The differences between projects and Project-Based Learning
There are many differences between 'doing' projects and taking a project-based learning (PBL) approach. But what are they?
The chart below by Amy Mayer of friEdTechnology is helpful to clarify the important differences between projects and project-based learning – the main difference being the process itself. As you can see, this view of projects vs. project-based learning is slanted in favour of PBL, but it’s interesting nonetheless.
You can also download the table as a printable word document here.
Projects… |
Project-based learning… |
Can be done at home without teacher guidance or team collaboration. |
Requires teacher guidance and team collaboration. |
Can be outlined in detail on one piece of paper by the teacher. |
Includes many ‘Need to Knows’* on the part of the students and teachers. |
Are used year after year and usually focus on product (make a mobile, a poster, a diorama, etc.). |
Is timely, complex, covers many TEKS**, and takes a team of highly trained professionals significant time to plan and implement. |
The teacher work occurs mainly after the project is complete. |
The teacher work occurs mainly before the project starts. |
The students do not have many opportunities to make choices at any point in the project. |
The students make most of the choices during the project within the pre-approved guidelines. The teacher is often surprised and even delighted with the students’ choices. |
Are based upon directions and are done ‘like last year’. |
Is based upon driving questions that encompass every aspect of the learning that will occur and establishes the need to know. |
Are often graded based on teacher perceptions that may or may not be explicitly shared with students, like neatness. |
Is graded based on a clearly defined rubric made or modified specifically for the project. |
Are closed: every project has the same goal. |
Is open: students make choices that determine the outcome and path of the research. |
Cannot be used in the real world to solve real problems. |
Could provide solutions in the real world to real problems even though they may not be implemented. |
Are not particularly relevant to students’ lives. |
Is relevant to students’ lives or future lives. |
Do not resemble work done in the real world. |
Is just like or closely resembles work done in the real world. |
Do not include scenarios and background information or are based on events that have already been resolved. |
The scenario or simulation is real or if it is fictitious, is realistic, entertaining, and timely. |
Are sometimes based around a tool for the sake of the tool rather than of an authentic question. (Make a Prezi.) |
Use technology, tools, and practices of the real world work environment purposefully. Students choose tools according to purposes. |
Happen after the ‘real’ learning has already occurred and are just the ‘dessert’. |
Is how students do the real learning. |
Are turned in. |
Is presented to a public audience encompassing people from outside the classroom. |
Are all the same. |
Is different. |
Example: Make a model (or diorama or mobile) of the school/town/local site of interest. |
Example: Design a fortification that would take your community through a bio or other non-traditional attack and make a recommendation to the city council for future planning. |
© Amy Mayer, friEdTechnolody, The Original WOW! Academy. Please copy and use freely!
* ‘Need to knows’ – things that will need to be learned or discovered during the process of creating the product.
** Texas Essential Knowledge and Skills (TEKS) – the state standards for what students should know and be able to do. The Texan equivalent of the National Curriculum or Common Core Standards.
- wigl – what is good leadership?
- i-wigt - what is good teaching?
- sandwell early numeracy test
- project-based learning resources
- creative teaching and learning
- school leadership and management
- every child
- professional development today
- learning spaces
- vulnerable children
- digital learning
- leadership briefing
- manager's briefcase
- school business










