{"id":5364,"date":"2025-03-13T14:08:03","date_gmt":"2025-03-13T14:08:03","guid":{"rendered":"https:\/\/erasmustrainingcourses.com\/is-there-any-difference-between-project-based-learning-and-standard-projects.html"},"modified":"2026-10-04T14:53:55","modified_gmt":"2026-10-04T14:53:55","slug":"is-there-any-difference-between-project-based-learning-and-standard-projects","status":"publish","type":"post","link":"https:\/\/erasmustrainingcourses.com\/fr\/blog\/is-there-any-difference-between-project-based-learning-and-standard-projects","title":{"rendered":"Is there any difference between project based learning and standard projects"},"content":{"rendered":"
\n
\n
Schools programs are full of projects and initiatives that aim at teaching in a more innovative and involving way to our students. Most of the time, though, it just becomes tiring extra work for the teachers and impersonal activities that students don\u2019t even enjoy.<\/span><\/span>\u200b<\/div>\n
How can we implement projects in a way that is fun and motivating for students, and at the same time efficient for the teachers?\u00a0\u200b<\/font><\/em><\/strong><\/div>\n
\n
\n
\n\n\n\n
\n
With this question in mind, 6 teachers from Croatia, Spain and Hungary met from 24\/10\/2021 to 30\/10\/2021 to attend our course of \u201cIntroducing Project Based Learning in the Classroom<\/strong>\u201d. In the first days of the course, participants explored the main concepts related to Project Based Learning, focusing in particular on the 5 key elements of PBL <\/strong>and using case study videos to trace them in the project presented.<\/span><\/span><\/div>\n<\/td>\n
\n
\n
<\/a> <\/p>\n
<\/div>\n<\/p><\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n<\/div>\n<\/div>\n
Quite spontaneously, they quickly came to the realization that PBL is not like doing any regular project, but rather a defined teaching approach with its own rules and methods. And from there, we started to break down the preparation of a PBL project into different phases:<\/span><\/span><\/div>\n
1.<\/strong> Preparation of the class for Project Based Learning<\/strong>. Through self-reflection and confrontation, our teachers understood the importance of equipping their students with the right skills and attitude to approach PBL, mainly curiosity, critical thinking, inquiring and mostly collaborating with one another.<\/span><\/span><\/div>\n
2. Defining Learning Outcomes and \u201cBackward Designing\u201d<\/strong>. One of the critical aspect of PBL is that it should be rooted in the curriculum, and not simply be \u201cextra work\u201d to carry out at the end of the unit. Our group had the chance to practice some tools that would help them plan the project in a way that it would cover also the curriculum and don\u2019t remain behind with each subject program.<\/span><\/span><\/div>\n
\n
<\/div>\n
\n
\n
\n
\n
<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n
\n
\n
\n
<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n

<\/span>\n<\/div>\n

<\/div>\n<\/div>\n
3. Creation of the Driving Question and project details<\/strong>. One of the characteristic elements of PBL is the presence of the so called \u201cDriving Question\u201d, the catalysis of the students\u2019 learning. In the attempt to find a solution to the challenge\/problem posed in the driving question, students conduct research and inquiry that would lead them to encounter and learn the major key points of the disciplines involved.<\/span><\/span><\/div>\n
\n
\n
\n\n\n\n
\n
\n
<\/div>\n
<\/div>\n