As enthusiasm about project-based learning grows, there has been some concern about how students engaged in project-based classes might fare on traditional standard assessments. Now, new research sponsored by the George Lucas Educational Foundation and conducted by researchers from the University of Michigan, Michigan State University, the University of Southern California, and Stanford University has found that students in project-based learning classes experience greater gains on standard assessments than counterparts not involved in project-based learning.
Involving students in meaningful work on interesting projects generated greater engagement and greater learning gains in areas across the curriculum. There are lessons here both for the organization of schools and for the organization of adult workplaces.
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