Realizing the Promise of Project‐Based Learning. (24th November 2019)

• Record Type: Journal Article
• Authors: Revelle, Katie Z.; Wise, Crystal N.; Duke, Nell K.; Halvorsen, Anne‐Lise
• Is Part Of: Reading teacher. Volume 73:Number 6(2020)
• Page Start: 697
• Page End: 710
• Publication Date: 2019-11-24
• Subjects: Content literacy -- Strategies, methods, and materials -- Motivation/engagement -- Choice, preference < Motivation/engagement -- Mixed methods < Research methodology -- Instructional models < Strategies, methods, and materials -- Instructional intervention < Struggling learners -- Constructivism < Theoretical perspectives -- Writing -- Purpose < Writing -- Audience < Writing -- Comprehension -- Domain knowledge < Content literacy -- Specific subject areas (math, art, etc.) < Content literacy -- Text types, text features < Content literacy -- Interest < Motivation/engagement -- Research methodology -- Informational text < Strategies, methods, and materials -- Theoretical perspectives -- Instructional strategies; methods and materials -- Content literacy -- Motivation/engagement -- Writing -- Comprehension -- 2‐Childhood; Reading (Elementary) -- Periodicals; Reading -- Periodicals; Reading -- Remedial teaching -- Periodicals; 372.405
• DOI: 10.1002/trtr.1874
• Languages: English
• ISSNs: 0034-0561

Abstract

Abstract: 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.