LEARN NC

K–12 teaching and learning · from the UNC School of Education

Project-based learning in the 21st Century

In this course students will collaborate with peers from across North Carolina to share ideas, learn about available resources, and discuss different perspectives of project-based learning, student achievement, interdisciplinary curriculum, and standards.

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Course description

Inspire your students by connecting classroom content to real-world situations. Project-based learning promotes a more engaging learning experience than traditional, text-based classroom activities, helping students gain cross-curricular skills and take ownership of their learning experience.

In this course you will collaborate with peers from across North Carolina to share ideas, learn about available resources, and discuss different perspectives of project-based learning, student achievement, interdisciplinary curriculum, and standards. As a final product, you will create a project-based learning assignment you can use in your own classroom.

Course objectives

  • Define the steps of project-based learning.
  • Identify teacher and student roles in the project-based learning process.
  • Develop and refine driving questions.
  • Develop and refine multiple assessments for promoting student growth and inform instruction.
  • Design, map, and manage a learning project supporting curricular goals.

Course information

Audience
This is a course for K-12 teachers, technology specialists, and curriculum specialists.
Time commitment
Approximately three to five hours per week.
Duration
Six weeks
Credits
Three CEUs

Standards alignment

North Carolina Professional Teaching Standards (2009)

  • Goal 4: Teachers facilitate learning for their students.
    • Objective 4.03: Teachers use a variety of instructional methods.
    • Objective 4.05: Teachers help students develop critical thinking and problem-solving skills.
    • Objective 4.08: Teachers use a variety of methods to assess what each student has learned.
  • Goal 5: Teachers reflect on their practice.