We have long argued the importance of Project-Based Learning (PBL) as a vehicle for increasing student advocacy and engagement towards raising standards. Indeed, countries like Singapore and Finland, who perform consistently highly in the OECD tables are rapidly abandoning traditional curriculum knowledge-based models in favour of PBL approaches because they realise that there is no one body of knowledge that will prepare students for a working life characterised by exponential change and challenge.
However, focusing the curriculum more on the needs of the pupils, rather than the acquisition of particular gobbets of knowledge does not diminish the role of the teacher, nor techniques such as exposition as a scaffold for shaping learning and reflection.
This Edutopia talk by Linda Darling-Hammond dispels some of the myths and threats that teachers sometimes fear whenever PBL is mentioned as the shape of the future:
Originally posted here: Dispelling Myths About PBL and Direct Instruction | Edutopia