Project Based Learning has become an essential arrow in the quiver of youth development and education. But are we doing it right?
As I present on youth engagement through Project Based Learning, I’m reminded of research I’ve done on youth-driven programming across the country. So often, when they’re leading projects, youth choose to take action and make a difference in the world around them. They want the vibrance and vitality of leading change, creating difference and fostering transformation in their own lives and the lives of their families, communities and the world.
That’s a tremendous opportunity! Think of the differences we could make as adult allies if we simply made space for young people to lead the projects they learn from, allowing them to create positive, powerful change in the world around us! Wow! Exclamation points!
My research has shown me that Project Based Learning should have seven main components:
- POWERFUL Youth Engagement—At the core of all Project Based Learning should be youth themselves. Planning, researching, teaching, evaluating, decision-making and advocacy provide potential learning opportunities throughout Project Based Learning as youth are scaffolded for action and supported in transformation.
- REAL Learning—Project Based Learning should have meaningful, substantive learning in its core. Learning shouldn’t be fake, pretend, meaningless or inconsequential.
- PRACTICAL Problems—Focused on actual challenges and meeting real needs, Project Based Learning should lift the lives of youth and their communities by facing practical problems head-on.
- LASTING Efforts—Sustained impact should be a goal of Project Based Learning at every turn. Focused on creating real change, young people and their lives should be transformed.
- OUTWARD Outcomes—Looking towards the world around us, Project Based Learning should be conducted toward and presented to people who aren’t involved, including adults, youth and families.
- CRITICAL Thinking and Action—Project Based Learning should center on social justice through positive, powerful action. Youth should consider the roles of oppression and empowerment, and the genuine possibilities for them to change the world.
- AUTHENTIC Action—Keeping it real is at the center of Project Based Learning when youth focus on what actually needs changed, what problems and challenges they actually face and are trying to solve, and what difference they make.
These components can allow the adult allies of youth—including youth workers, counselors, teachers and others—to enact meaningful, positive and powerful transformation in the lives of their participants. I’ve also learned that only then can we see the all of the positive outcomes that Project Based Learning fosters, including skills focused on Organization, Teamwork, Research; Procurement, Time Management, Project Management, and Problem-Solving. Other outcomes include knowledge about Social Change; Community Building; Project Design and Implementation; Leadership; Social Justice; Courage in Action; and Creating the Future.
If there are higher goals for youth engagement, I still haven’t seen them!
If you want, I hope you’ll share your knowledge and ideas about Project Based Learning in the comments section below.
You Might Like…
- The Language of Youth Engagement
- ECOsystems or EGOsystems of Education?
- Adam Fletcher’s Learning Center
- The Practice of Youth Engagement by Adam Fletcher
- Freechild Institute—Freechild supports youth and adults working together to change the world in positive, powerful ways. Examples, resources and more.