What is the difference between a project and Project Based Learning? As a professional development facilitator for Project Based Learning, I get this question a lot. In fact, one of the biggest hurdles teachers face when they are getting started with PBL is how to implement a Project Based Learning unit without it becoming a project by accident.

While there are MANY differences between a project and a PBL unit, here are three ways you can tell if you are planning a project or PBL unit.

1. The Content Knowledge

The meat of any time spent in a classroom ultimately comes down to the content knowledge taught. In a typical project, students are completing the activities or creating the project to showcase what they have already learned. The project is completed at the end of a unit of knowledge. For example, at the end of a unit about the different continents students are broken into groups to create a diagram that shows the common features and landmarks of each continent.

In a Project Based Learning unit (PBL unit), students learn the content knowledge as they complete the project or as the core of the project. When answering the PBL unit’s driving question, students focus on any content that can be used to solve the challenge or problem presented in the question. For example, during a unit where students learn about different cultures, they research the different continents to see how regions, landmarks, and features affect the cultures on each continent. They compile what they have learned in a presentation to show an audience. 

For some examples of how to change your project into a PBL unit, check out my Pinterest board with popular projects made into PBL units. 

 

2. Duplication

A project is easily duplicated year to year. Often the materials are “print and go” or “low-prep.” The students’ projects may all look the same or cover all of the same information. For example, students might get to pick if they complete a poster or a slideshow but the information presented is mostly the same. 

Project Based Learning encourages teachers to become facilitators, and while the unit may be introduced year to year the students guide the unit differently. For example, if a facilitator introduces a gardening PBL unit every spring one year students might vote to plant a garden and the next students might run a stand at the local farmer’s market. The outcome of the unit varies with each class. A high-quality and authentic PBL unit is NEVER “print and go” or “low prep.” Instead, a PBL unit planner can be duplicated in part but will require changes throughout the unit.

3. Authentic Student Voice and Choice

Projects may offer students varying degrees of voice and choice. Typically, they revolve around choosing a topic from a list, materials to create the project, or who students want to work with. While these examples of voice and choice are engaging for students, they often have no impact on the outcome of the project.

Authentic student voice and choice in Project Based Learning, allows students to make choices and decisions related to the content they are learning. This gives them a say in the direction or outcome of the PBL unit. For example, when presented with the challenge to build a structure out of canned foods for the local community canned food drive, we as the facilitators can give students voice and choice in the type of structure, selection of cans, challenges to try and accomplish, groups to work in, how to separate tasks into groups, and so much more.

There are many more differences between a standard project and a PBL unit. To learn more about these differences check out this FREE download which outlines the differences between a project, thematic unit, and Project Based Learning unit.