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PBL: Always the Answer, or Sometimes the Problem?
Is Project-Based Learning (PBL) always the answer when it comes to improving learning outcomes?
In his blog post, “Designing PBL to Decrease Cognitive Load,” Professor John Spencer discusses how PBL can sometimes lead to extraneous cognitive load, which actually hinders learning. He outlines strategies to reduce cognitive load in PBL, and stresses the importance of designing projects with thoughtful structures and supports. He explains that cognitive load refers to the amount of information working memory can handle at a given time. Excessive cognitive load can cause students to feel overwhelmed, especially when PBL requires them to simultaneously learn new content and manage a project. This is particularly challenging for students with executive function difficulties or limited background knowledge. To address this, teachers can employ strategies such as front-loading background knowledge and breaking projects into manageable phases with clear guideposts.
Spencer proposes several specific strategies to manage cognitive load in PBL. First, educators can vary grouping strategies in order to balance individual processing and peer interaction. This might include activities like brainstorming alone before collaborating in groups, or pausing during instruction to engage in quick practice tasks. These methods help students encode and retrieve information more effectively. Second, projects can be divided into phases, each with clear milestones. This structured approach makes large tasks more manageable and helps students track their progress. Organizing tools, like project management spreadsheets, enable students to take ownership of their work while staying organized.
Using protocols and scaffolds helps guide students through complex tasks without overwhelming them. With a clear step-by-step process, students can maintain agency in their learning while minimizing the burden on working memory. Ultimately, Spencer argues that well-designed PBL can promote deeper learning by balancing cognitive load, so that students have opportunities to develop critical skills while still achieving mastery of content.
Spencer also talks about the importance of brain breaks. Short intervals of rest during intense project work allow the brain to consolidate information and avoid fatigue. These breaks might include activities like stretching or quick games, which rejuvenate students and enhance creativity.
There is much evidence to support the notion that PBL encourages deeper learning by actively engaging students in real-world challenges. PBL cultivates essential 21st-century skills, like problem-solving and communication. And it increases student motivation and ownership of their learning, making education more relevant and enjoyable.