Project-Based Learning
A key component of all three tiers of our education program is Project-Based Learning. John Dewey (1916) theorized that learning should not only prepare students for life, but should also be an integral part of life itself. Real problem-solving is one function of Project-Based Learning; students help choose their own projects and create learning opportunities based on their individual interests and strengths. The interdisciplinary nature of Project-Based Learning allows teachers to incorporate numerous teaching and learning strategies into project planning and implementation.
Research indicates that interdisciplinary Project-Based Learning increases higher-order thinking skills when compared to traditional teaching methods (Krynock & Robb, 1996). Interdisciplinary projects explicitly connect classroom learning with life outside of the classroom: Project-Based Learning activities “are actual problems in need of real solutions by real people or organizations. They involve students directly and deeply in the exploration of an area of study. And the solutions have the potential for actual implementation at the classroom, school, community, regional, national, or global level. Through real life problems, students move outside the classroom, take action on issues, and have a tangible impact in their communities” (Gordon, 1998).