Doing is the New Learning
How to Engage Students
with Project-Based Learning
by Vince Tarducci
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Article
Critiques
A More Authentic Approach
to Supplemental Reading
We’ve all assigned supplemental reading to our
students. But how often do we set specific purposes
and clear outcomes for these assignments? I decided
to make these experiences more authentic by selecting
articles based on students’ levels, interests, and needs.
For my new article critique assignments, my students must read
an article and identify main ideas, supporting evidence, and new
vocabulary — then recognize alternative points of view, making specific
connections to the course materials and their own lives.
Since incorporating this more purposeful method in my course,
I’ve observed a number of positive changes:
• An increase in quality of work and pride in the finished product
• More engagement in class discussions
• Improved ability to identify alternative points of view and use critical thinking strategies
Vince Tarducci is a teacher at Roman Catholic High School.
Today, he shares his experiences and tips for helping students
tackle real-world challenges through project-based learning.
• Increased eagerness to research and suggest other supplemental readings
Simple as this adjustment may be, it’s made a big difference in how my students
take ownership of their insights and assignments.
Soundtrack to Their Lives
Like many new teachers, I used to equate success in teaching with one phrase: “Get
through the textbook.” My assumption was that the more material I covered in class,
the more equipped my students would be for life after high school. 2
After a decade of teaching — not to mention years of continued education,
professional development, and self-reflection — my views have changed. For years,
cognitive researchers have stressed the importance of making meaningful connections
to new material. As educators, we can powerfully impact our students’ educational
journeys with project-based learning. For most of my career, I’ve taught psychology to high school seniors who are eager to
graduate and begin writing the next chapter of their lives. I wanted to tap into those
sentiments with an authentic, project-based exercise that would allow students to slow
down and reflect on their experiences.
My primary goal is no longer to simply cover the textbook. Instead, I focus on crafting
educational experiences that foster those personally meaningful connections through
authentic, real-world assignments. Through a project I call The Soundtrack to Their Lives, students identify 10 events that
have impacted their development, 10 songs that accompany those experiences, and 10
psychology concepts that relate to their events and musical selections.
I’ve witnessed firsthand how project-based learning opportunities can improve
student engagement. Here are three activities with which I’ve had the most success.
Reflecting on School, Life, and the Future
In the fast-paced, technology-driven world in which we live, this exercise gives seniors
an opportunity to reflect on their past, present, and future selves — all
while demonstrating understanding of course material and
tying it to the real world.
Completing this project takes time. However, students are
consistently excited to submit this assignment and present a
set of their selections to their peers.
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