Creative Teaching & Learning

Making the case for Project Based Learning

One of the biggest hurdles to overcome in enquiry and project based learning within schools is convincing people of its merits in the first place. David Leat, Rachel Lofthouse and Ulrike Thomas provide some helpful guidance.

Introduction

This article piece focuses on persuading others, such as fellow teachers, senior leaders, governors, parents, students and maybe even yourself, that EPBL might be a good idea. A good place to start is to check understanding of the term as we are conflating enquiry and projects and indeed there is much confusion and overlap in these terms and others such as problem based learning. So our understanding of EPBL is that it is sustained work driven by curiosity and/or a question and wherever possible this driving force question should come from students. We would add that EPBL should normally be deeply collaborative, with all the issues that involves, although there will be occasions when individual projects and enquiries are appropriate.

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