Project-based learning continues to be misinterpreted as a single teaching strategy rather than as a set of design principles that allow us to introduce the philosophy of inquiry into education in an intelligent and grounded way. It’s time to not only address the flaws in PBL, but to reinvent it in a way that leads to deeper learning, creative inquiry, and a better fit with a collaborative world in which doing and knowing are one thing.
A coherent approach to inquiry begins with knowing that skills, not content, underlie the inquiry process. Think of projects as the time when students really practice those skills at a high level for public consumption.
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