Using project-based learning to teach project-based learning: lessons learned ,

Abstract

This article reports the lessons learned using a project-based learning (PBL) approach for teaching the project-based learning methodology itself. This study was conducted with 33 graduate students from the Faculty of Education of the University of São Paulo, Brazil. This paper explains the course goals, design, and curriculum. Data were collected by means of focus group activities, electronic surveys, and students’ project websites, and analyzed to determine recurrent themes. The main findings were the following: (1) The course design, which followed the seven essential project design elements proposed by Larmer, Mergendoller, and Boss (2015), was very effective; (2) Centering learning around a meaningful project – the creation of a book about PBL experience – motivated students to do their best. However, the hard work came at a price: students reported experiencing fatigue and stress; and (3) The learning dynamics provided students with the experience of combining theory and practice, interviewing subjects, reflecting about the learning process, and sharing knowledge.

Using Competition to Improve Students’ Learning in a Project-Based Learning Course

“…He/She may define the project's schedule, the milestones, and the deliverables. In addition, the professor should create opportunities for sustained inquiry (Arantes do Amaral, 2021;Larmer, 2010). In other words, the students should have enough time to research what they need to learn in order to develop the project's activities (Larmer et al, 2015).…”