Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction

Setting the Standard for Project Based Learning (PjBL) is both the title and intention of the book authored by John Larmer, John Mergendollar, and Suzie Boss. Their subtitle claims that PjBL is “a proven approach to rigorous classroom instruction.” This is supported by a chapter devoted to reviewing PjBL research, followed by chapters on designing, managing, and leading PjBL. At the outset, Larmer, Mergendollar, and Boss list the benefits of PjBL for students, teachers, and administrators, adding to discussion of PjBL’s merits (Boss & Krauss, 2014; Dean, 2012; Remijan, 2016). PjBL motivates students and prepares them for college, careers, and citizenship, while also helping learners meet standards and succeed on tests that require critical thinking and deep knowledge. PjBL’s benefits for education leaders include greater satisfaction for teachers and new ways to communicate and connect with parents and other stakeholders in the community. The promise of these rewards is fulfilled only through educators who possess the sustained commitment to work at PjBL, despite pressures to enact more traditional, teacher-centered pedagogies. For these innovative educators and those who seek to support them, Larmer, Mergendollar, and Boss provide a path to rigorous PjBL. Readers find a clear, research-based argument for the value of PjBL in Setting the Standard for PjBL, followed by procedures for planning and leading in-depth projects that build on student voice and choice. Central to the authors’ argument is their certainty that only high-quality versions of PjBL will reap the broad range of benefits. The authors engage the readers’ attention by casting a vision of PjBL at its best. This is referred to as Gold Standard PjBL, an “aspirational goal” derived from synthesis of “the best research-based and classroom-proven project design elements and instructional practices” (p. 34). This model for Gold Standard PjBL is informed by a historical perspective that predates Dewey and progressive education, reaching back to the progetti (projects) of 16th century Italian architects and sculptors who built scale models of buildings and monuments as a problem-solving exercise for learners of the Accademia di San Luca. The authors’ vision of Gold Standard PjBL is reinforced as they point out the five essential PjBL elements evident in 16th century progetti, “a challenging problem or question, authenticity, student voice and choice, critique and revision, and a public product” (p 26). The authors then trace the development of PjBL to John Dewey’s articulation of iterative action guided by reflective analysis of results, and again, reaffirm their vision of PjBL in alignment with their vision of effective problem-based teaching. Principles of problem-based learning derived from medical education in the second half of the 20th century and the role of metacognitive modeling in problem-based tutoring and project-based teaching add the final historical element contributing to the authors’ high standard of PjBL. Three long-term advocates of PjBL merged their expertise to create this book. The authors devote much of their talent to The Buck Institute for Education (BIE), a mission-driven organization widely known for providing PjBL resources and professional development. As BIE’s editorin-chief, John Larmer’s influential publications include the Project Based Learning Handbook, BIE’s PjBL Toolkit Series, and PjBL for 21st Century Success. John taught high school social studies and English for a decade, serving students and coaching teachers at a restructured (Coalition of Essential Schools) small school. He holds MA degrees in educational technology