Abstract
A new body of research shows that project-based learning (PBL) can be effective in improving students’ academic performance and attempts to define some of the key practices that are essential to PBL. Kristin De Vivo summarizes key findings of four studies that covered multiple grade levels and subjects. The studies found that PBL is effective across racial and socioeconomic groups and reading levels. When teachers receive a well-designed curriculum, with professional development, they can quickly implement PBL. Key PBL practices include giving students opportunities to ask and answer authentic questions, aligning projects to standards, and collaborating to foster interdisciplinary learning.
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