Date Approved
8-16-2022
Graduate Degree Type
Project
Degree Name
Education-Instruction and Curriculum: Educational Differentiation (M.Ed.)
Degree Program
College of Education
First Advisor
Dr. Kelly Margot
Academic Year
2021/2022
Abstract
Project-Based Learning (PBL) has been proven to positively impact motivation, academic achievement, the acquisition of 21st century skills, and classroom community. Though many teachers are enthusiastic about this teaching and learning method, educators struggle with PBL implementation. Both teachers and students have a difficult time adapting to the new roles required in this learner-centered approach. Time constraints and curriculum demands also make PBL implementation challenging. However, high-quality professional development which incorporates adult learning theories can lead to successful PBL use in the classroom. This project outlines a year-long PBL professional development plan designed for K-5 teachers. During a week-long summer training session and monthly professional learning community meetings, teachers will receive support from a facilitator, collaborate with colleagues, and learn how to overcome common PBL roadblocks. This professional development model will allow teachers to feel comfortable implementing Project-Based Learning so that students can receive the full benefits that PBL has to offer.
ScholarWorks Citation
Shamery, Anna, "Supporting Teachers with Project-Based Learning Implementation Through Professional Development" (2022). Culminating Experience Projects. 206.
https://scholarworks.gvsu.edu/gradprojects/206
