Doing with understanding: Lessons from research on problem- and project-based learning

A major hurdle in implementing project-based curricula is that they require simultaneous changes in curriculum, instruction, and assessment practices-changes that are often foreign to the students as well as the teachers. In this article, we share an approach to designing, implementing, and evaluating problem- and project-based curricula that has emerged from a long-term collaboration with teachers. Collectively, we have identified 4 design principles that appear to be especially important: (a) defining learning-appropriate goals that lead to deep understanding; (b) providing scaffolds such as "embedded teaching," "teaching tools," sets of "contrasting cases," and beginning with problem-based learning activities before initiating projects; (c) ensuring multiple opportunities for formative self-assessment and revision; and (d) developing social structures that promote participation and a sense of agency. We first discuss these principles individually and then describe how they have been incorporated into a single project. Finally, we discuss research findings that show positive effects on student learning and that show students' reflections on their year as 5th graders were strongly influenced by their experiences in problem- and project-based activities that followed the design principles.