Project-Based Learning Provides Path For Increased Awareness of Self, Others and the World

     Often in education, we are looking for the next great thing: curriculum, technology, program or even instructional approach. What’s problematic here is that we’re often not really invested. We pilot, and before we have any real implementation, something has changed. It might be due to leadership, other initiatives, the board, funding and so on, but the priorities have shifted and we’ve moved on to yet another thing.
     What’s very relevant to me about project-based learning is not only does it offer an instructional pedagogy that works, but it also addresses so many of our needs and does so in a way that is adaptive to our ever-changing environment, students and the world. I’ve been advocating for some time - whether it’s student engagement, deeper thinking and learning, collaboration, technology integration, relevance, real world application, career development or so many more - that project-based learning can really do it all. In addition to the aforementioned, it’s also the best means to address social-emotional learning and emotional intelligence that allows students to truly have a better understanding and appreciation of themselves, those around them and the world at large.

     In addition to all of the technical skills the world will continue to demand from our students, others of equal or even more importance are social intelligence, cross-cultural competencies and new literacies.
     Let’s examine, in more detail, how project-based learning can deliver on greater awareness of self, others and the world:

Awareness of Self

     There are several foundational elements to project-based learning in terms of pedagogical design. A couple of them are truly intended to increase the learner’s awareness of self.
     One example is Reflection. One of America’s original educational reformers - John Dewey - posited early on that “We do not learn from experience ... we learn from reflecting on experience.” What Dewey was suggesting was that real learning, i.e. deeper learning and higher level thinking, was going to occur from the metacognitive process of thinking about what we’ve learned.

     Reflection - or Metacognition - is at the core of the project-based learning process. When done well, students not only engage in project-based endeavors, but are challenged by their teachers and others, throughout and at the conclusion of the work, to reflect on all aspects of the project. This means what worked, what didn’t work, what could or should happen next time, and what would one do differently. This results in the learner having a greater understanding of their contribution to the work and process, their role or roles in the team and their own growth (academic, social and more). The learner can see themselves as an active part of the learning process and that nothing about it is static. They can be part of the problem or solution and that is the journey into self-awareness and discovery.
      Speaking of active participant, another foundational element to project-based learning is Student Voice & Choice. Again, when project-based learning is done well, there is an opportunity for the learner to be involved in how the project is executed. It could be a choice on how to demonstrate the learning (public product), what focus topic or specific path to take in response to the overall challenging problem or question (driving question) or even whom to collaborate with as well. Good project design and learning does not require choices on all of these at all times, but there should be some opportunities (often just from a menu of choices) of what a learner may want to pursue in terms of the project-based learning experience. This leads to greater learner ownership and ultimately of the realization that their ideas, opinion and work matter.

Awareness of Others

     Collaboration is another word that is almost become a cliche. And that’s sad because it represents one of the most important skills in the world of work more than ever. Indeed, most of us know, when we reflect upon our experience, that work becomes more high quality when quality collaboration takes place. Ideas, innovations, processes, products and breakthroughs are often made possible by the results of the collective experience.
     High quality project-based learning requires a great deal of collaborations. Learners not only collaborate with their teachers and peers, but also with other staff, industry professionals, business leaders, community members, parents and others. This not only increases the quality of the work, but also the awareness we gain of the contribution of others. What do others think? What can their contributions be? What can we learn from them? These collaborations produce many bi-products. In addition to a richer learning experience and higher quality work, they allow the learner to meet potential professional mentors, employers, experts and role models. These become the foundation for a student’s first real Professional Learning Network. The collaboration and relationships that develop may indeed impact the learner for life by setting them on a specific career path or broadening their horizons.

     As students begin to address real world and challenging problems, issues or questions, they begin to see how things connect and how interrelated we all are. Teachers, as well as employers, are often saying that they want our graduates to be able to demonstrate empathy for others, degrees of emotional intelligence and things like cross-cultural literacies. This can only happen by allowing learners to have the opportunity to partner with a diverse set of collaborators in pursuit of authentic, real world and relevant work. For example, many projects have the opportunity for students to partner with various local, national or even international non-profit organizations. These types of collaborations demonstrate to learners first - hand that there are people and organizations that dedicate themselves to solving problems and helping others, while also demonstrating that a student’s work can be a significant contribution to the larger work in the world.

Awareness of The World

     When students are challenged to address real world issues (Challenging Problem or Question), they begin to see themselves and others as part of the larger global society. Indeed, one could argue that many of our biggest problems exist or are made worse by our lack of individual connection to the larger global community. High quality projects and project-based learning can change that.
     Indeed, not only does learner awareness of global issues increase, we actually make progress in addressing these issues. Think about it. We often hear the term “think globally, act locally.” This is not just a fun expression, but a real attempt to engage people and truly make progress on the biggest problems facing the planet.

     We do this because it works. Another foundational element of project-based learning design is Authenticity. This occurs when learners are working on real world problems using real data, technology, partners, resources…..and this work will be public, potentially beneficial to others. Additionally, we also do it because this is where the jobs are. Jobs are created and grown as we work to address the real problems facing our world and peoples. Our students are ready to tackle the problems facing our world. They have a voice. They have the tools and resources. And they are not afraid to collaborate and form new communities poised for the problem-solving work that needs to be done.
     Education may always have a series of intentions or expected outcomes. But beyond meeting standards, assessing learning and even engaging students, there might not be anything as important as the process of self-actualization. Maslow argued that our ultimate need as a person was “the full realization of one’s potential and of one’s true self.” Through the process of self-discovery, the awareness of others and the realization of the larger global community, project-based learning could do just that.

Additional Resources:

PBLWorks Gold Standard Project-Based Learning Project Design Elements
We.org Service Learning Resources
Do Something.org Service Learning Resources

(Images courtesy of Foter, Pixabay, Unsplash)