The Negotiated Project Approach: Project-Based Learning Without Leaving the Standards Behind

The Negotiated Project Approach: Project-Based Learning Without Leaving the Standards Behind.

Sascha Mitchell, Teresa S. Foulger, Keith Wetzel, Chris Rathkey

There has been recent research and debate on project-based learning and whether or it not it aligns with standards and provides students with the necessary tools to succeed inside and outside of the classroom. The article addresses the application of project-based learning in a real-life classroom environment. The article supports a study that iinvestigates a teacher’s strategies for integrating the district’s standards into project topics, investigative activities, and final presentations. The study also investigates the students’ role in project based learning, taking a deeper look at project planning and independent critical thinking. The article reveals the successes and pitfalls that project-based learning has to offer. The teacher/study participant engaged in the Negotiated Project Approach to project-based learning in her classroom. Within the Negotiated Project Approach teachers integrates the standards into the students’ interest rather than vice verse. This approach was very successful, providing students with a solid ability to plan and sense of accomplishment.

I thought this article was very intriguing and helpful. As a new teacher it is hard to visualize how different styles of teaching works. The article did a great job of outlining the vital aspects of project-based learning. The study also addresses the common pitfalls that some teachers may face. I teach math and would love to incorporate project-based learning into my classroom. According to the article the lack of clarity regarding how to plan for projects, to guide children’s inquiries and investigations, and to assess learning has proven to be a major obstacle in adopting the project-based learning (Clark 2006). This the greatest concern that I currently have. As a person who would classify oneself as a person who learns better from an indirect approach, I would love to offer my students a diverse outlet for learning.