Getting a grip on project-based learning: theory, cases and recommendations.

Annotation provided by Chris Webber:


Grant, Micheal,M . (2002). Getting a grip on project-based learning: theory, cases and recommendations. Meridian, 5(1), 1-3.

This article explains how students use a webquest to better understand the holocaust, and also how this webquest can then become a part of project-based learning. The process according to Mr. Grant should involve “activities that require higher-level and critical thinking skills, such as analysis, synthesis and evaluation of information (1). He also notes that with project based learning, such as the assignment that he is proposing, that careful teacher guidance will be needed. The article also provides basic instruction on how teachers should approach project-based learning. The article elicits comments from teachers and suggests tips, such as to not to do too many projects in a semester, but to rather choose 2 or 3. It states that by varying instruction it allows “the discussion of breadth versus depth to resurface” (3).

“First, because project-based learning focuses on in -depth investigations while constructing personally -meaningful artifacts, the tone of a classroom may change. This may be uncomfortable for the students and the teacher” (10).

“Rooted in constructivism, constructionism and cooperative/collaborative learning, project-based learning has strong theoretical support for successful achievement” (13).