culture.
So their scores are higher, right? Again, the myth is if I go to PBL, I can’t do it in courses that are tested, right? I can’t do it in language arts, I can’t do it in math, because the scores are too important. If you talk to our PBL veterans, they would say you have to have project based learning in those courses. That’s where deeper learning happens. Having the full context of what they’re trying to learn results in improved test performance.
Elementary Level PBL
We’re hitting all these marks with Project Based Learning. Social-Emotional Learning is a natural byproduct of PBL. in this elementary example. The title of this research brief is “Project Based Learning Increases Science Achievement in Elementary School and Advances Social and Emotional Learning.” Rigorous project based learning has strong positive effects on science achievement, and aspects of SEL relate to science learning among elementary school students. In Michigan, they conducted a randomized controlled trial to determine if the approach improved third grade students’ science learning and aspects of their social and emotional development related to science learning. Teachers in the program participated in six days of in-person training throughout the year, and also had virtual sessions. Again, sustained professional learning with coaching throughout the year was in place. As a result, the third graders in the classroom performed ,on average, eight percentage points better on the science assessment.
With respect to the Social Emotional Learning aspects of the work,students frequently reported the value of reflection and collaboration in science classrooms. That’s where some of the real learning happens, right? When we’re reflecting on our learning, we’re starting to really start to put together the learning in its authentic context. This improvement, regardless of reading level, is notable because it shows that rigorous PBL, coupled with professional learning, is effective for all learners. Additionally, the fact the significant effects persisted across schools with differing racial and ethnic makeups and household income statuses and in various regions of the state, further, substantiates the claim that the approach is beneficial for all students.
So again, PBL is demonstrably a tool for increasing equity for students. The research says, yes, as science achievement increases, so, too, does social-emotional learning. The researchers looked specifically at collaboration and reflection. Collaboration is a key feature of PBL. It underscores the importance of allowing all students to participate in experiences, thus providing equal opportunities for every student to learn in the science classroom. Reflection encourages growth and helps students develop self management skills that empower them to persevere through difficulties.
This study took place in a third grade setting; imagine if you’re developing reflection and collaboration skills that allow you to develop self management skills so that you can power and persevere through difficulties. You can then use those skills and fourth, fifth, sixth, seventh grades, and beyond! Imagine if there was a PBL track where you have PBL throughout your education and self management skills are being built all the way to graduation and beyond.
No Magic Bullet
You can’t just say we’re going to do PBL and suddenly you get these results. If you want the results that are in the studies, you’ve got to be able to provide a professional learning environment, and it has to be sustained. Sometimes people will call us and say, “Hey, Ryan, can you come do PBL? For us? We’ve got you know, like a Friday afternoon, can you come teach us all about PBL?” We just say, “no.” You need sustained professional learning for what is a big instructional and mindset shift.
The Lucas Foundation research studies span AP at the high school level all the way to elementary level. They found that project based learning works across a myriad of different schools, socioeconomic status. They found that it works when you put in the work to create a culture of sustained professional development that helps you do PBL at a high quality level. They experience gains in SEL and they do really well on the standardized test too, presumably because they have context and background they may not have had otherwise.
Calling All School Leaders!
If you are an administrator getting ready to move towards project based learning, or a coach or a teacher looking to bring this to your school, start sharing these two podcasts around PBL research (Episodes 90, 88.)
Start moving in this direction. Do NOT start your whole school doing PBL tomorrow, though. Work on a plan. We can help.
It starts by building in some design days and drafting a three year plan for PBL implementation. We’re actually going to talk through that next month so that you can start bringing project based learning to your school, your teachers, your learners… so that you can engage your learners, tackle boredom, and transform your classrooms.
I’m Ryan Steuer – author and thought leader who specializes in Project Based Learning training, coaching, community, and content to help educational leaders fulfill their vision of deeper learning in their schools. I’ve worked with leaders in school districts of all sizes, from 400 students to 100,000 students. These visionary leaders care about their students, but they are often stressed, overworked, and overwhelmed with the work ahead of them. That’s where I come in! I help leaders achieve their PBL vision, lead their staff, AND stop working weekends.
When I’m not guiding school leaders through Project Based Learning mindset shifts, I am outdoors with my wife and 5 kids – canoeing, hiking, biking, and traveling the US in our RV.
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