1Project-Based Learning

An Analysis of: “The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind”

Mitchell, S., Foulger, T., Wetzel, K., & Rathkey, C. (2009). Thenegotiated project approach: Project-based learning without leaving thestandards behind. Early Childhood Education Journal, 36(4), 339-346.

By: Kelly Hughes

Touro University

College of Education

In Partial Fulfillment of the Requirements For EDU 710B

March, 2010

2Project-Based Learning

Abstract

The purpose of this paper is to explore how a teacher collaboratively negotiates the

implementation of a project with her students, while at the same time, addresses grade-level

standards. Researchers examined and investigated the strategies used by a veteran first grade

teacher to integrate standards into project topics, investigative activities, and final presentations.

The strategies the teacher used to promote student participation in project planning and

independent problem solving were also examined. This collaborative approach to implementing

projects allows teachers and students to work together for project planning and learning.

3Project-Based Learning

An Analysis of: “The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind”

The Project Approach has emerged as a promising practice which allows educators to meet

the varying needs and interests of their students, while at the same time, meet the required grade-

level standards. Projects in this study are defined as in-depth investigations that involve students in

design and investigative activities which then culminate in a final product or event. There has been

much research conducted to support the benefits of using the project approach in the field of

education. Some suggest that the project approach develops children’s higher-level thinking skills

such as problem solving, planning, and self-monitoring (Brown and Campione 1996). Students who

engage in this approach of teaching and learning are skilled at transferring conceptual ideas across a

variety of learning situations (Brown and Campione 1996; Scardamalia and Bereiter 1991). The

disposition and self-esteem of students can also be positively affected. Katz (1994) found that

students involved in project based learning demonstrated curiosity, reflections, and concern for

others’ perspectives. Due to a sense of ownership of their work, student’s develop feelings of

confidence and self-esteem as they feel increasingly competent and sense their potential for

learning. Questions addressed in this study include (1) How does the teacher negotiate topics,

investigate activities, and final presentations with the children? (2) How does the teacher encourage

the children to solve their own problems during project work?

Methods

This study was designed as a single-case study because to the best of the researchers’

knowledge, the teacher’s practices observed had not been studied in the past. As a result, this was a

study in which a real-life situation could be examined for the purposes of theory and discovery

development (Yin 2003). The teacher selected as the focus participant of this study was chosen

because she was regarded in her school as an “exemplar” teacher, particularly with respect to her

4Project-Based Learning

use of project-based teaching methods. The researchers were particularly interested in observing

“how” the teacher involved students in planning, implementation, and evaluation of their own

learning. Data sources included field notes, teacher interviews, videotaped observations, and

transcribed teacher, and student interviews. An initial planning meeting was held between the

researchers and the teacher. At this meeting, the teacher identified specific teacher practices and

student behaviors she felt were related to her successes with project work in her classroom. These

practices were drafted into an observation instrument used to guide the researchers’ observations on

student and teacher behaviors. The teacher also identified an upcoming four-week project and six

class sessions that represented all stages of the project. Each of the three researchers was assigned

to conduct two, two-three hour observations during which they would take copious notes on teacher

practices and student behavior, as well as videotape the session for further use by all researchers. To

increase data credibility, the teacher was asked to meet with the researchers following each

observation to ensure researcher subjectivity and trustworthiness of results (Lincoln and Guba

1985a, b).

Results

Much like the literature on project based learning describes, the students who participated in

the Biome unit project were offered an opportunity to work at higher levels of thinking as they

planned, self-monitored, and celebrated their learning. What differentiated this particular project in

the focus participants classroom from a typical project was the existence of negotiated planning

between and among the students and teacher. In this study, this planning was described as the

“Negotiated Project Approach.” In this approach, the teacher integrates the standards into the

students’ interests, rather than vice versa. This unexpected finding is unique to the project-based

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research, given that previous studies have tended to find that teachers plan projects that will meet

the standards (Helm and Beneke 2003; Katz and Chard 2000).

Another distinctive quality of this research was how the teacher encouraged the children to

work together to solve their own problems. This promoted independence and resulted in value being

placed on the role of mistakes in the classroom to benefit all students in the classroom, not just the

one making the mistake.

Discussion

This analysis supports those who believe that teachers can negotiate plans for project work

that integrate grade-level standards. Project-based learning encourages students to become active

learners by taking part in the planning and implementation of their own project. As a result,

students feel a sense of pride and ownership of their work, and are more likely to become invested

in the process of learning. Because this research was based on data collected from one classroom

environment, the generalization of the findings to other classrooms is somewhat limited. Remaining

questions include (a) would these same methods work in another classroom setting under the

supervision of a different teacher? (b) Does a teacher’s years of experience play an important role in

a successful outcome when using the project-based approach? (c) What kind of support is necessary

in order for a teacher to successfully implement the project-based approach in her classroom? As

this study demonstrates, the negotiated project approach can help children meet their learning goals,

boost their self-esteem, and motivate them to investigate authentic problems. These findings

support the idea that providing teachers with such support would be well worth the investment.