In the ITI Review , we frequently provide examples from schools that clarify and support this instructional strategy. Also, you can read an excerpt from the book about a Virginia high school project . Projects are central, not peripheral to the curriculum. Project activities must involve students in knowledge construction.
Projects are student-driven to a significant degree.
Projects are realistic or authentic, not school-like. Many include activities conducted beyond school walls. Because the research on Project-Based Learning has been conducted in the past 10 years, and most of it in the last few years, there is not a large body of literature. However, Thomas's inclusive review covers evaluative studies, studies on the role of student characteristics, implementation studies that discuss the challenges associated with enacting PBL, and intervention research on improving its effectiveness in schools. Both programs were among the original New American Schools designs selected in 1992.