Project-Based Learning: Benefits, Examples, and Resources

Project-Based Learning (PBL) is an innovative, systematic teaching method that promotes student
engagement through deep investigations of complex questions. Put simply: It’s learning by doing.
Project-based learning is an instructional approach designed to give students the opportunity to develop
knowledge and skills through engaging projects set around challenges and problems they may face in
the real world. Project-based learning, or PBL, is more than just projects. With PBL students "investigate
and respond to an authentic, engaging, and complex problem, or challenge" with deep and sustained
attention. PBL is "learning by doing."

Steed suggested there are at least four possible forms that a project could undertake. These are:

i. “The investigation of a problem necessitating experiment (this may include the design of
experimental apparatus).
ii. The design of a piece of engineering apparatus, equipment, or machinery (a student may
sometimes be asked in addition, to build the apparatus etc).
iii. The planning and layout for a process or project.
iv. An investigation within the field of management. ”

Why Project-Based Learning? We Live in a Project-Based World.

The truth is, many in education are recognizing we live in a modern world sustained and advanced
through the successful completion of projects. For example, Your weekend chores, an upcoming
presentation, or organizing a fundraising event—they’re all projects. Or, as Swiss Psychologist Jean
Piaget put it, “knowledge is a consequence of experience.”

For most modern workers “Solving real-world issues that matter is important to us as adults—and it’s
important to our students,” explain Lathram, Lenz, and Vander Ark. In short, if we are to prepare
students for success in life, we need to prepare them for a project-based world.

What are the Essential Elements of Project-Based Learning?

PBL is sometimes used interchangeably with "experiential learning" or "discovery learning," the
characteristics of project-based learning are clear and constant.

In essence, the PBL model consists of these seven characteristics:

i. Focuses the student on a big open-ended question, challenge, or problem to research and
respond to and/or solve.
ii. Brings what students should academically know, understand, and be able to do into the
equation.
iii. Is inquiry-based.
iv. Uses 21st-century skills such as critical thinking, communication, collaboration, and creativity,
among others.
v. Builds student choice into the process.
 vi. Provides opportunities for feedback and revision of the plan and the project.
vii. Requires students to present their problems, research process, methods, and results.

The Buck Institute for Education (BIE) also identified seven essential elements for PBL but focused them
on project design. To help teachers do PBL well, BIE created a comprehensive, research-based model for
PBL – a “gold standard” to help teachers, schools, and organizations to measure, calibrate, and improve
their practice. This term is used in many industries and fields to indicate the highest quality process or
product. Our conception of Gold Standard PBL has three parts: 1) Student Learning Goals (in the center
of the diagram below) 2) Essential Project Design Elements (shown in the red sections of the diagram),
and 3) Project Based Teaching Practices. Collectively these elements are called Gold Standard PBL.

According to the BIE, the key elements to project design include:

Student Learning Goals Student learning of academic content and skill development are at the center of
any well-designed project. Like the lens of a camera, the diagram puts the focus of PBL on preparing
students for successful school and life experiences.

Key Knowledge and Understanding Gold Standard PBL teaches students the important content
standards, concepts, and in-depth understandings that are fundamental to school subject areas and
academic disciplines. In good projects, students learn how to apply knowledge to the real world, and use
it to solve problems, answer complex questions, and create high-quality products.

Key Success Skills Content knowledge and conceptual understanding, by themselves, are not enough in
today’s world. In school and college, in the modern workplace, as citizens and in their lives generally,
people need to be able to think critically and solve problems, work well with others, and manage
themselves effectively. We call these kinds of competencies “success skills.” They are also known as
“21st Century Skills” or “College and Career Readiness Skills.” It’s important to note that success skills
can only be taught through the acquisition of content knowledge and understanding. For example,
students don’t learn critical thinking skills in the abstract, isolated from subject matter; they gain them
by thinking critically about math, science, history, English, career/tech subjects, and so on.

We recommend all projects include a focus on these success skills: critical thinking/problem solving,
collaboration, and self-management. Projects may also help build other skills, habits of mind and work,
and personal qualities (such as perseverance or creativity), based on what teachers, schools, parents
and communities value, but we argue that the ability to think critically, solve problems, work with others
and manage oneself and one’s own work are crucial stepping stones to future success.

Essential Project Design Elements So what goes into a successful project? Based on an extensive
literature review and the distilled experience of the many educators we have worked with over the past
fifteen years, we believe the following Essential Project Design Elements outline what is necessary for a
successful project that maximizes student learning and engagement

Challenging Problem or Question The heart of a project – what is it “about,” if one were to sum it up –
is a problem to investigate and solve, or a question to explore and answer. It could be concrete (the
school needs to do a better job of recycling waste) or abstract (deciding if and when war is justified). An
engaging problem or question makes learning more meaningful for students. They are not just gaining
knowledge to remember it; they are learning because they have a real need to know something, so they
can use this knowledge to solve a problem or answer a question that matters to them. The problem or
question should challenge students without being intimidating. When teachers design and conduct a
project, we suggest they (sometimes with students) write the central problem or question in the form of
an open-ended, student-friendly “driving question” that focuses their task, like a thesis focuses an essay
(e.g., “How can we improve our school’s recycling system, so we can reduce waste?” or “Should the U.S.
have fought the Vietnam War?”).

Sustained Inquiry To inquire is to seek information or to investigate – it’s a more active, in-depth
process than just “looking something up” in a book or online. The inquiry process takes time, which
means a Gold Standard project lasts more than a few days. In PBL, inquiry is iterative; when confronted
with a challenging problem or question, students ask questions, find resources to help answer them,
then ask deeper questions – and the process repeats until a satisfactory solution or answer is developed.
Projects can incorporate different information sources, mixing the traditional idea of “research” –
reading a book or searching a website – with more real-world, field-based interviews with experts,
service providers and users. Students also might inquire into the needs of the users of a product they’re
creating in a project, or the audience for a piece of writing or multimedia.

Authenticity
When people say something is authentic, they generally mean it is real or genuine, not fake. In
education, the concept has to do with how “real-world” the learning or the task is. Authenticity
increases student motivation and learning. A project can be authentic in several ways, often in
combination. It can have an authentic context, such as when students solve problems like those faced by
people in the world outside of school (e.g., entrepreneurs developing a business plan, engineers
designing a bridge, or advisors to the President recommending policy). It can involve the use of real-
world processes, tasks and tools, and performance standards, such as when students plan an
experimental investigation or use digital editing software to produce videos approaching professional
quality. It can have a real impact on others, such as when students address a need in their school or
community (e.g., designing and building a school garden, improving a community park, helping local
immigrants) or create something that will be used or experienced by others. Finally, a project can have
personal authenticity when it speaks to students’ own concerns, interests, cultures, identities, and
issues in their lives.

Student Voice & Choice Having a say in a project creates a sense of ownership in students; they care
more about the project and work harder. If students aren’t able to use their judgment when solving a
problem and answering a driving question, the project just feels like doing an exercise or following a set
of directions. Students can have input and (some) control over many aspects of a project, from the
questions they generate, to the resources they will use to find answers to their questions, to the tasks
and roles they will take on as team members, to the products they will create. More advanced students
may go even further and select the topic and nature of the project itself; they can write their own
driving question and decide how they want to investigate it, demonstrate what they have learned, and
how they will share their work.

Reflection
John Dewey, whose ideas continue to inform our thinking about PBL, wrote, “We do not learn from
experience. We learn from reflecting on experience.” Throughout a project, students – and the teacher
– should reflect on what they’re learning, how they’re learning, and why they’re learning. Reflection can
occur informally, as part of classroom culture and dialogue, but should also be an explicit part of project
journals, scheduled formative assessment, discussions at project checkpoints, and public presentations
of student work. Reflection on the content knowledge and understanding gained helps students solidify
what they have learned and think about how it might apply elsewhere, beyond the project. Reflection
on success skill development helps students internalize what the skills mean and set goals for further
growth. Reflection on the project itself – how it was designed and implemented – helps students decide
how they might approach their next project, and helps teachers improve the quality of their PBL
practice.

Critique & Revision High quality student work is a hallmark of Gold Standard PBL, and such quality is
attained through thoughtful critique and revision. Students should be taught how to give and receive
constructive peer feedback that will improve project processes and products, guided by rubrics, models,
and formal feedback/critique protocols. In addition to peers and teachers, outside adults and experts
can also contribute to the critique process, bringing an authentic, real-world point of view. This
common-sense acknowledgement of the importance of making student work and student products
better is supported by research on the importance of “formative evaluation, ” which not only means
teachers giving feedback to students, but students evaluating the results of their learning.

Public Product There are three major reasons for creating a public product in Gold Standard PBL – and
note that a “product” can be a tangible thing, or it can be a presentation of a solution to a problem or
answer to a driving question. First, like authenticity, a public product adds greatly to PBL’s motivating
power and encourages high-quality work. Think of what often happens when students make
presentations to their classmates and teacher. The stakes are not high, so they may slack off, not take it
seriously, and not care as much about the quality of their work. But when students have to present or
display their work to an audience beyond the classroom, the performance bar raises, since no one wants
to look bad in public. A certain degree of anxiety can be a healthy motivator. But too much anxiety can
of course detract from performance – the trick is to find the sweet spot, not the sweat spot – so it’s
important that students are well prepared to make their work public.

Second, by creating a product, students make what they have learned tangible and thus, when shared
publicly, discussible. Instead of only being a private exchange between an individual student and
teacher, the social dimension of learning becomes more important. This has an impact on classroom and
school culture, helping create a “learning community,” where students and teachers discuss what is
being learned, how it is learned, what are acceptable standards of performance, and how student
performance can be made better.

Finally, making student work public is an effective way to communicate with parents, community
members, and the wider world about what PBL is and what it does for students. When a classroom,
school, or district opens itself up to public scrutiny, the message is, “Here’s what our students can do –
we’re about more than test scores.” Many PBL schools and districts reinforce this message by
repurposing the traditional “open house” into an exhibition of project work, which helps build
understanding and support for PBL among stakeholders. When the public sees what high-quality
products students can create, they’re often surprised – and eager to see more.

All these elements, if combined well, result in students learning key knowledge, understanding, and
skills for success.

An example where all these elements come together is in our high school Business Incubator class.
Teams of students propose and design a product based upon a challenging need or intricate problem.
These young entrepreneurs pitch their ideas to business and community leaders in an effort to gain
support for launching their product.

One team of students designed a mobile app providing real-time air quality readings at locations around
the world. Raising awareness about air pollution, supporting health-conscious travelers, and making
global connections were galvanizing real-world provocations for their project.

It’s worth noting that while project-based learning may seem like some specific or isolated instructional
practice, the lists above should look familiar. They are really the elements of great learning experiences.
You don’t have to subscribe to project-based learning to incorporate elements of it in your classrooms.

Having said that, there are benefits that true project-based learning provides.

Benefits of Project-Based Learning

Too often, traditional learning never ventures beyond the realm of the purely academic. Project-based
learning connects students to the real world. PBL prepares students to accept and meet challenges in
the real world, mirroring what professionals do every day.

Instead of short-term memorization strategies, project-based learning provides an opportunity for

students to engage deeply with the target content, bringing about a focus on long-term retention. PBL
also improves student attitudes toward education, thanks to its ability to keep students engaged. The
PBL structure lends itself to building intrinsic motivation because it centers student learning around an
essential central question or problem and a meaningful outcome. Daniel Pink, says people are
intrinsically motivated by three things—autonomy, mastery, and purpose. Popular terms like grit and
rigor become embedded dispositions when learners sink their teeth into meaningful endeavors.
Implementation of project-based learning correlated positively with student achievement.

Because of its focus on 21st-century skills, the PBL model also enhances students' technology abilities.
Jennifer Gonzalez noted how project-based learning helps students develop teamwork and problem-
solving skills, along with the ability to communicate effectively with others. The collaborative nature of
projects also reinforces the social-emotional learning (SEL) programs being implemented at progressive
schools around the world.

PBL works perfectly with the use of technology in the classroom. Technology-based projects are
interdisciplinary, collaborative, inquiry-based, self-directed, motivating, and address the full range of
student needs and learning styles. Additionally, digital literacies and digital citizenship objectives
become ingrained in tech-based projects.

Challenges of Project-Based Learning

PBL requires you to coach more and instruct less, to embrace interdisciplinary learning instead of
remaining locked in single-subject silos, and to be more comfortable with uncertainty and discovery
during the learning process.

Specific challenges facing teachers include:  Recognizing situations that make for good projects 
Structuring problems as learning opportunities  Collaborating with colleagues to develop
interdisciplinary projects  Managing the learning process  Integrating technologies where appropriate
 Developing authentic assessments

For many instructors, PBL is a stark contrast to the traditional education they experienced. Change takes
time and is seldom without apprehension and challenges. However, when we consider the types of
educational experiences we value for our modern learners, it becomes apparent the traditional “sage on
the stage” instructional model falls significantly short.

The truth is, though, you can overcome these PBL challenges. Good problems or ideas can come from
your students, parents, or community members. Instead of lectures and book learning, teachers can
think through the steps required to solve a problem and use those steps as project-learning activities.
Instead of planning a massive project, the learning process can be made more manageable by chunking
the project into smaller parts, with frequent checkpoints built into the timeline. Instead of a traditional
summative exam, authentic assessments can be developed by communicating with professionals in the
field regarding what a presentation would look like related to a particular project.

Examples of Project-Based Learning in Action

In one science-based project, students begin with a visit to a zoo, learning about animal habitats and
forming opinions on which habitats best suit a selected animal. For this example, the project component
included teams of students collaborating to develop a research-supported habitat plan for presentation
to professional and student zoologists.

While the sciences fit neatly into PBL environment, the instructional strategy lends itself naturally to
interdisciplinary learning. In an example that blends English language arts and the social studies,
students answer the classic essential question, "What role does censorship play in society?" Following
introductory instruction, students select a banned book, read it, compose a persuasive essay and take
part in a censorship-related mock trial experience conducted in the presence of experts.

Want to find solace from the boring, "drill and kill" Math lessons? In this example, students assume the
role of a National Security Agency code breaker, with a life-or-death project scenario in which they must
decode a message potentially revealing the location of a planned terror attack on the United States.
Students decrypt the message, send a coded message of their own and present their work. A
professional in a related field visits the class to launch the project and connect it to real-world
experience.

How does this model transform a more traditional classroom?

A professional development presentation developed by Intel® Teach to the Future (2003) describes a
classroom where the teacher is using the project-based learning model effectively. In such a setting:

 There is a problem with no predetermined answer

 There is an atmosphere that tolerates error and change

 Students make decisions with a framework

 Students design the process for reaching a solution

 Students have a chance to reflect on the activities

 Assessment takes place continuously

 A final product results and is evaluated for quality

Project-Based Learning Lesson Plans

The Buck Institute also provides a hub for PBL lesson plans that align to Common Core standards. They
make it easy to search their database by the source of the lesson plan, the subject, and the course.
A few quick examples of the more than 100 PBL lessons include:

 The Ultimate Design Challenge—Students design solutions to a current problem using

mathematical models.

 Lending a Helping Hand—Students become financial advisors and are challenged to make the
best use of $25 in a way that impacts their community most.

 Lost!—In this project, students are isolated somewhere in the world and must design a
civilization that stands the test of time.

Project-Based Learning Research, Resources, and Further Reading

Below are resources and research you should check out to start or better your PBL practice.

 PBL planning forms from the Buck Institute for Education. See this resource >>

 Research summary on the benefits of PBL. See this research >>

 ISTE's revised standards for students. See this resource >>

 PBL articles on Getting Smart. See these articles >>

 Edsurge's Why Project-Based Learning Hasn't Gone Mainstream (And What We Can Do About
It). See this article >>

 Research from Nell K. Duke and researchers Putting PBL to the Test: The Impact of Project-Based
Learning on Second-Grade Students' Social Studies and Literacy Learning and Motivation. See
this research >>

 Edutopia's overview of Nell K. Duke's research on PBL. See this article >>

 Getting Smart's Preparing Students for a Project-Based World. See this eBook >>

 ASCD overview of PBL. See the article >>

 T.H.E. Journal's Project-Based Learning: 'Promising but Not Proven,' Researchers Say. See this
article >>

 Teacher Magazine's Effective Implementation of Project-Based Learning. See this article >>

 eLearning Industry's 12 Reasons Why Project-Based Learning is Better than Traditional

Classroom Learning. See this article >>

 Buck Institute's Looking for a PBL School? Here's Some Guidance. See this article >>

 Buck Institute's PBL Book Recommendations. See this article >>

PRACTICAL CLASSES

Demonstrating in practical classes

 The general aim for practical classes is to enhance students’ understanding of methods of
scientific enquiry. This is pursued in a variety of ways where students are given the opportunity
to undertake experiments; tackle problem-solving exercises; carry out survey and project work
and experience at firsthand how the theory and principles of their discipline are applied. The key
learning aims in practical classes (Allison, 1995) are:

 Consolidate subject knowledge

 Introduce disciplinary methods and procedures

 Develop technical skills

 Develop cognitative skills

 Promote teamwork skills

 Increase motivation

Collectively, the pursuit of these key aims helps students appreciate both the method of scientific
enquiry and professional attitudes appropriate to a given subject (Allison, 1995 p.40).

Consolidate subject knowledge

In practical classes students will have the opportunity to:

 Consolidate highly and complex scientific knowledge.

 Explore principles through concrete or simplified examples.

 Revisit material taught in lectures.

 Simulate conditions in research and development laboratories.

 Develop skills in communicating technical concepts and solutions.

 Learn about theoretical material not included in lectures.

Introduce disciplinary methods and procedures

The hands on experience in practical classes will help students:

 Appreciate the methods and ethos of practitioners in a discipline and thus contribute to the
shaping of professional attitudes.

 Become motivated to acquire specific knowledge.

  Learn to become independent thinkers.

 Maintain and deepen their interest in the subject.

 Learn the principles of experimental work in the subject.

 See the use of labs as a process of discovery.

Develop technical skills

During their practical classes students will:

 Learn how to use scientific equipment.

 Develop their technical, observational and motor skills.

 Keep a day-to-day laboratory diary.

 Make notes to help them write reports on experiments.

Develop cognitive skills

In practical classes students will have the opportunity to:

 Develop problem formulation and analysis skills.

 Classify data; explain results and prediction responses skills.

 Learn aspects of experimental design.

 Make deductions from measurements and to interpret experimental data.

 Develop skills in problem solving.

 Use experimental data to solve specific problems.

 Foster critical awareness by avoiding systematic errors.

Promote teamwork skills

During their practical classes students will:

 Work in groups which can lead to an appreciation of the value of working with others.

 Work collaboratively which can develop an insight into the skills needed to work effectively.

 Develop teamwork skills when designing experiments; setting up experimental equipment;

checking observations; sharing possible interpretations from results; compiling group reports.

Increase motivation
 In practical classes students will have the opportunity to:

 Work with other students which can lead to a greater motivation toward and interest in the
subject.

 Become familiar with learning aims of the practical class.

 Receive focused and constructive support from their demonstrator.

 See the full range of ways in which a given exercise is potentially useful.

As an effective demonstrator of practical classes you will:

 Be approachable.

 Show good knowledge of the theory, as well as techniques and skills.

 Give clear explanations of what is expected of students.

 Set a good example for students in their preparation for the session and their behaviour in the session.

 Be able to link the material presented in the class with theory presented in their lectures.

 Give clear explanations, when asked.

 Mark without bias towards individuals and are consistent with other markers

 Provide feedback to students, including constructive criticisms and suggestions for future
improvement.

Element of a Good Practical lesson

1. Planned practical science

Write a policy that explains why teachers use practical science, the outcomes they expect from it and
how they achieve those outcomes.

2. Purposeful practical science

Know the purpose of any practical science activity, and plan and executed it so it is integrated with other
science learning.

3. Expert teachers
Provide subject- and age-specialist training, so teachers can carry out practical science with confidence
and knowledge of the underlying principles.

4. Frequent and varied practical science

Provide practical activity in at least half of science lessons. These can be short or long, but should be
varied.

5. Laboratory facilities and equipment

Schools should have enough well-equipped laboratories for every teacher to do frequent practical
science safely.

6. Technical support

Departments should have enough technical or technician support for teachers to carry out frequent and
effective practical science.

7. Real experiments, virtual enhancements

Use digital technologies to support and enhance practical experience, but not to replace it.

8. Investigative projects

Create opportunities for open-ended and extended investigative projects.

9. A balanced approach to risk

Unnecessary risk aversion should not restrict students’ experiences.

10. Assessment fit for purpose

Formative and summative assessment should include assessment of their practical knowledge, skills and
behaviours.

Preparing for lab classes

Summary
Many of the preparation skills useful for attending laboratory or practical classes will be similar to those
for attending your first lectures and seminars/tutorials. However, there some issues that are specific to
labs.

 Check with your course information to see if you are expected to do any preparatory work
before the first class (e.g. look over your lecture notes on topic x)

 Check the guidance that your school / course provides about the safety equipment (such as lab
coats or safety spectacles) or equipment that you are expected to buy and bring to your first
class (such as a dissecting kit or drawing pencils)

 Health and Safety procedures in laboratory and practical environments are strictly adhered to
and you will not be allowed to participate in the class if you are not correctly dressed or
prepared. For example, if you have long hair you will be expected to tie it back.

 Turn up for your laboratory class in good time and be ready to work with a colleague or be
assigned to a working group (this is common in laboratory classes)

 Listen and take notes from any initial briefing given at the start of the class. The demonstrator or
teacher for the session may well try to steer you away from common difficulties or give you
advice on how best to tackle the experiment.

 Plan ahead - read the schedule or protocol through before you start (ideally before you go to
class) so you know what is required next and can be ready with equipment or materials when
they are needed.

Laboratory classes are designed for many purposes, and details of what students do in the lab will vary
between disciplines. However, three general styles of laboratory instruction can be described-
Expository, Inquiry, and Discovery.

EXPOSITORY INSTRUCTION

Also called traditional or verification instruction, the student follows directions from the instructor or a
manual to investigate a given topic or conduct an experiment. In these experiments, students verify
results, which are typically compared with an expected outcome. The detailed instructions given to
students have earned these experiments the nickname “cookbook labs.” These labs are designed for
large-scale implementation with little variation across instructors or students. Expository labs engage
students at the lower levels of cognitive processes (remembering, understanding, and applying).

INQUIRY INSTRUCTION

Also called open-inquiry, this is the opposite of expository instruction. Students are given a general
topic, decide what problem to examine, and design the procedures to follow. While this style has been
shown to promote improved attitudes toward science instruction, it can be overwhelming for students
who have limited experience in the field. Students are expected to think like an expert. It can also be
difficult to implement in typical university settings.
DISCOVERY INSTRUCTION

Also called guided-inquiry, this style combines the control of expository with the inductive search in
inquiry instruction. Following instructions, the students generate results from which they can inductively
develop the general principle. While easier for novices to perform, these labs still take longer than
expository labs and allow for the possibility that students will not be able to discover the general
principle.

A NOTE ON DEMONSTRATIONS

While demonstrations are not lab classes in and of themselves, demonstrations can be viewed as
bringing the lab into the lecture. Demonstrations in which the students predict the results of the
demonstration and discuss the observations can increase students' learning of a concept. On the other
hand, simply observing a demonstration has little impact on learning.
Teaching Laboratory Classes

Introduction

Laboratory classes provide students with first-hand experience with course concepts and with the
opportunity to explore methods used by scientists in their discipline. Leading a laboratory session has
particular challenges and opportunities that differ from those in a standard classroom environment.

Laboratory classes are typically led by the subject lecturer. The subject lecturer needs to know and
review the experiment, plan clear explanations, and create questions to stimulate student thinking. In
addition, it is the responsibility of the subject lecturer to ensure that safety standards are followed.

Potential goals of laboratory classes:

 Develop intuition and deepen understanding of concepts.

 Apply concepts learned in class to new situations.

 Experience basic phenomena.

 Develop critical, quantitative thinking.

 Develop experimental and data analysis skills.

 Learn to use scientific apparatus.

 Learn to estimate statistical errors and recognize systematic errors.

 Develop reporting skills (written and oral).

 Practice collaborative problem solving.

 Exercise curiosity and creativity by designing a procedure to test a hypothesis.

 Better appreciate the role of experimentation in science.

  Test important laws and rules.

(from Science Teaching Reconsidered, National Academy Press, 1997)

Preparation of practical lesson before the practical

As you prepare to conduct a lab, consider the following questions:

 Will I be able to do the practical myself before class?

 Will I need assistance in supervising the students during practical?

 Am I familiar with the materials and equipment required for the practical?

 What are the safety considerations during the practical?

 Would it help if I gave my students a workshop procedure manual highlighting key theoretical,
procedural, and safety points?

 How can I link this practical to the theoretical lecture and real world experience?

 How can I clearly communicate the criteria used in grading the practical reports?

 What kind of preparation should my students do before they come to the workshop?

 What tips can I give my students, so they can complete the practical successfully within the time
allotted?

 Would it be helpful if I demonstrated new techniques to the students?

 How will I monitor student progress in the workshop?

 Where might my students run into difficulty completing the experiment?

 What kinds of questions should I ask my students to stimulate their thinking and to encourage
deeper understanding of the experiment?

 Are the workshop materials and equipment enough for individual students or there is need for
group work?

 How will I come with the groups?

 How can I help the lab pairs/groups to work together well?

 Sort the tools and material to be used?

(from the University of Washington’s Center for Instructional Development and Research)

During the lab/workshop:

  Introduce the lesson as a normal theoretical lessons this is by Arousing learner interest, linking
the practical with the learner experience both in real life and theoretical experience in class and
brief the learners on the nature of the practical, mode of assessment and what to be assessed.
Inform the learners on the safety procedures to be observed. Inform the learners on maximum
time per exercise and that after that they will be rotated to the next station.

 Establish the specific goals/rationale of the lab (write them on the board) of circulate manuals to
the groups.

 Explain the procedure of conducting each practical in case of multi-activity lesson. Prepare an
outline and circulate to the groups or (write on the board) of the lab activities

 Demonstrate how each experiment is done to the whole group

 Divide the learners into manageable learning groups and issue out the practical materials and
tools to each group leader.

 Ask the groups to report to their working stations and start working out the exercise.

 Do not hesitate to explain things more than once or answer questions that you may consider
simple (this will likely save you from headaches later on)

 Demonstrate the techniques to the small groups as need arises

 Address individual group difficulties/challenges

 Visit each student individually during the lab

 Ask specific questions of the students in order to monitor their progress during the lab

 Provide ample feedback to students during the lab

After the lab:

Cleaning laboratory and Grading Lab Reports (suggestions for providing constructive, formative
feedback)

 Ask the students to stop the exercise

 Ask for challenges encountered and advice accordingly

 Enquire what the students learned during the practical

 Ask the students to clean the tools and the work benches

 Ask the students to return the tools as you crosscheck against the issuance register

 Inform the students on further reading and focus on the next practical activity.
  Request the student to leave the workshop in an orderly manner

 Ensure that your grading scheme is consistent with course policy.

 Determine whether students understood the lab.

o Assess whether many students missed a critical concept.

o Evaluate whether students drew reasonable conclusions from the data they collected.

o Reward creative and rational but unconventional thought in application of principles.

 Read, evaluate and return lab reports in a timely manner with cogent feedback.

o Help students improve by telling them how they could have done better.

o Focus comments in specific areas rather than on the report as a whole.

(from the University of Virginia’s Teaching Resource Center)

Characteristics of a good technician

 Summarize the theory and procedure briefly before the students begin the lab.

 Demonstrate new techniques.

 Relate the lab to the lecture and to real world applications.

 Are willing to help and answer questions.

 Walk around and check with students to make sure that they are making progress.

 Ask questions that make students think more deeply about what they are doing and why.

(from the University of Washington’s Center for Instructional Development and Research)

Field Trips

Field trips are educational trips to sites where students have the opportunity to observe their chosen
subject outside of a classroom setting, collect samples and to conduct research.

Field trips can provide educational opportunities to students within many disciplines including
geography, geology, botany, archaeology and others who study the natural or human world. There have
been various studies designed to enable the organisation of more inclusive field work.

Here are some advantages of having a school field trip:

1. Connects Students To the Real World

School field trips provide every student with real-world experiences. Whether the trip is to a bakery,
hospital, a garden, a supermarket or a museum, with each experience students are able to create a
connection between what is happening at school and in the ‘real-world’.

2. Erases Classroom Boredom

School field trips are more about enjoyment, excitement and fun, without the pressure of being called
to answer a question or be given a surprise quiz.

It erases the boredom of classroom lectures, even if it’s just for a day. Moreover, it awakens student’s
interest to learn and get new learning information, no matter how boring the subject is in theory.

3. Better Grades in Studies

Field trips bring better grades in studies. Through real-life connections and hands on experience of the
lessons they are learning in school, students are more likely to understand the subject better. This
relevance of what they are learning helps them to perform better in school exams, test and projects.

4. Offers Different Cultural Experience and Creates a Social Bond

School field trips allow children to open their eyes to new environments and new cultures. It positively
shapes their perspective on a global level and triggers ideas and solutions that may not stem from their
natural everyday behaviour and habits. Moreover, students who go on field trips become more
empathetic, tolerant and respectful towards different culture and the society as a whole.

5. Meets Families Expectations

Generally, all parents have a desire to take their children to places and events that offer educational
value, but due to some valid and unavoidable reasons like finance, knowledge and lack of time, many
are not able to meet the needs of their child.

However, school field trips make this possible for such children who are unable to expose to the outer
world due to some reasons. They give students equal opportunity to experience things outside of the
classroom that their families may not be able to afford.

6. Students get opportunity to be exposed to expensive materials that the school cannot afford

7. The students get chance to be exposed to hazardous, security risk or messy process that cannot be
hosted in the school environment e.g Nuclear reactors and bullet factories

8. The learners are able to interact with the experts/specialist in the field who are not found in the
school

How to Plan a Field Trip: A Step-by-Step Guide

How to Plan a Field Trip

Knowing exactly how to plan a field trip is a very important skill. For teachers that wish to take their
students out of the classroom to experience some real-life learning, field trips can be a dream, or a
nightmare, depending on how well they are planned.

It is no wonder that school boards have become increasingly cautious when it comes to allowing field
trips. Afraid of litigation, administrators are slow to permit anything considered dangerous or risky.

Considering the current climate, it is especially important to plan carefully for all contingencies. Taking a
large group of children or teenagers out to a public place is a somewhat complex task, and a large
amount of planning needs to be done to make it successful.

Having planned many field trips myself, I am glad to share some of the things I have learned from these
experiences. Plan your field trip correctly, and it can truly be a memorable and meaningful experience
for everyone involved!

This article is about the practical aspect of how to plan a field trip. This guide is directed primarily at
teachers, but the information could be adapted by daycare workers, recreation workers, home
schoolers, parent volunteers, or even parents planning a special trip for their child and friends.

Steps To Planning a Field Trip

1. Decide Where You are Going

2. Ask Your Administrator

3. Arrange for Transportation

4. Decide On a Food Plan

5. Plan Your Schedule

6. Arrange Your Supervision

7. Create a Permission Form

8. Decide Who's Allowed To Go

9. Tie in Your Field Trip to Your Curriculum

These are the steps you will need to cover for your field trip plan. The order of these steps may be
different for you, but be sure to think about all of these points.

1. Decide Where You are Going

You may already know where you are going and can skip this step, but if not, do some brainstorming.
Talk to colleagues who may also be involved with the trip, and try to come up with some ideas. Think
about places that enhance and reinforce your curriculum goals. Do some quick research to see if these
ideas are feasible. Check for cost, location and the services that the place offers. Also, check to make
sure they are open on the day you are considering coming.

Once you have narrowed it down, talk to your colleagues again. You also may, depending on how much
student input you allow, ask the students for their preferences. Explain that you can't promise anything,
but you would like to get their ideas. Finally, decide on where you are going.

2. Ask Your Administrator. Talk To Your Principal

Next, you have to check with your administrator. Hopefully, you already know that you are allowed to
have a field trip of some kind, but now you will have to run the specific idea past him. Jot some notes
before you go to present the idea. Tell the principal why you want to go (that darn curriculum again),
what dates you are thinking of, and what the cost will be.

The principal may say yes right away, but you may have to wait. When you get the go-ahead, fill out
whatever forms are required for your school division. It may be asking for permission from the board, or
it may be filling out a bus form. Just make sure all of that paperwork is done well ahead of time. This
keeps your principal happy, which keeps you happy!

3. Request for trip day

Send request later requesting for an appointment for field trip. Give detailed explanation of the purpose
of the trip, interested areas of knowledge, proposed dates and arrival time, number of students, hours
available on the trip day, level of the learners and the expected learning outcome. The company may
accept or decline to offer the opportunity. They may also accept but with new proposed dates and
program. Once the communication is made inform the principal of the communication and forge ahead
with field trip planning. Also inform the students of the field trip day and expectations.

4. Arrange for Transportation

First of all, we have to focus on some very basic things. You have to decide how you are going to get
those little munchkins there and back, and how you are going to feed them. In most cases, it will be a
bus, but with smaller groups, you may take staff vehicles. If it is very local, you may even walk to the
destination.

If taking the bus or staff vehicles, it is important to fill out the required forms. NO BUS, NO TRIP! The
transportation has to have the time to make sure they can find a driver and have an available bus. As
well, they will need to know when your departing and coming back, because they may need those buses
for other purposes.

5. Decide on a Food Plan

Decide on where you will eat, and when. Here are some different options:

1. On site restaurant/cafeteria: Sometimes the facility will have a restaurant or cafeteria on-site.
This makes for easier supervision, but you are not sure of the food quality. The facility may even
 offer a special for groups coming in, so check with them to see if they do. This would be an easy
option, because it could be done up ahead, and would save on waiting time.

2. Bring their own lunch: This is the cheapest option. The downfall to this can be that some kids
don't bother to bring one, and are grouchy and irritable from not eating. The good part is that
you don't have to worry about collecting the money, or waiting for people to order.

3. Off-site restaurant: The advantage of this is that it is usually popular with students. The
disadvantage is that it isn't healthy, and may make it harder to supervise. It can also eat up an
inordinate amount of time if you have a big group.

Pre-Planning Ideas

 Before the Field Trip: Activities and Lessons To Prepare For a Field Trip
Ideas for activities to do before the field trip to prepare your students.

Prepare Your Students For the Field Trip

Going somewhere new can be very exciting for students, and there will be a lot for them to take in.
Therefore, it is an excellent idea to provide some background knowledge for them in the days leading up
the trip. In fact, the more you can tie in your planned destination to the unit you are doing, the better.

Here are some ideas for curriculum tie-ins to do before the trip. Try to build some excitement about
where you are going. You will have to send out permission forms a couple of weeks before you go, in
order to ensure you get the forms back.

A week or so before the trip, start prepping the students by studying the place you will be visiting. In
some cases, the field trip will fit seamlessly into your unit plan.

Objectives
For this trip, you should have specific curriculum objectives (what material or skills you are learning from
the curriculum) and affective goals (what you would like them to get out of this personally.) Plan your
trip around these objectives.

Pre-Trip Strategies
1. Study the history of the place you are going to. Obtain some material about the place and go
through it with your students, with questions. You could also have them study this history online,
doing a scavenger hunt to look for certain answers in groups. The first group gets a prize or
privilege.

2. Use the site's educational materials. Check their website, which would usually have any of their
materials. Look it over and see how it would work with your class. Modify it if you need to.

3. Look at key personalities. Look for figures that are associated with your field trip destination. For
example, if it's a planetarium, look at the lives of some famous astronomers. If it's historical, look
at personalities and relationships, not just dates.This makes it interesting for the kids.
 4. Do a Quiz on the material. Giving a quiz gives the message that you are serious about this being a
learning experience. Another sneaky teacher trick: assessment leads to learning! In other words,
when you give them a test, they are learning by having to think about the answers and reflect on
what they have learned.

5. Explain the purpose of your trip. Tell the students why you decided to go on this trip, and what
the educational value is to them. Then, they might be less likely to simply think of it as a chance to
goof off, but they will see that you have included this trip as part of their learning.

6. Prepare Them For What They Will Be Doing. A day or two before the field trip, go over the
sequence of events for the day of the trip. Before you go, it would be a good idea to either visit
there yourself or call a staff member for some detailed information. Letting the students know
what is going to happen will help to keep them calm. Go over the consequences for misbehaviour
at this time, too.

7. Watch a short movie. If you can find a movie, or movie clip that relates to the site, then use it as
part of your lesson. The visual will get their attention and help to ignite their imaginations for their
trip. The clip could be humorous or simply informative, but let it relate in some way to what you
are going to be learning about.

8. Show the students the site's web page. Give them some simple questions to answer, as an
assignment. Students are used to looking for information online, and this will help to prepare them
for the trip. Allow them to "wander" a bit, too, when doing this assignment, as long as they don't
leave the website. Another alternative is to show the website on the projector to the class.

6. Plan your schedule.

Plan your schedule for the day. Break it up into activities, and decide how long each one would take.
Take into consideration the attention span and interests of the students. Try to plan a variety of
activities that different types of students will enjoy. Plan very carefully, not allowing for time that is not
planned for. This is when kids get into trouble: when they don't know what they are supposed to be
doing. Your students are in a new environment; they will be excited, and you don't have your safe four
walls to keep them in.

When planning your trip, think in terms of “stations.” For example, I planned a trip to a seniors lodge for
all of our grade twos. We had two different areas of the lodge they were to visit: one was touring the
facilities with a guide. The other was visiting the elders themselves and hearing their stories. Strive to
plan your stations with equal amounts of time, so that one group is not waiting for the other group, and
again, apt to get into trouble.

Besides going to your official destination, you may want to schedule some fun time at a park, or
elsewhere, to let off steam. Just be sure that you can supervise properly, and everyone is clear about
when they have to come back. When I was teaching an alternative class, we went on two field trips
where we went to our official destination in the A.M., and then to the park for P.M. It was great ... we
brought footballs and frisbees, and everyone stayed fairly close by.
7. Figure out your supervision.
You must decide how many adults you need in order to handle the children. This will vary depending on
the behaviour of your students, as well as their age and maturity. Check with your administrator for
permission to take the teacher's aide, and perhaps an extra teacher's aide on the trip.

You may need to ask for parent volunteers, as well. You may do this by calling up specific parents, by a
letter, or by asking students to ask their parents, or in your regular communication you have with your
parents (I.e.. communication book, newsletter, website, etc.) Go over your students and put into groups
of no more than 15 (preferably less) and assign each adult a group. Make up a list of group members for
each staff member, which you will use for roll call during the trip

Now that you have your itinerary planned out, and all the resources in place, you are ready to write your
permission form letter.

8. Create a Permission Form

This letter has two parts.

First Part of Letter

The top part of the letter should contain the following information:

a. Where you are going

b. What the purpose of your trip, including the curriculum connection

c. When you are going, including the time you are leaving, and the time you are being picked up

d. The contact information for the school and contact person (probably you, but it could be the
school secretary or another staff member.)

e. What students will need to wear (if applicable) and any thing they need to bring, including
money, if applicable.

f. What you will be doing for food arrangements

g. What the transportation arrangements are

h. By what date the permission forms need to be sent back

Second Part of Letter:

The second part of the letter will be at the bottom, and meant to be torn off.

This part will look like this:

I, ___________________________________ (parent/guardian/Dean of student/principal) give
permission for

_________________________(student) to attend the ******** field trip on the date of ******.

Signed: ___________________________________________

Remind the students regularly to bring back the forms.

9. Decide Parameters for who's allowed to go on trip

Decide who will be going on the trip. By this, I mean that you might require acceptable
behaviour for a week before the trip. This is a good incentive for children, and it does stop a
student from going who will be a behaviour problem and ruin for everyone else. Decide on will
be done with the students that can't go on the trip (stay home? Go to another class? Library?)
Check to make sure that another adult is responsible for him or her while you are gone for the
day.

Have a backup plan. Decide what you will do if a student is absolutely defiant and refuses to
listen and causes a scene. Hopefully, this doesn't happen, but decide ahead of time, just in case.
You might an agreement that that child will go to the bus for a time to cool down. Decide
whatever is appropriate, and let all the children know that there will be consequences for
misbehaviour. Just like they do with parents at a grocery store, kids will sometimes see a public
place as an opportunity to get away with as much as they can.

10. Tie in your Field Trip to Curriculum

Decide what kind of assignment and learning you would like to tie in with this lesson plan. For
some ideas for assignments to do before the trip, see this article. This may include pre-learning
where you do some background reading on the place you are going, or on a related topic. You
may also do some assignments while you are there. Also, see what the facility has for learning
activities while there. Tell students that they have to do these because they are part of their mark.
Also, you can have follow-up activities and assignments. I have a lot of ideas for curriculum tie-
ins, which I will save for another article.

Day of the Trip ...

Quick Pointers

 The day of the trip, try to arrive at the school a little earlier than usual to give yourself
peace of mind.
 Check to make sure all students have their permission forms signed back in, and the
money is collected.
 Have all students wait in their rooms until is time to go. Have an activity for them. If this
relates to the trip, that's great. It might be a group game or a puzzle. The point is that they
 have something to do, because this time is one of anticipation for them, and you need a
plan!
 When the transportation is ready, have students go the buses or cars, in groups. Don't
have everyone go at once, unless you have a very small group.
 Assign each staff member a group, and give them their list. They will do roll call
throughout the day. They do this either silently by just doing a visual check, or if it's a big
group, call out their names.
 Give instructions at two times to make sure they are heard. Check for understanding by
getting one of the students to repeat it. Treat this like the learning experience it is.
 Bring along some puzzle books and magazines to give out to students if you're going to
be driving for more than half an hour.

At the trip site

 Two components should be addressed during this stage: the role of the participant and the
role of the organizer. The role of the participant is accomplished by establishing a field
trip agenda and sharing this agenda and field trip objectives with the participants.
 The second phase on the agenda is often a whole-group guided tour. During the tour,
the organizer or tour leader can point out specific items that relate to the educational
goals of the trip. This also provides an opportunity for participants to ask any questions
they may have developed during their exploration time.
 The third phase of a suggested field trip agenda is a small group learning activity.
Working in pre-assigned groups of 2–3, participants can complete an activity such as a
short worksheet or scavenger hunt. The worksheet should be designed in a manner that is
challenging to learners yet not frustrating. The worksheet should clearly relate to the
educational goals of the field trip.
 The role of the organizer is also an important consideration during the trip stage.
Although monitoring and management of the experience is important, monitoring
participant learning is also a major organizer responsibility. Throughout the field trip, the
organizer should be actively engaged in teaching activities.
 Organizers should interact with participants to help answer questions they might have.
 Organizers should also initiate discussion with small groups of participants by asking
them questions. During field trips, organizers should function more as facilitators or
guides rather than directors. By playing an active rather than a passive role during the
field trip, organizers can increase student interest and learning.
 After the trip appreciate the firm and the principal for the opportunity

Have a great day! If you take the time to do all this planning, you should have a great trip!

Post-Trip Stage

The third and final stage of a successful field trip is the post-trip stage. Like the stages before it,
this stage also contains two components: debriefing and a culminating activity. During the
debriefing session, participants should be encouraged to share and discuss their experiences
during the field trip. This could include sharing and discussing data or results of assigned small
group activities as well as sharing feelings about specific aspects of the trip or overall
impressions. Participants should also be given an opportunity to identify and discuss problems
encountered during the field trip.

The second component of the post-trip stage is a culminating activity. This activity should give
participants an opportunity to apply the content knowledge they gained during the field trip.
Culminating activities should help learners tie together content they covered in regular
educational program sessions and content learned during the field trip. They can be whole group
or small group experiences. Both the debriefing and culminating activity should occur as soon
after the trip as possible.

Planning and organizing a successful field trip can be a great deal of work for the organizer.
However, by following the simple steps in each of the pre-trip, trip, and post-trip stages, your
participants can greatly benefit from your labor. Also when a well-developed field trip plan is
presented to administrators, many of their concerns are usually addressed. Field trips should be
an integral part of extension programming. If county faculty properly plan and execute
educational field trips everyone can benefit from the experience.