Tamim & Grant (2013)

Challenges of Project-based Learning
 * Adjusting to Constructivist approach of learning/teaching
 * Figuring out which instructional strategies to use
 * Fitting in the whole district curriculum and meeting all standards
 * Orchestrating all the moving parts of PBL
 * Meaningfully designing assessments that measures critical thinking

Research Design
 * RQ: How do teachers define PBL? How do teachers use PBL?
 * Case study of 6 teachers with at least 1 year experience using PBL (grades 4-12)
 * Data: Interviews (one 20-45 min/teacher) and lesson plans/assessments
 * Data Analysis: Constant comparative methods (Glaser & Strauss, 1967)

Findings Source: https://docs.lib.purdue.edu/ijpbl/vol7/iss2/3/
 * Teachers define PBL by 4 benefits:
 * Support learning process - quality of student work improved with projects; more skills practice (reading, writing, researching, composing, editing, critical thinking, communication, cooperation, time management, project management, discipline)
 * Differentiation - "through PjBL, teachers found a way to have students choose the way of learning they are most comfortable with as well as assess abilities that may be masked in traditional learning settings." (p. 83)
 * Motivation/Engagemen t
 * Collaboration - develop important life skills
 * Teachers used PBL at different points of the learning process
 * Reinforcer (reinforced learning) - PBL supplements what's already taught (e.g. use tests and projects to increase student interest)
 * Extender (extend learning) - "students problem-solve and use critical thinking skills to take their learning a step further from what had been already taught." (p. 85)
 * "Diane did not teach her content through PjBL, but her approach was to cover the content first and then move to the project next... [I]n doing so, her projects were not repetitive of the content but they allowed students to delve farther, reaching the objectives through critical thinking and learning by doing."(p. 86)
 * Initiator (initiate learning) - "launched a unit of learning for their students with research questions, continued with a journey of discovery and critical thinking, and let to the production of an artifact." (p. 86)
 * Navigator (use the 3 purposes as needed) - "two potentials for PjBL. One was to strengthen weaknesses and insecurities about content matter among students. The other was to deepen their level of understanding beyond curricular demands, allowing them to 'fly'." (p. 88)
 * Use of student-centered approaches in PBL
 * Scaffolding -
 * Clarifying goals and expectations - before the project (e.g. using rubrics and models of high quality work)
 * Facilitating -
 * Providing Guidance - give students research resources
 * Managing team work - set rules for conflict resolution and participation of all members
 * Assessment and reflection - using rubrics (both content and skills) and reflection/debriefing
 * Collaboration and integration - some teachers collaborate with each other, others didn't and just informally decided to.