Essential elements for project-based learning

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DE.CO.D.E.

Developing
Competences,
Developing Europe

Handbook on

Essential elements

for

Project – Based
Learning
(P.B.L)

A product of

4th High School of Ilion, Athens
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Contends

1. Forward ………………………………………………………………………........... p. 3
2. Chapter 1 Seven Essentials for Project-Based Learning........ p. 5
3. Chapter 2 The changes in the number of elements-models… p.12
4. Chapter 3 More about Project-Based Learning…………………… p. 17
5. Conclusion ………………………………………………………………………….… p. 22
6. Sources …………………………………………………………………………………. p. 23

[2]

Forward

In September 2010 the Buck Institute for Education (BIE),
(http://www.bie.org/) a pioneer and thought leader, published an article
entitled ―7 Essentials for Project-Based Learning‖ in
ASCD‘s Educational Leadership magazine.
http://www.ascd.org/publications/educational_leadership/sept10/vol68/nu
m01/Seven_Essentials_for_Project-Based_Learning.aspx

The 2 authors:

John R. Mergendoller John Larmer
Senior Fellow Editor in chief

What is Project Based Learning (PBL)?

Project Based Learning is a teaching method in which students
gain knowledge and skills by working for an extended period of time to
investigate and respond to an authentic, engaging, and complex question,
problem, or challenge. (http://www.bie.org/about/what_pbl).

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Students work on a project over an extended period of time – from
a week up to a semester – that engages them in solving a real-world
problem or answering a complex question. They demonstrate their
knowledge and skills by developing a public product or presentation for a
real audience.

As a result, students develop deep content knowledge as well as
critical thinking, creativity, and communication skills in the context of
doing an authentic, meaningful project. Project Based Learning unleashes
a contagious, creative energy among students and teachers.

Why PBL?

( http://www.bie.org/about/why_pbl )
Project Based Learning can be transformative for students. By
presenting students with a mix of choice and responsibility, cognitive
concepts and practical activities, within an environment of real-world
authenticity, projects engage students in learning that is deep and long-
lasting.
The Significant Content: As Suzie Boss writes in ―Time to Debunk
Those PBL Myths”, (www.edutopia.org/blog/time-debunk-those-pbl-myths-
suzie-boss ) there is a distinction between coverage and deep learning.
While it may be true that a teacher cannot ‗cover‘ it all with PBL, projects
can and should emphasize important knowledge and concepts related to
standards. Rather than passive interaction with content, PBL challenges
students to interact with, to challenge with depth, and to think critically
about content.

      

A basic rule to keep in mind when designing and working through project-
based learning:

Student must perceive it (the project) as personally
meaningful, as a task that matters.

      

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Chapter 1

Seven Essentials for Project-Based Learning

A study case and feed for thought
Let's look at what a Teacher (from now on named Ms. T.) did to
create a meaningful project instead of handing out prepared packets.
As Ms. T. walked around her high school science classroom, she
plopped a packet of papers on each student's desk and announced a
"project." Each student would create a poster about a water-borne
bacterium that can be harmful to humans, the bacterium's effects, and
disease prevention and treatment. The handouts included an assignment
sheet with due dates and grading policy, a guide for designing the poster,
and a list of websites and books. The teacher would display the best
posters.
Usually teachers ask students to research a topic and present
information with PowerPoint slides. Do you remember yourself as a
student making posters, dioramas, and models of buildings or volcanoes?
These are all too common examples of the kind of meaningless works that
teachers assign as projects. A classroom filled with student posters may
suggest that students have engaged in meaningful learning. But it is the
process of students' learning and the depth of their cognitive engagement
—rather than the resulting product—that distinguishes projects from
busywork.

1. A Need to Know ( MOTIVATION ! )
Imagine that on the first day of the infectious disease unit, Ms. T.
showed a video depicting a beautiful beach, which ended with a shot of a
sign reading, "Beach Closed: Contaminated Water." Suppose watching this
video led to a lively (and sometimes disgusting) discussion in which
students shared their experiences with suspicious water quality, discussed
times when beaches had been closed and why, and talked about how
much pollution bothered them. The teacher could then introduce the
project by telling students that they would be learning more about ocean
pollution and proposing actions to combat it.

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***
Instead of pushing information on students or bribing them with
rewards, the project itself can motivate students to seek knowledge.
Teachers can powerfully activate students' need to know content by
launching a project with an "entry event" that engages interest and
initiates questioning. An entry event can be almost anything: a video, a
lively discussion, a guest speaker, a field trip, or a piece of mock
correspondence that sets up a scenario and hooks students into inspiration
and engagement. In contrast, announcing a project by distributing a
packet of papers is likely to turn students off; it looks like a prelude to
busywork.
Many students find schoolwork meaningless because they don't perceive a
need to know what they're being taught. They are unmotivated by a
teacher's suggestion that they should learn something because they'll
need it later in life, for the next course, or simply because "it's going to be
on the test." With a compelling student project, this is not so much an
assignment, as it is a quest or personally important mission. It is the
reason for learning relevant material becomes clear: I need to know this
to meet the challenge I've accepted.

2. A Driving Question
After the discussion about beach pollution, Ms. T. led students in
brainstorming possible solutions, such as enacting laws, designing better
waste-treatment systems, and raising public awareness about the need to
reduce contaminants. Students created a driving question to focus their
efforts, focusing on a specific local area: How can we reduce the number
of days Foster's Beach is closed because of poor water quality?

***
A good driving question helps guide students in their path of inquiry
and highlights the major theme or point. It captures the heart of the
project in clear, compelling language, which gives students a sense of
purpose and challenge, clarifying some of the expected outcomes.. The
question should be provocative, open-ended, complex, and linked to the
core of what you want students to learn. It could be abstract (When is war
justified?); concrete (Is our water safe to drink?); or focused on solving a

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problem (How can we improve this website so that more young people will
use it?).

A project without a driving question is like an essay without a
thesis. Without a thesis statement, a reader might be able to pick out the
main point a writer is trying to make; but with a thesis statement, the
main point is unmistakable. Without a driving question, students may not
understand why they are undertaking a project. They know that the series
of assigned activities has some connection with a time period, a place, or
a concept. But if you asked, "What is the point of all these activities?"
they might only be able to offer, "Because we're making a poster."

3. Student Voice and Choice
Once her students' interest was piqued by a challenging question,
Ms. T. explained the requirements for the "Don't Close the Beach" project,
which included an individually written paper, an oral presentation of
students' work accompanied by media technology, and a product of
students' choice created by teams. Students chose to develop media kits,
public service announcements, web pages, brochures, and letters to
government and industry officials, among other products.

***
This element of project-based learning is a key one. Intrinsic
motivation shines when students take responsibility and ownership over
their own learning. Choice makes a project to become meaningful and
relevant to students. The more voice and choice, the better. It makes
sense for teachers to gradually allow more voice and choice as their
experience with PBL grow. On the other hand they should design projects
with the extent of student choice that fits their own style and students.
On the limited-choice end of the scale, learners can select what
topic to study within a general driving question or choose how to design,
create, and present products. As a middle ground, teachers might provide
a limited menu of options for creative products to prevent students from
becoming overwhelmed by choices. On the "the more, the better" end of
the scale, students can decide what products they will create, what
resources they will use, and how they will structure their time. Students
could even choose a project's topic and driving question.

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4. 21st Century Skills
Once Ms. T.'s students had decided on actions that would help them
respond to their driving question, they got to work. Collaboration is a key
word to projects. Students formed teams of three or four and began
planning what tasks they would do and how they would work together.
As they worked, each team regularly paused to review how well
they were collaborating and communicating, using rubrics they had
developed with the teacher's guidance. To boost collaboration skills, Ms.
T. used role-playing and team-building activities. She showed students
how to use time and task organizers. They practiced oral presentation
skills and learned to produce videos and podcasts. In writing journals,
students reflected on their thinking and problem-solving processes, which
they knew they would need to explain in their oral presentation.

***
This has been a buzz word for some time. How do schools develop
more critical thinking, creativity, collaboration, and communication,
considered 21st century skills? Filling in bubbles on standardized tests is
not the solution. On the other hand, giving students the opportunity to do
things like presenting a unique idea, creating tasks after a team
brainstorm, or shifting through internet resources allows them to practice
skills and build valuable experience.
A project should give students opportunities to build such skills and
use of technology, which will serve them well in the workplace and life.
This exposure to authentic skills meets the criterion for meaningful work—
an important purpose. A teacher in a project-based learning environment
explicitly teaches and assesses these skills and provides frequent
opportunities for students to assess themselves.

5. Inquiry and Innovation
After their discussion about encounters with pollution, in addition to
choosing a driving question, Ms. T.'s students as a whole class generated
a list of more detailed questions about diseases, bacteria and their effects,
and sources of water contamination. Questions included, What diseases
can you get from water? Do you have to drink it to get sick? And where do

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bacteria come from? The teams fine-tuned their questions and discussed
how to find answers from the teacher, books, articles, websites, experts,
and visits to a local beach.

As these learners found answers, they raised and investigated new
questions. Students synthesized the information they gathered and used it
both to inform their individually written papers on the driving question and
to help create their team's product related to that question.

***
Students find project work more meaningful if they conduct real
inquiry, which does not mean finding information in books or websites and
pasting it onto a poster. In real inquiry, students follow a trail that begins
with their own questions, leads to a search for resources and the
discovery of answers, and often ultimately leads to generating new
questions, testing ideas, and drawing their own conclusions. With real
inquiry comes innovation—a new answer to a driving question, a new
product, or an individually generated solution to a problem. The teacher
does not ask students to simply reproduce teacher- or textbook-provided
information in a pretty format.
Students like a good question just like the rest. Better yet, students
love to answer questions they pose. Students are more than able to create
new questions, test ideas, and interpret conclusions. In fact, students can
learn from failure, if we set up the right environment. ‗With real inquiry
comes real innovation.‘
To guide students in real inquiry, refer students to the list of
questions they generated after the entry event. Coach them to add to this
list as they discover new insights. The classroom culture should value
questioning, hypothesizing, and openness to new ideas and perspectives.

6. Feedback and Revision
As they developed their ideas and products, student teams critiqued
one another's work, referring to rubrics and exemplars. Ms. T. checked
research notes, reviewed rough drafts and plans, and met with teams to
monitor their progress.

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***
Often times this step is neglected or rushed. High quality,
impressive work is often the result of multiple iterations and authentic
feedback. The teacher, along with peers, participates in a cycle of review
and coaching, rather than consternation. Rounds of improvements stress
the fact work should be of a certain standard. PBL also shows that learning
is a process, rather than a race with a start and finish.
Formalizing a process for feedback and revision during a project
makes learning meaningful because it emphasizes that creating high-
quality products and performances is an important purpose of the
endeavour. Students need to learn that most people's first attempts don't
result in high quality and that revision is a frequent feature of real-world
work.
In addition to providing direct feedback, the teacher should coach
students in using rubrics or other sets of criteria to critique one another's
work. Teachers can arrange for experts or adult mentors to provide
feedback, which is especially meaningful to students because of the
source.

7. A Publicly Presented Product (Authentic Audience)
In Ms. T. class, teams presented their analyses of water

contamination issues and proposals for addressing the problem at an
exhibition night. The invited audience included parents, peers, and
representatives of community, business, and government organizations.
Students answered questions and reflected on how they completed the
project, next steps they might take, and what they gained in terms of
knowledge and skills—and pride.

***
Schoolwork, just like any work, is more meaningful when it's not
done only for the teacher or the test, but when other people benefit, or
are inspired, by it. When students present their work to a public audience,
like parents, community leaders, professors, they care more about its
quality. The Internet opens up a world of possibilities Once again, it's "the
more, the better" when it comes to authenticity. Students are valued as
learners and individuals. They might replicate the kinds of tasks done by

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professionals—but even better, they might create real products that
people outside school use.

The Rest of the Story
The hypothetical project described was inspired by a real project,
"Media Saves the Beach," carried out by students at High Tech High in
San Diego, California. In this real-life project students, working alongside,
established local groups to advocate cleaner seashores. Several
government agencies eventually came through with funding for water
monitoring at local beaches.
In truth, one of the products students created was a poster. What
made that poster different from the meaning-lite one Ms. T. assigned? The
High Tech High students chose to do their poster because it was an
effective way to communicate their message at Exhibition Night—and the
team stood nearby to explain it. To create the poster, students engaged in
an extended process of inquiry, critique, and revision. They learned
important things in the process. In short, even a poster can be meaning-
heavy if it's part of a project embodying the seven essential elements of
project-based learning.

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Chapter 2
The changes in the number of elements –

new models

The addition of the 8th element

After a while, the two writers, John Larmer and John R.
Mergendoller, added an eighth element, ―Significant Content,‖ to
counter stereotypes that PBL was not an effective method for teaching
standards-based knowledge, understanding, and skills – and to remind
teachers to design projects with a clear focus on content standards. Well-
designed and well-implemented project-based learning is meaningful in
both ways.

A project is meaningful if it fulfils two criteria:
1. Students must perceive the work as personally meaningful, as a
task that matters and that they want to do well.
2. It fulfils an educational purpose.
The ―8 Essential Elements of PBL‖ has been widely circulated and
cited over the past few years.

Gold Standard PBL

However, in 2014, John Larmer and John R. Mergendoller felt that a
revision was needed, and they developed a more comprehensive,
research-based model called ―Gold Standard PBL‖. With PBL‘s growing
popularity, they worried that if too many teachers and schools jumped on
the PBL bandwagon without clear guidance and adequate preparation,
problems will crop up. A lot of practices and curriculum materials labelled
as ―PBL‖ will not be rigorous or even truly PBL, and yield disappointing
results. Some ―projects‖ will really be only ―hands-on activities.‖ Poorly
designed and implemented projects could frustrate students, disappoint
teachers, and damage PBL‘s reputation. PBL could become another fad on
the trash heap of failed efforts to transform education. A Gold Standard
PBL model would help to ensure this does not happen.

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Old PBL Model

In their new conception for Gold Standard PBL, they created two
separate but related components of the model: Essential Project Design
Elements, and Project Based Teaching Practices. They called them the
Essential Project Design Elements because that‘s precisely what they are –
not the ―elements of PBL‖ the instructional methodology, which is a much
broader topic than the design of a project itself. The Project Based
Teaching Practices expand on what it means to implement PBL well,
beyond designing the project. As you can see in the diagram below, while
some of the familiar ―8 Essential Elements‖ remain, others are gone.

New Model for Gold Standard PBL

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What’s gone and what replaces it

(Two new elements: Authenticity and Reflection).

BIE‘s Essential Project Design Elements contain two new items,
both of which are familiar to those who know PBL.

One is ―authenticity,‖ which has to do with how real-world the
project is.

The other is ―reflection,‖ which was previously coupled with
―revision‖ but now stands on its own; students should reflect on what
they‘re learning, how they‘re learning, and what they have accomplished
in a project.

 From Significant Content to Key Knowledge and Understanding.
To describe the student learning goals that are the central focus of

a project, the word ―key‖ still captures the idea that what students
learn should be significant, in terms of state or local standards and
what‘s important to students, teachers, schools and districts. The term
―knowledge and understanding‖ means the same thing as ―content‖ but
says it in more everyday language, since we want to use as little edu-
jargon as possible for a broad audience.

 From 21st Century Competencies to Success Skills.
The older model separated this element from content – albeit with a

dotted line, to indicate a connection – but now it combines the two into
one set of student learning goals. Recent standards now explicitly
include such competencies as critical thinking, problem solving,
collaboration, and making presentations; they are to be taught
together with content, since students need to, say, think critically about
something, such as history, science, math, and so on. Furthermore, the
term ―success skills‖ is more readily understood by all audiences, and
has less baggage, than our older language or other terms such as
―college and career readiness skills.‖

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 From Driving Question to Challenging Problem or Question.
The new model defines the fundamental element of a project –

what it is ―about‖ – more broadly as a ―challenging problem or
question.‖ This may be expressed as a ―problem statement‖ in
classrooms and schools where problem based learning is the preferred
style of PBL. In other settings, teachers may prefer to organize projects
around an ―essential question‖ or ―design challenge.‖ Although multiple
ways to describe what a project is about is welcomed, it is suggested in
that teachers operationalize the challenging problem or question by
putting it in the form of a student-friendly, open-ended ―driving
question‖ to focus the project.

 From In-Depth Inquiry to Sustained Inquiry.
Inquiry is pretty much, by definition, not a superficial process. So

instead of depth, it was decided to emphasize the point that in PBL,
inquiry should take place over an extended period of time. Students
could, during a not-at-gold-standard project, investigate a topic in
depth but only on one occasion. But by extending inquiry over several
occasions, students have enough time to engage in an iterative process
that involves questioning, finding and evaluating sources of
information, posing new questions, and applying what has been learned
to the solution of a problem or creation of a product.

 From Public Audience to Public Product.
It‘s hugely important – both for motivational reasons and to make

learning visible and discussible – that students make their work public
in a project. It adds to a project‘s authenticity. But this doesn‘t suggest
that students always have to make a formal presentation to an
audience. There are others ways to make work public; students can put
it online, display it on a wall, or provide a product or service that is
actually used by people in the real world.

 Goodbye Need to Know.
The fact that an engaging project creates a genuine ―need to know‖

in a learner is one of the most powerful arguments for PBL. As opposed

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to learning for the sake of a test, grade, or approval from teachers and
parents, students in PBL are motivated to learn because they want to
successfully complete the project. However, this term belongs in a
―Why PBL?‖ argument, not as a thing teachers design in a project the
way they would, say, an authentic product or opportunities for student
voice and choice. This concept also was easily confused with the ―need
to know list‖ used as a tool in a project. Instead, Gold Standard PBL
model places a list of student-generated questions (which is initiated by
an entry event that launches a project) as part of the ―sustained
inquiry‖ process. The list of student questions could still be given the
heading ―What do we need to know?‖ or it could be called something
else, such as a KWL (Know, Want to Learn, Learned) chart.

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CHAPTER 3
More about Project-Based Learning

The challenge for educators often lies in the planning, that
essentially means the difference between a successful project, and a
complete flop. Two important things are the first step to ensuring class-
wide success before embarking on a PBL projects.

1. Accessibility to Resources
Providing students with the right questions and ideas to begin with,
project and inquiry-based learners take on the role of the ‗private
investigator‘, researching, questioning and fishing out resources to form
thoughtful conclusions. This kind of in-depth self-education requires
resources of all kinds, from all corners of the web to ensure their
inquisitive nature is fully nurtured. Often, the difficulty lies in monitoring
student safety and relevance in their quest for answers.

2. Instant Feedback
As students continue on their individual journeys to self-discovery,
effective feedback is crucial in an effort to provide the best support. As
―guides on the side‖, educators are left with the challenging task of
monitoring student progress, providing individualized support throughout,
posing a considerable threat to their time management.

We must ensure that the above key elements are incorporated in
student learning as they embark on project and inquiry-based learning. In
a secure, collaborative setting that keeps educators clued in, and
resources in one spot, a successful PBL can be achievable, and guaranteed
to infuse a class with innovation.



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Myths about PBL

Which are the myths encountered, with surprising regularity, about
project-based learning? Here are some PBL misconceptions:

 "Projects may be fun, but they'll never prepare students for ……."
 "If kids work in teams on projects, one or two will do all the work

and the others will coast"
 "PBL won't work with my students because they are ….."
 "I'll never have time to cover all my content if I spend time on

projects"
 "Projects just aren't rigorous"
 "Parents will wind up doing most of the work"
 "We can't do PBL because we don't have ____ [fill in the technology

of your choice]"
By dispelling the myths, teachers and students will be helped
achieving the meaningful learning that's possible through high-quality
PBL.

Projects versus PBL
―Projects are funny but fluffy‖. The biggest myth. Not
academically rigorous. There's a reason why this misconception endures.
Many of today's adults remember spending a lot of time doing "projects"
like dioramas, solar system mobiles, when they were in school, that
needed not much inquiry or critical thinking. Distinguishing between
projects and project-based learning PBL can be described as main-course
learning, not dessert.
( http://www.bie.org/object/document/main course_not_dessert )
Short-term, hands-on activities are with a little merit. But we can't
expect students to gain the full benefits of PBL unless we give them time
and the instructional support needed for an extended, in-depth, inquiry
experience. Students might, indeed, construct a final product to apply and
demonstrate what they've learned. But that product won't be the whole
project, and it will result from a process that incorporates collaboration,
critical thinking, and improvement through feedback and multiple drafts.

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Coverage of curriculum vs. Deep Learning
A related myth is that you won't be able to cover your
curriculum if you're spending class time on PBL. Wrong again. PBL isn't
an add-on or side trip to your students' learning. It's the main event.
When teachers design PBL experiences, they start with a thorough
understanding of their content standards. Moreover, teachers consider the
reasons why those standards matter. How do those ideas connect to the
world beyond the classroom? Good projects make content standards
relevant. That makes learning more purposeful and concepts more
memorable for students.
Teachers who are new to PBL (and parents who don't understand
the difference between projects and PBL) sometimes need convincing that
students will, indeed, master academics this way. Looking at the research
about PBL can help overcome scepticism. (www.edutopia.org/pbl-
research-learning-outcomes)

The Shape of Deeper Learning
A new report from the American Institutes for Research (AIR),
(www.air.org/sites/default/files/downloads/report/Report%201%20The%2
0Shape%20of%20Deeper%20Learning_9-23-14v2.pdf) offers a look at
the learning that happens in high schools where project-based learning is
a core instructional strategy.
Deeper learning, in a nutshell, emphasizes academic content,
critical thinking, problem solving, collaboration, effective communication,
self-directed learning, and an academic mindset.
What happens in deeper learning settings? According to AIR report,
students master academic content through projects that also emphasize
critical thinking, collaboration, and communication. They understand the
real-world context for their studies. They benefit from a range of
assessments, including long-term (portfolios and exhibitions) and
formative feedback, and also from differentiated instruction during
projects. They not only prepare for college admission, but develop the
habits of mind to be successful in college.

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Evaluation of a PBL (checklist)

Does the project meet these criteria?  ?

KEY KNOWLEDGE, UNDERSTANDING AND SUCCESS SKILLS

The project is focused on teaching students key knowledge and

understanding derived from standards and success skills including

critical thinking, problem solving, collaboration and self

management.

CHALLENGING PROBLEM OR QUESTION

The project is based on a meaningful problem to solve or a

question to answer, at the appropriate level of challenge for

students, guided by an open-ended, engaging driving question.

SUSTAINED INQUIRY

The project involves an active, in-depth process over time, in

which students generate questions, find and use resources, ask

further questions and develop their own answers.

AUTHENTICITY

The project has a real-world context, uses real-world processes,

tools and quality standards, makes a real impact, and/or is

connected to students‘ own concerns, interests and identities.

STUDENT VOICE & CHOISE

The project allows students to make some choices about the

products they create, how they work and how they use their time,

guided by the teacher and depending on their age and PBL

experience.

REFLECTION

The project provides opportunities for students to reflect on what

and how they are learning, and on the project‘s design and

implementation.

CRITIQUE & REVISION

The project includes processes for students to give and receive

feedback on their work, in order to revise their ideas and products

or conduct further inquiry

PUBLIC PRODUCT

The project requires students to demonstrate what they learn by

creating a product that is presented or offered to people beyond

the classroom.

Copyright 2015 Buck Institute for Education

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Expected Impact on Students

Engaged hearts and minds
PBL projects provide real-world relevance for learning to students
actively engage with. They can work on problems that are important to
them and their communities.

Deeper learning
PBL projects lead to deeper understanding and greater retention of
content knowledge. Students are better able to apply what they know to
new situations.

Exposure to adults and careers
Through PBL, students interact with adults, businesses and
organizations, and their community, and can develop career interests.

A sense of purpose
A great project can be transformative for students. Seeing a real-
world impact gives them a sense of agency and purpose.

21st century workplace skills
Beyond basic knowledge, students learn to take initiative and
responsibility, solve problems, and communicate ideas.

Rewarding teacher relationships
Teachers work closely with active, engaged students doing
meaningful work, and share in the rediscovered joy of learning.

Creativity and technology
Students enjoy using a spectrum of technology tools from research
and collaboration through product creation and presentation.

Leave No Student Behind !!

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CONCLUSION

Project-based learning (PBL) is an essential pedagogical tool for the
21st century educator. Encouraging creativity, rigor, collaboration and
independent learning, such student-driven methods provide educators
with the ideal opportunity to embrace their status as ―guide on the side‖.
With the right preparation, inquiry and project-based learning can be a
game-changer.

With an emphasis on creative, innovative projects (not the dioramas
from our childhood) challenges the current paradigm of education. PBL
makes learning relevant, engaging, and authentic. PBL demands and
develops 21st century skills like creativity, collaboration, communication,
and critical thinking.

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RESOURSES

http://www.bie.org/objects/cat/videos
www.edutopia.org/video/5-keys-rigorous-project-based-learning)
Boss Suzie, ― Time to Debunk Those PBL Myths ― ,
https://www.edutopia.org/blog/time-debunk-those-pbl-myths-suzie-boss
Keane Lorna ―3 Essential Elements of Inquiry and Project-Based Learning‖
https://www.fishtree.com/blog/3-essential-elements-of-inquiry-and-
project-based
Monreal Tim ―Essential Elements of Project Based Learning‖,
https://medium.com/project-based-learning/8-essential-elements-of-
project-based-learning-a701c8fd326d
Larmer John, Mergendoller John ―Giving Students Meaningful Work
Seven Essentials for Project-Based Learning‖
http://www.ascd.org/publications/educational_leadership/sept10/vol68/nu
m01/Seven_Essentials_for_Project-Based_Learning.aspx
Larmer John, Mergendoller John ―Why We Changed Our Model of the ―8
Essential Elements of PBL‖
http://www.bie.org/blog/why_we_changed_our_model_of_the_8_essentia
l elements_of_pbl

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