Rigorous

Project-
Based
Learning
An Inquiry-
Based
Educational
Approach

Key Principles
for Project-Based
Learning
Research confirms
that rigorous project-
based learning has a
positive impact on
students, leading to
increased achievement
and higher levels of
motivation.
 Contents
TABLE OF CONTENTS

Executive summary 2

Key Design Principles

Purposeful and authentic experiences 4
Deep integration with course content 8
Meaningful and supportive relationships 12
Evidence-based teaching 17
and assessment practices

Summary 22
Acknowledgments 22
References 23

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 1

 What is rigorous
EXECUTIVE SUMMARY

project-based learning?
Project-based learning (PBL) is an inquiry-based project-based learning had a medium to large positive
educational approach in which students explore effect on students’ academic achievement compared
real-world problems through individual and group with traditional instruction (Chen & Yang, 2019). And in
projects. This teaching and learning method a study in four countries in South and Central America,
encourages students to make sense of why researchers reported that inquiry and problem-based
content is useful and how it might be applied. learning improved students’ math and science scores
Projects involve complex tasks organized around a on standardized tests (Bando et al., 2018).
challenging central question, resulting in reflection,
iteration, and the creation of a final public product.
The projects are anchored in core subject-matter
content, allowing students to build knowledge in
A recent meta-analysis of PBL
those important areas and develop strong problem- research, looking at journal articles
solving, critical-thinking, and collaboration skills. When
published over a 20-year period,
integrated into the school day, PBL can be deeply
engaging and effective as compared with traditional, found project-based learning
teacher-centered instructional approaches. No single
had a medium to large positive
education lever can transform our education system,
but PBL is a tool that can create a more student- effect on students’ academic
centered learning environment that improves outcomes. achievement compared with
Research confirms that rigorous project-based
learning has a positive impact on students, leading to traditional instruction.
increased achievement and higher levels of motivation
(Larmer et al., 2015). Recent studies, discussed in
greater detail below, have found that PBL is connected As with many educational efforts, however, not all
to learning gains in an array of academic subjects. PBL is equal. The MDRC review found what an earlier
In a broad review of published research, MDRC, landscape analysis stated—that the field hadn’t come
a social-policy research organization, highlighted together around clear PBL design principles and further
numerous studies finding positive associations between research was needed. Lucas Education Research (LER),
PBL and students’ development of knowledge and a division of the George Lucas Educational Foundation
cognitive skills (Condliffe et al., 2017). The MDRC review (GLEF), has been supporting independent research
pointed to findings from the American Institutes for studies to help identify what generates rigorous and
Research that showed higher scores on the OECD effective PBL and what drives learning gains and other
PISA-Based Test for Schools, an international academic positive student outcomes. The studies have produced
assessment given to 15-year-olds, and higher on-time evidence of what works, and LER continues to invest in
high school graduation rates in schools that were part gold-standard research that can yield further insights and
of the deeper learning network as compared with help improve teaching and learning. PBL practice should
schools that taught with more-traditional instructional not be isolated from research. Doing it well requires
practices. The network schools in the study were part a commitment to evidence-based practices. Recent
of the William and Flora Hewlett Foundation’s deeper research findings support a set of project-based
learning community of practice and used project-based learning design principles that ensure PBL is rigorous
learning (Zeiser et al., 2016). and will benefit students. This report, an update on a
A recent meta-analysis of PBL research, looking at 2015 paper, outlines those design principles and lays out
journal articles published over a 20-year period, found the latest and most robust research underpinning them.

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 2

 Developing an evidence-based, shared under- to find well-designed projects aligned to course content
EXECUTIVE SUMMARY

standing of what constitutes rigorous PBL can help (Lucas Education Research, 2015). The majority of those
alleviate challenges in designing and implementing same teachers said that using PBL with their students
projects. While teachers overwhelmingly support would have a positive impact on student learning.
PBL, they often identify obstacles to using it with Teachers reported that obstacles to implementing
their students. For example, in a survey of AP U.S. PBL included a lack of access to resources; a lack
Government and Politics and AP Environmental of planning and instructional time; and the need for
Science teachers, 70 percent reported that it was hard meaningful, sustained professional learning.

4 KEY DESIGN PRINCIPLES

Identifying core design principles of rigorous PBL 3. Meaningful and supportive relationships
can inform instruction, curriculum development, Meaningful and supportive relationships matter
and professional learning and promote equitable in education generally and definitely with project-
opportunities for learning. The four key design based learning. Schools with a strong culture of
principles detailed in this report underpin good PBL collaboration and that reward risk taking, view
instruction, and the research is clear that project- mistakes as learning opportunities, and emphasize
based learning must incorporate the following: students’ social and emotional learning skills foster
rich PBL environments. Quality PBL benefits from
1. Purposeful and authentic experiences collaborative peer-to-peer interactions and trusting
Effective PBL requires purposeful and authentic student-teacher relationships.
experiences generated by students engaging in
relevant questions. A main question should drive a 4. Evidence-based teaching and
unit of study, and that question should be feasible assessment practices
to consider, worthwhile, contextualized, meaningful, Learning from research and relying on evidence
and ethical (Krajcik & Shin, 2014). about what works is essential. This report looks at
PBL-related studies and highlights evidence-based
These questions should be related to students’ teaching and assessment practices that can have a
lives, the communities in which young people positive effect on student outcomes. Some of these
reside, and real-world issues happening outside the practices include providing feedback to students in
classroom. For example, projects might address a strategic and timely manner, creating opportunities
questions such as how to design a new park that for reflection, and empowering students to share
supports local plant life, build affordable housing, their learning with others. There is still much to learn,
or solve a public-health problem. Projects should but research has led to a lot of information about
be coherently sequenced and use tools, practices, the practices that benefit PBL instruction. When
and standards relied upon in real-world settings. educators are supported in using these approaches—
through professional-learning opportunities,
2. Deep integration with course content collaborative teaching environments, and quality
Projects should feature deep integration with resources—they can feel confident in their ability
course content and be rooted in core subject to bring rigorous PBL into their classrooms.
areas, helping to deepen and build student
knowledge of important topics. The multi-
dimensional nature of PBL makes it a strong This paper describes each design principle, as
approach for interdisciplinary learning, so projects well as the supporting research, in further detail
can simultaneously build student understanding below. Taken together, these four design principles
of math concepts, scientific phenomenon, and provide a framework for how to develop, execute,
improve literacy skills, for example. and scale project-based learning that can transform
education in the United States and globally.

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 3

KEY DESIGN PRINCIPLES

1
Purposeful
and authentic
experiences

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 4

 1. P
 urposeful and be especially powerful when projects result in genuine
KEY DESIGN PRINCIPLES

products or performances for an authentic audience.

authentic experiences This is consistent with research demonstrating that
students learn most effectively when learning takes
Rigorous PBL should be purposeful and consist place in authentic contexts (National Academies of
of a coherent set of experiences that are strategically Sciences, Engineering, and Medicine, 2018).
sequenced. With strong PBL instruction, students In the KIA project, for example, simulations
revisit concepts and skills through projects over time, rooted in actual historic events, as well as current-
deepening knowledge and strengthening skills. “They day activities, help students with perspective-taking
are not sporadic activities or culminating activities that and applying what they know and can do to solving
come at the end of an instructional sequence, problems. In the AP U.S. Government and Politics
nor are they lively interludes inserted periodically course , students take on the role of delegates to
into traditional recitation” (Parker & Lo, 2015, p. 4). the Constitutional Convention of 1787, deciding
When designed and implemented in this manner, whether to ratify the new U.S. Constitution. They
project-based learning works. Consider the Knowledge also organize and execute their own modern-day
in Action (KIA) Project, developed by researchers at presidential campaign, write legislation in Congress,
the University of Washington and high school teachers. serve as advisors to interest groups, and create
They redesigned Advanced Placement courses to political action plans.
weave five to seven projects into the classes. Students AP Physics teacher Johnny Devine of Tacoma,
investigate content in a looped fashion through multiple Washington, said students find it meaningful to engage
scenarios, which gives them a chance to revisit ideas in projects that put them in the shoes of someone
and practice important skills. For example, in an AP in the workforce, such as a NASA systems engineer
Environmental Science course, students examine the designing a Mars lander. “When they see there is this
question of living more sustainably through a project interesting problem that is being tackled out there and
looking at their own ecological footprint as well as that is a thing that can lead to an actual job for them,
projects exploring global and community issues. they’re much more motivated to look at the physics
A randomized controlled study designed to behind it,” Devine explained.
determine the efficacy of KIA in five large school To ensure project-based learning is authentic
districts looked at the impact of project-based learning to students, it should include culturally relevant
on students’ AP U.S. Government and Politics and practices. University of Wisconsin researcher Emily
AP Environmental Science exam scores. The study Miller relayed that curricular resources should connect
found KIA increased the likelihood of earning a score projects to students’ lives and experiences through
of 3 or higher on the AP exam by 8 percentage points. prompts and by pulling in other resources as needed
A follow-up study showed when teachers had two years to help students connect to the work at hand. Miller
of experience using KIA, students had a 10-percentage- is a researcher on the Multiple Literacies in Project-
point boost in the probability of earning an AP Exam Based Learning Project, which is discussed in greater
score of 3 or higher with KIA. detail below and which examines the effects of PBL on
Projects should also be authentic to students, science learning. For example, in designing a garden
their communities, and the larger world around them, to grow food in their own community, students in the
including the workforce. Students need choice and Detroit area watch and discuss a video featuring Ron
agency, the opportunity to address audiences through Finley, who transformed an urban community not unlike
public performances and products, and access to and theirs through community gardening. And during a
instruction on the use of authentic tools that people use project in which they design toys, the students learn
in contemporary life outside of school (Polman et about Lonnie Johnson, a Black engineer who invented
al., 2018). An example of a tool that might be used in an the Super Soaker and who created many iterations
English class is video-editing software to create digital of the best-selling water toy before landing on the
videos. An example in a science class might be software ultimate design.
that allows for data analysis and visualization. Ensuring projects are relevant, authentic, and
By making instruction explicitly connected to meaningful to students in this manner enhances the
outside-the-classroom practices, projects can promote rigor of PBL, deepens student engagement, and
a sense of civic purpose and engagement, which can increases the likelihood of achievement gains.

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 5

 KNOWLEDGE IN ACTION

Designing a Mars Lander

Johnny Devine, a Knowledge in Action AP Physics teacher,
KEY DESIGN PRINCIPLES

engages students in a project that answers the question,

“How can you successfully land a rover on Mars?” ( VIDEO )

1 2
Students take on the role of NASA engineers in charge of
the entry, descent, and landing of a Mars rover. They are
tasked with designing and testing a model of the lander
structure on the Mars rover.

4
3 Students develop understanding of core physics concepts, including air
resistance and velocity, as they prototype the parachute of the lander.
The iterations of testing promote deep engagement in physics practices.

5 6
KEY PRINCIPLES FOR PROJECT-BASED LEARNING 6
 KNOWLEDGE IN ACTION

Designing a Mars Lander ( VIDEO )

continued

Students create a design report similar to

KEY DESIGN PRINCIPLES

one prepared for real Mars missions by

actual NASA engineers. They collect evidence
from their testing of the landers’ air bags to
support their design choices.

7 8

9
Students consider concepts of energy and go deeper
on topics introduced in prior units. They use their
developing understanding of physics to recommend
a design for the heat shield of the lander.
10

12
Real engineers visit the classroom to provide feedback to

11 the students about their designs. The project culminates

with students performing the final test with their complete
lander design.

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 7

KEY DESIGN PRINCIPLES

2
Deep
integration
with course
content

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 8

 2. Deep integration ML-PBL curriculum, including struggling readers,
KEY DESIGN PRINCIPLES

outperformed the students in the control group. That

with course content is particularly notable since reading ability is highly
correlated with success in other academic areas
Research highlights the need for projects to target (O’Reilly & McNamara, 2007).
specific learning goals, promote the development of This study suggested that interdisciplinary PBL can
content knowledge, and provide experiences through be an effective way to bolster achievement in science
which students learn disciplinary skills (Condliffe for all students, regardless of socioeconomic status,
et al., 2017; Thomas, 2000). Projects can deepen gender, race, or reading performance. The average
knowledge in individual subject areas and help students performance on an end-of-year science test for students
understand how to apply what they learn in core in PBL classrooms was 10 percentage points higher
subjects—such as math, science, and English language than performance for students in the comparison
arts—to addressing issues in the world beyond school. group. Findings revealed that the positive effects
Integrating this knowledge-in-use approach in the of PBL on science learning also extended to social
classroom not only provides a richer experience and emotional learning. Students exposed to the
but also can motivate student interest in learning interdisciplinary approach to PBL frequently reported
(Blumenfeld et al., 1991; Krajcik & Czerniak, 2013). the value of taking ownership of their work, reflecting
In addition to deepening knowledge in a single, on their work, and collaborating.
specific content area, PBL can also provide an Another study, led by University of Michigan literacy
opportunity to combine content and skills across expert Nell K. Duke and Anne-Lise Halvorsen, a
subject areas. This can help prepare students for social studies education expert from Michigan State
interdisciplinary applications of what they learn in University, found positive effects when using an
school later in life. interdisciplinary approach to project-based learning.
For example, the Multiple Literacies in Project- They found that second graders in high-poverty schools
Based Learning (ML-PBL) project, developed by closed the gap with wealthier peers in social studies
researchers at Michigan State University and the knowledge and informational reading skills when
University of Michigan, focuses primarily on science, engaged in project-based learning that interwove social
but it also provides elementary school students studies and literacy instruction through a program
with opportunities to engage in purposeful reading, called Project PLACE: A Project Approach to Literacy
explanatory writing, and mathematics (Miller & and Civic Engagement (Halvorsen et al., 2012).
Krajcik, 2019). “Multiple Literacies in Project-Based A follow-up study , which was a randomized
Learning is all about trying to support children really controlled trial, revealed significant improvements
learning science to a level that they can use their for participating students in performance on measures
knowledge. But in order to support them in using of social studies knowledge and informational reading.
that knowledge, we also engage them in literacy and In that study, PBL led to a gain in social studies
in learning mathematics,” explained Joseph Krajcik, achievement that was equivalent to five to six months
professor of science education at Michigan State and of increased learning for the participating students
the lead researcher on the study. over a comparison group and two months of increased
As described earlier, teaching and learning in the learning in informational reading (Duke et al., 2020).
ML-PBL curriculum center around driving questions The Project PLACE program features highly
such as, “How can we plan gardens for our community engaging lessons. In an economics unit, the students
to grow plants for food?” and “How can we design fun develop flyers for a local business, using authentic tools
moving toys that other kids can build?” This type of and practices a local business owner might use, and
purposeful, authentic inquiry allows students to learn create their own goods and services to sell for a cause.
content and new skills through dynamic experiences. For a unit on civics and government, students develop
A study into the efficacy of the program proposals for local officials to consider for improving a
found that third-grade students using the curriculum local park or other public spaces.
performed significantly better on an independently
developed science assessment aligned with state
content expectations than their peers receiving
more-traditional instruction. All students using the

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 9

 PROJECT PLACE

A Proposal to
Improve a Local Park
KEY DESIGN PRINCIPLES

Second-grade teacher Aaron Phillips begins a unit by taking his

students on a field trip to observe a local park. During the unit,
students learn about civics and government and develop writing
and presentation skills. The goal is to create a proposal for a
local official to improve the park for the community. ( VIDEO )

2
Students discuss their observations and identify
problems at the park that they want to help solve.
The class creates a survey to discover how their
community feels about the problem.

3 4

6
Through reading and discussions, students
learn about the purposes of government and

5 responsibilities of citizens and civic leaders.

They apply their learning to the problems they
want to fix in the park.

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 10

 PROJECT PLACE

A Proposal to Improve a Local Park ( VIDEO )

continued

Students use technology to learn what different local

KEY DESIGN PRINCIPLES

government departments are responsible for and work

collaboratively to present their ideas to the class.

7 8

9
Students write a proposal to improve the
park based on their survey data and what
they have discovered about civics and
government, gaining key writing skills.
10

12
Students create and deliver a persuasive public

11 presentation to city councilman Randy Carter,

demonstrating how they can have an impact on
their community.

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 11

KEY DESIGN PRINCIPLES

3
Meaningful
and supportive
relationships

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 12

 3. M
 eaningful and Seattle high school history teacher Jerry Neufeld-
KEY DESIGN PRINCIPLES

Kaiser, who has used the Knowledge in Action AP

supportive relationships U.S. Government and Politics curriculum, said that
ensuring all voices are heard is central to PBL. He
PBL benefits from the kind of strong school and elaborated, “This project approach gives you a chance
classroom culture that puts students at the center to engage the students who might otherwise sit and
of their learning, encourages them to work through hide and keep a low profile and not do well. Projects
challenging material and take intellectual risks, and make their performance clearer to see, and their
makes meaningful collaboration the norm. These are success shows more clearly.”
learning environments where students are decision
makers but where teachers guide students and facilitate
project-based learning. As education researcher Linda
Darling-Hammond (2008) stated, “Students should be
Key components of social and
encouraged to be authors and producers of knowledge” emotional learning include the
(p. 216). Creating this active learning environment, so
encouragement and development
central to rigorous PBL, requires positive teacher and
student interactions and attention to students’ social of students’ collaboration and
and emotional learning skills.
communication skills. With effective
Key components of social and emotional learning
include the encouragement and development of PBL, students and teachers engage
students’ collaboration and communication skills. in collaborative activities to find
With effective PBL, students and teachers engage
in collaborative activities to find solutions to driving solutions to driving questions.
questions that mirror skills and competencies that
experts use in solving problems (Krajcik & Shin, 2014).
Teachers set norms and expectations for In an American Institutes for Research study
collaboration and dialogue, for example, ensuring all examining schools successfully using project-based
students participate equitably. And teachers work learning, educators emphasized interpersonal skills.
to establish methods of encouraging group and In the majority of those schools, group-based work
individual accountability for collaborative work. In occurred on a daily basis, and assessment strategies,
Stanford University’s Learning Through Performance such as portfolios and presentations, included
Project, which developed a sixth-grade science both content knowledge and communication and
curriculum aligned with Next Generation Science collaboration skills. In addition, peer review and
Standards (NGSS), the first unit of the year requires peer feedback were critical to the portfolio process
group-based work and explicitly establishes group in several of the schools (Huberman et al., 2014).
norms and expectations designed to increase student Researchers at the University of Colorado at
engagement. It relies on principles from an educational Boulder developed and studied Compose Our World
approach called Complex Instruction (Cohen & Lotan, , a project-based approach to ninth-grade English
1997) and lets students practice applying productive language arts that emphasizes social and emotional
strategies to group-based work while completing a learning. Students in these classrooms reported more
collaborative launch project. This foundational unit sets collaboration and more authentic learning experiences
the stage for subsequent units by supporting early than students in comparison classrooms, and teachers
establishment of collaborative skills. associated the course with positive instructional shifts
In a study of a third-grade classroom using and stronger English language arts teaching (Boardman
the ML-PBL curriculum, the classroom teacher was et al., 2020). A qualitative study of a subset of those
observed eliciting students’ ideas about what it classrooms showed that everyday forms of care for
means to work together and challenges they might one another influenced the experiences of students
face while doing so. The teacher also shared her ideas and teachers, and these were shaped by how space
for engaging in productive collaboration with peers, was used in classrooms, project requirements set by
including planning together, communicating, and teachers, and the materials and modes students used
comparing ideas (Fitzgerald, 2020). to author products (Garcia et al., 2020).

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 13

 MULTIPLE LITERACIES IN PROJECT-BASED LEARNING

Designing Toys That Move

Third-grade teacher Stacey Hodkiewicz introduces her
KEY DESIGN PRINCIPLES

students to a unit about toys. She solicits student responses

to the driving question, “How can we design fun moving
toys that other kids can build?” ( VIDEO )

2
Students draw upon their funds of knowledge and

1 prior experiences to consider the question and

make predictions about the pattern of motion of
ready-made toys.

6
Groups of students work together to design, build,

5 and revise their chosen type of toy. During this

process, students learn the core ideas of force,
motion, and engineering design.

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 14

 MULTIPLE LITERACIES IN PROJECT-BASED LEARNING

Designing Toys That Move ( VIDEO )

continued

Ms. Hodkiewicz offers students multiple chances

KEY DESIGN PRINCIPLES

to share and discuss their ideas. Structured

discourse allows students to make sense of the
science phenomenon they are investigating.

7 8

10
Students draw models as a way to explain their
understanding with opportunities to revise,

9 reflect, and peer-review these models.

The teacher evaluates the student models
as formative assessment for the unit.

11
Students consider how forces affect their toy design
and its acceleration. They gain evidence to support
their scientific claims and then present a final model
of their toys.
12
KEY PRINCIPLES FOR PROJECT-BASED LEARNING 15
 In an observation of the Project PLACE program earthquake in Mexico. She described to her peers the
KEY DESIGN PRINCIPLES

geared to second graders in Michigan, teachers were sadness her mother had felt seeing her childhood
seen encouraging meaningful student-to-student home destroyed, and her peers asked empathetic
conversations and empowering the children to work and relevant questions, demonstrating the caring and
in groups and come up with and present shared ideas compassionate dialogue expected in a classroom using
to improve an area park and playground. strong PBL instruction.
Other components of social and emotional learning Family engagement is also critical, and community
that help make PBL successful include the development knowledge can be tapped to strengthen academic
of empathy in students and the ability to consider other experiences. Families and larger communities are
people’s perspectives. For instance, in one ML-PBL important contexts and contain interconnected networks
classroom, students were observed engaging in lively where learning occurs, and classroom learning is
and respectful conversations about earthquakes. One enhanced when there is space to develop and exchange
child shared that her mother had lived through a major diverse “funds of knowledge” (Gonzalez et al., 2001).

The Sprocket Platform

The Sprocket platform allows researchers to share PBL curriculum with teachers. Teachers can
use Sprocket to navigate the units of the ML-PBL Curriculum, shown here. The tool highlights
disciplinary standards and key ideas of social and emotional learning to support teachers with
instruction and relationship building. The platform also allows teachers to share adaptations
they make with other teachers, allowing for peer collaboration.

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 16

KEY DESIGN PRINCIPLES

4
Evidence-based
teaching and
assessment
practices Photo: Brightworks

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 17

 4. Evidence-based teaching improve their work. In addition, teachers support
KEY DESIGN PRINCIPLES

students as they define roles, manage group processes,

and assessment practices and reflect on and refine their collaborative efforts. The
University of Pennsylvania researchers observed that
It’s critical for educators trying PBL to have evidence establishing group collaborative norms and working
from the field about what works. A team of researchers agreements is helpful.
at the University of Pennsylvania examining the Rigorous PBL also requires instruction to be
teaching practices of experienced PBL teachers is informed by evidence of student learning. Students
supporting that goal. develop understanding when they produce work and
In their observations of teachers using PBL, the revise artifacts guided by feedback. Good projects offer
researchers found that strong, evidence-based PBL multiple and varied ways for students to demonstrate
instructional practices must be anchored in core understanding. Project artifacts, performance-based
academic disciplines. They noted that teachers who artifacts, and diagnostic and conceptual assessments
designed projects with their class often started with all can serve a purpose in PBL. To ensure inclusivity,
content standards and built projects around them. learning opportunities and tasks should be universally
At other times, teachers started with a project idea designed to stimulate interest and motivation and
and then considered what content areas they wanted provide differentiated ways for all students to express
to teach and assess. what they know (Meyer et al., 2014).
In addition, University of Pennsylvania’s Pam High-quality PBL depends on teachers using
Grossman and her colleagues, who are studying PBL formative assessments both to drive student learning
practices, reported, “Accomplished PBL teachers and in self-reflective ways to inform and improve
don’t just assign projects for projects’ sake” (Grossman their own instruction. In PBL, strategically integrated
et al., 2019, p. 3). Teachers designed projects to elicit assessments can provide a rich understanding of the
critical thinking and encourage students to engage with student learning that takes place over time.
disciplinary content and practices. For example, in a In Stanford University’s Learning Through
science class where rigorous PBL is the norm, teachers Performance Project, science assessment experts
might ensure students use scientific methods to partnered with middle school science teachers to
explore key questions specific to a scientific discipline. develop and pilot a yearlong sixth-grade science
Similarly, in a history class using high-quality PBL, curriculum based on scientific phenomena and
teachers might ask students to read and evaluate the aligned with Next Generation Science Standards.
reliability of primary sources and corroborate them with Each PBL unit includes integrated performance-based
other primary and secondary sources, just as historians assessments that evaluate individual as well as group
do when investigating a topic. performance. After students completed the course,
Grossman and her colleagues also related that researchers found students outperformed a compari-
authenticity is central to rigorous PBL. They observed son group on a science assessment that measured
that experienced teachers drew out students’ positions students’ proficiencies with Next Generation Science
and perspectives on topics and encouraged them to Standards practices. They also showed higher levels of
connect their ideas and work to the world beyond the engagement and significantly higher achievement on
classroom. That can be done through project design both the English language arts and math state tests as
and by reminding students of the intended audience compared with a matched sample of students who did
and purpose for their work. For example, if a project’s not complete the course. Additionally, English language
topic is likely to be new to the audience, a teacher learners did significantly better on the state English
might help students provide enough background language proficiency test than a matched sample
information so the audience can access the information (Holthuis et al., 2018).
the students want to share. Learning Through Performance provides teachers
Projects should also include ongoing peer and and students with clear expectations for performance
teacher feedback through which teachers create outcomes, student products, and rubrics to evaluate
opportunities for reflection and revision (Hammond, learning. In doing so, PBL is woven throughout a unit
2008). Teachers who excel in PBL track student that introduces students to the phenomena to be
progress and provide feedback that is both timely and studied and the project to be completed. Through
meaningful and ask probing questions to help students each lesson within the unit, students learn new content

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 18

 related to the phenomena and driving questions, In a follow-up phase of research, Stanford
KEY DESIGN PRINCIPLES

which allows them to acquire a deeper understanding researchers partnered with San Francisco Unified
of the content and the ability to apply their knowledge School District teachers and leaders to consider how
to complete the project. to best support teachers in using NGSS-aligned PBL
The integration of the project throughout the curriculum and evidence-based instructional practices
learning process fosters group and individual in their classrooms. They developed a comprehensive
accountability and encourages students to create model of professional learning that includes the training
products that provide teachers with evidence of of site-based teacher-leaders. When educators have
their learning. Individual science tasks build up to the opportunity to engage in professional-learning
a culminating project. For example, in a unit on the communities and share samples of student work and
thermal dynamics of heat transfer, students design, videos of teaching and learning, they can discuss
build, and test a device that measures the way that students’ understanding of key concepts and share
thermal energy transfers between and within systems. instructional practices with other teachers.
During each task, students use a project organizer to PBL is most viable when it features this kind of
capture pieces of evidence that will inform their final high-quality and sustained professional learning. In
project and serve as formative assessments. This allows the American Institutes of Research study, school
teachers to monitor students’ progress and address administrators and teachers interviewed cited teacher
content misunderstandings. collaboration and professional community as important
to facilitating their ability to teach PBL (Huberman
et al., 2016).

Rubric to Assess Science Content Learning Through Student Projects

The student demonstrates Emerging Developing Proficient Advanced

scientific knowledge of the
following content standards

A solution needs to be tested and Constructs an Constructs an Constructs Constructs

then modified on the basis of the explanation about explanation about an accurate an accurate
test results in order to improve it. how the device was how the device was explanation about and detailed
There are systematic processes for modified based on modified based on how the device was explanation about
evaluating solutions with respect no investigation limited investigation modified based on how the device was
to how well they meet the criteria data and/or with data and/or with investigation data modified based on
and constraints of a problem major errors minor errors investigation data
(ETS1.B)

Energy is spontaneously Constructs an Constructs an Constructs an Constructs a

transferred out of hotter explanation about explanation about accurate explanation detailed accurate
regions or objects and into energy transfer with energy transfer with about energy explanation about
colder ones (MS-PS3-3.B) no evidence and/or limited evidence transfer with energy transfer
major errors and/or minor errors evidence with evidence

Learning Through Performance provides teachers with rubrics to evaluate the final performance assessment of
student projects. This rubric, from a unit in which sixth-grade students write a patent application for a device
they design that maximizes or minimizes thermal energy transfer, is given to students at the beginning of the
unit, which provides clear expectations that students should be able to accomplish in the final product aligned
to the Disciplinary Core Ideas from the Next Generation Science Standards. The Disciplinary Core Ideas in the
chart above are reproduced verbatim from A Framework for K-12 Science Education: Practices, Crosscutting
Concepts, and Core Ideas by the National Research Council.

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 19

 LEARNING THROUGH PERFORMANCE

Constructing a
Thermal Device
KEY DESIGN PRINCIPLES

Sixth-grade teacher Taji Allen-Sanchez leads students in figuring

out, “How can we design a device to warm something up?” ( VIDEO )

2
In this project, students take on the role of

1 engineers and are tasked with designing and

testing a device that maximizes or minimizes
thermal energy transfer.

3 4

5
Students work together to investigate and make
sense of the science ideas needed as they work
to design their device. Teachers assess student
progress throughout their design.
6
KEY PRINCIPLES FOR PROJECT-BASED LEARNING 20
 LEARNING THROUGH PERFORMANCE

Constructing a Thermal Device ( VIDEO )

continued

At a professional-learning session, teachers

KEY DESIGN PRINCIPLES

discuss various approaches to using evidence-

based practices and performance assessments
in their classrooms.

7 8

10
9 The course scaffolds how students work as a group
and sets explicit “group work” norms and roles that
are used throughout the project.

11
Students work collaboratively on a group design
of the device, experiencing an authentic engineering
design process. Individually, each student writes
a patent application for the device showcasing
understanding of science ideas.
12
KEY PRINCIPLES FOR PROJECT-BASED LEARNING 21
 Summary and achievement on state tests, including substantial
SUMMARY

improvements in language proficiency for English

The research supporting PBL as an instructional learners. Students using project-based learning in AP
approach that can improve student outcomes is strong courses significantly outperformed other students with
and growing. LER is committed to ongoing research an overall 10 percent increase in pass rates.
efforts aimed at providing further insights into how to Ongoing research supported by LER will further
design and implement PBL effectively. inform the field. These include studies that are looking
The four design principles highlighted in this report at PBL as it relates to effective instructional practices,
are rooted in rigorous research. LER and its partners quality professional learning, and systems change.
have learned that using them leads to positive change in The efforts described herein draw on research-
classrooms and schools. We hope that by sharing them practitioner partnerships, and LER is grateful to the
here, and updating the evidence base underpinning many teachers who have worked to innovate and try
them, we can support the field, both in terms of promising practices to improve teaching and learning
curriculum design and the implementation of PBL. and to researchers who are committed to finding and
It is clear that rigorous PBL has to be purposeful presenting evidence of what works. Such evidence will
and authentic, driven by a focus on and the integration help further crystalize what rigorous PBL looks like and
of course content, enhanced by meaningful and how to scale it so we can ensure all students engage
supportive interactions, and implemented using in powerful learning, are creative problem solvers and
evidence-informed teaching and assessment practices. collaborators, and can apply what they know and can
With a focus on equitable outcomes for all students, do to the world around them.
each pillar of this framework is critical for PBL to create Finding interdisciplinary PBL resources for the
learning environments that enable students to produce classroom can be challenging for teachers. As a
their best work that connects important disciplinary result, most design and implement PBL on their own
content to the world around them. (Condliffe et al., 2017). One open and freely available
In summary, recent research findings examining educational resource is Sprocket , an online tool
the impact of PBL reveal statistically significant, available through Lucas Education Research. The
positive, and robust effects on student achievement Multiple Literacies in PBL and Knowledge in Action
across disciplines and grade levels. Examples include resources described above can be found on Sprocket.
the following: An early elementary school curriculum These courses are aligned with the Next Generation
led to a 63 percent gain in social studies knowledge Science Standards and College Board’s AP frame-
and a 23 percent gain in informational reading skills. works. Teachers are encouraged to adapt the
A curriculum for older elementary school students led materials for their classrooms. The site also serves
to an 8-percentage point gain on a third-party measure as a platform for professional learning and collabo-
of science achievement and significant, positive shifts ration. Teachers can also find PBL resources on
in students’ collaborative skills and reflection. An NGSS- Edutopia , a website published by the George
aligned PBL curriculum that integrates performance- Lucas Educational Foundation.
based assessments improved student engagement

ACKNOWLEDGMENTS
This paper was originally produced LER grantees provided additional of Michigan State University, Joseph
by AnnMarie Baines and Angela guidance with the writing and Krajcik of Michigan State University,
DeBarger with contributions from reviewing of the paper. They include Emily Miller of the University of
Kristin De Vivo, Nathan Warner, Alison Boardman of the University of Wisconsin, Annemarie Palincsar of
Sheree Santos, and Jordan Brinkman. Colorado, Nell Duke of the University the University of Michigan, Joseph
of Michigan, Miranda Fitzgerald of Polman of the University of Colorado,
This updated version was produced
the University of North Carolina, and Christopher Pupik Dean of the
with contributions from Kristin De
Pam Grossman of the University of University of Pennsylvania.
Vivo, Denis Udall, Nancy Zuckerbrod,
Pennsylvania, Anne-Lise Halvorsen
Kate Felsen, and Rochelle Urban.

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 22

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KEY PRINCIPLES FOR PROJECT-BASED LEARNING 23

All white papers in this series:
1. Key Principles for Project-Based Learning
2. Why Social and Emotional Learning Is Essential
to Project-Based Learning
3. How to Support Equitable Project-Based Learning
4. Enabling Conditions to Scaling Project-Based Learning
5. High-Quality Professional Learning for Project-Based Learning
6. Designing Curriculum for Project-Based Learning
7. Project-Based Learning Research: What We’ve Learned

KEY PRINCIPLES FOR PROJECT-BASED LEARNING 24

Rigorous project-based
learning is purposeful
and authentic, driven
by deeply integrated
course content, enhanced
by meaningful and
supportive relationships,
and implemented using
evidence-based teaching
and assessment practices.
Design: Designlounge, New York
Images: Courtesy of Edutopia

Founded in 2013, Lucas Education Research operates as a division of the George Lucas Educational
Foundation, a nonprofit operating foundation established by filmmaker George Lucas in 1991. Our
work focuses on the design and evaluation of innovative practices in K–12 schools, including many
of the core strategies described by Edutopia, another division of GLEF.