Running head: PROJECT BASED LEARNING 1

Project Based Learning: Will It Be In My Future?

Marissa Kay Lambert

Azusa Pacific University

Author’s Note

Marissa Kay Lambert, Department of Education, Azusa Pacific University.

This paper is part of the Master Program in Digital Learning and Teaching.

Correspondence concerning this paper should be directed toward Marissa Lambert,

Department of Education, Azusa Pacific University High Desert Campus, Victorville, CA 92395.

Contact: mlambert12@apu.edu
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Abstract

According to the research and real life experiences that I have had with Project Based Learning, I

see a high potential for Project Based Learning being used in my future as an instructor. With

this type of instruction I have noticed that children seem much more engaged and are less likely

to argue the lessons and growth. Students often feel more empowered and enjoy their learning

when they are asked to solve a real world problem. One of my biggest concerns with students is

are they going to be able to survive and work in the real world, are they going to help out in

society and having students work on these types of projects helps them to grow and become good

future employees.
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Project Based Learning

Over the last several years, there has been a new concept that has emerged and has been

taking the teaching world by storm. The concept is known as Project Based Learning. With this

instruction/ teaching style, students are increasingly given the reins while they are asked to solve

real world problems.

The teacher that I co-teach 7th grade science with and I just ended the year with a Project

Based Learning type project. There is a desert tortoise habitat at the school where I work. The

habitat needs to be redone, updated and regulated. The students’ project was to observe, research

prices, research the best ways to complete the project and to create a powerpoint that would be

presented to the class. The best projects would then be chosen and presented by the students to

our principal. He would then be responsible for choosing which presentation was the best fix for

the most reasonable cost. One of the things that I noticed while the students were completing this

project was that they were super interested in doing it. They took pride in it. I asked the teacher

why she chose to do this project. She expressed her feeling that, by this time of year, students are

tired of school and the same boring style of learning they have been exposed to all year. She felt

this project, with the desert tortoise, would pique their interest and they would learn more from it

because of their interest and involvement in the project. I had my doubts before she started the

project, but to my surprise, saw that the students learned a ton and had a great time participating

in it.

After watching some of the videoes and researching some of the websites that were

provided regarding Project Based Learning, I came to the conclusion that giving students real

world problems and asking them to give their solutions, helps students to grow in ways that
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could only be imagined in the previous teaching style. The students can begin to improve the

world now, based on their experiences in real world solving which they had learned in school (​5

Keys to Rigorous Project-Based Learning, 2014)​. These students then become empowered. They

grow into real world improving people, using the skill sets and knowledge that they learned and

employed while in school. Having students solving real world problems through projects will

benefit their future employers. Employers today are looking for people that can get things done.

Working on Project Based Learning allows the students to delve into their own creative mindsets

(​Our kids are already doing this and want more, 2017​.

I have noticed in my classroom that game based learning appeals to some students, who

absolutely love it, while other students find it childish and tend to disengage. Companies have

tried to target the grade of the students that are using the software. The problem is that my

students often work below their own grade level. I believe, that when this is the case, the

companies should try and build software still geared to the students grade but they may want to

consider asking the student their age in the profile. This way they can have games that, even with

lower level math, can be geared toward those students. Some of my students do not enjoy

playing the games that are provided because they feel as though they are too childish. That being

said, those students have still grown a ton over the last few months using the games. I think that

even though they feel the games are childish, and say they don’t enjoy the games, they are still

gaining more understanding and knowledge then they think they are. Yes, even if they feel it’s

childish, it’s still more fun than learning from a teacher who is lecturing to you. Prensky stated

in ​The Digital Game-Based Learning Revolution,​ “that adding fun into the process will not only
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make learning and training much more enjoyable and compelling, but far more effective as well”

(2001).
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References

5 Keys to Rigorous Project-Based Learning. (2014, June 25). Retrieved May 18, 2018,

from https://www.edutopia.org/video/5-keys-rigorous-project-based-learning

Our kids are already doing this and want more.​ ​(2017, August 30). Retrieved May 18,

2018, from http://marcprensky.com/video-2/

Prensky, M. (2001). Chapter 1. In ​Digital game-based learning.​ McGraw-Hill. Retrieved

May 18, 2018, from http://www.marcprensky.com/writing/Prensky - Ch1-Digital Game-Based

Learning.pdf