Project-Based Learning (PBL) is a classroom approach in which students actively explore real-world problems and challenges, acquiring deeper knowledge through engagement in meaningful tasks. Remember, not all projects have to save the world or solve a problem, but in this blog we will focus on two parts of projects to make an impact. One of the most powerful aspects of PBL is how it fosters authentic connections, particularly with adults and experts, and how this authenticity engages students at multiple levels of learning—surface, deep, and transfer.
The Role of Adult Connections in PBL
Adult connections in PBL provide students with a sense of purpose and relevance. When students collaborate with professionals or community members, they begin to see how the content they are learning applies beyond the classroom. These interactions bridge the gap between theory and practice, making learning more authentic.
Adults bring expertise and experience that add depth to students’ understanding. They serve as mentors, offering feedback and guidance from different professions and perspectives in various industries. These relationships help students develop skills such as communication, teamwork, and problem-solving, while also encouraging them to take ownership of their learning. When designing or thinking of how you might use adult connections, here are some questions to help you frame your design:
- When might students interact with an adult in another profession (beginning, middle or the end of the project)?
- How might I leverage their professional expertise to enhance my content?
- How can they interact with my students to improve their work?
Authenticity: Engaging Students
In PBL, authenticity means creating learning experiences that mirror, replicate real-world challenges. This can even be replicating how professions give and receive feedback, how they write in their profession or how they go through the editing process. When students work on projects that feel real, they are more motivated to engage as they see the purpose of what they are learning is real and purposeful. At the highest of levels, authentic projects often involve real audiences, real stakes, and real feedback, which give students a sense of responsibility and pride in their work. However, as we know, this can also be challenging and daunting. Authentic could also be supporting the local community, developing food drives, and creating resources for families in need.
For example, instead of writing a report on pollution, students might work with local environmental agencies to monitor water quality in a nearby river. This type of project doesn’t just ask students to learn about pollution—it asks them to take meaningful action in their community. They can involve themselves in a community clean up, or education campaign about how local runoff is impacting water supply. Our friend Dr. Michael McDowell writes about more ways to increase Authenticity in the classroom.
Surface, Deep, and Transfer Learning in PBL
Project-based learning, when designed appropriately, supports learning at multiple levels—surface, deep, and transfer—helping students build a comprehensive understanding that goes beyond rote memorization. It is important to note, that surface level learning is extremely important and not to be skipped. We want learners to make meaning and also apply their learning. We can achieve all of these in a lesson and/or a unit all while building clarity and using “I can statements..”.At the same time, be mindful that in your daily and unit level implementation that students have equal intensity of all three levels. This reminder will help you balance the rigor in your daily lessons across your entire project.
Surface Learning in PBL
Surface learning occurs when students are introduced to new ideas and concepts. In this stage of PBL, students engage in surface learning by gathering foundational knowledge. This might involve defining terms, reading background material, or watching instructional videos.
Elementary Example: A class of 4th graders might start a project on habitats by learning basic facts about different ecosystems. They learn what an ecosystem are able to define and identify the parts of an ecosystem. They could watch videos, read books, and make initial observations, building the foundational knowledge they need to move forward.
High School Example: High school students working on a sustainable agriculture project might begin by researching different farming methods and the science behind them, learning about soil health, crop rotation, and water conservation.
Deep Learning in PBL
Deep learning occurs when students begin to make connections between ideas, analyze information, and develop a deeper understanding of the content. This when students are able to relate different concepts, are able to compare and contrast but can’t yet apply the information. In PBL, deep learning is fostered through inquiry, critical thinking, and collaboration.
Elementary Example: In their habitat project, 4th graders could dive deeper by studying how different environmental factors affect ecosystems, discussing the relationships between plants and animals, and analyzing how human activity impacts habitats.
High School Example: High school students might deepen their understanding by comparing sustainable and conventional farming practices, interviewing local farmers, and conducting experiments to see how different farming techniques impact crop yield and soil health.
Transfer Learning in PBL
Transfer learning occurs when students apply what they’ve learned to new situations, demonstrating that they can take knowledge and skills from one context and use them in another. Creating analogies and metaphors in different contexts is one example of transfer learning. We ask students to solve real-world problems and adapt their knowledge to new challenges, new tasks or in new situations. We ask them to evaluate and propose solutions as well as examin and empathize with various perspectives.
Elementary Example: After learning about habitats, 4th graders might apply their knowledge by designing and proposing a model of a sustainable habitat for a local species for the local wetlands, students are thrown a curveball as a new invasive species is introduced. Students need to take their knowledge of habitats, ecosystems, food chains and food webs and propose a new plan with the new curveball thrown.
High School Example: High school students could take what they’ve learned from their sustainable agriculture project and develop a proposal for a school garden that incorporates the sustainable techniques they’ve researched, presenting their plan to the school administration. As a twist, they realize that funds have become restricted and they don’t know how the garden will be managed. Students now have to revise and propose a new plan for the school garden that is more cost effective and requires minimal maintenance.
Conclusion
Project-based learning has the potential to foster authentic connections between students and adults, whether through feedback cycles, collaborations with community organizations, or partnerships with professionals. These connections enhance engagement and give students a real sense of purpose in their work. Authenticity in projects helps students see the relevance of their learning, while our structure of PBL supports surface, deep, and transfer learning, ensuring that students are not only gaining foundational knowledge, but also developing critical thinking skills and the ability to apply what they’ve learned in new contexts.
By integrating real-world challenges and adult connections, PBL equips students with the skills they need to become lifelong learners, ready to tackle the complex problems they’ll face in the future. Whether in elementary or high school, PBL transforms classrooms into dynamic learning environments where students take charge of their learning and connect with the world around them in meaningful ways.
