Project-Based Learning Implementation | Practical Guide For Teachers Released

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Times 10 Publications has released an in-depth guide to implementing project-based learning from authors Ross Cooper and Erin Murphy.

The authors of the book had previously collaborated on a different guide regarding this topic, which presented 10 tips on PBL principles. In this most recent title, the pair go into more detail on the structure and implementation of project-based learning experiences, including analyses and actionable steps that educators can take to manage the classroom environment.

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In “Project Based Learning”, the authors explore inquiry-based learning techniques both new and old, seeking to connect these new principles to the pre-existing educational model for more seamless integration. They also seek, in this new volume, to explore these ideas in more detail, presenting them in an accessible Q&A format.

This volume by Cooper and Murphy builds on the back of “Hacking Project Based Learning”, which was their previous release from Times 10 Publications. In their latest book, however, they seek to dig deep into the foundation of project and inquiry-based lesson plans while discussing the benefits of the learning model and addressing common concerns.

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Among the advice provided in “Project Based Learning”, the authors present discussions on managing chaos and discontent in the classroom. This, they say, is vital given that the PBL model often relies heavily on close collaboration and teamwork among students, and having a keen awareness of the internal politics of the classroom can be necessary to make the system work.

One reviewer said, “As an advocate for inquiry-based learning, I am thrilled that Cooper and Murphy have given us a book that serves as a practical, accessible, and inspiring guide for creating the conditions for ownership of learning and relevance. [This book] gives us multiple entry points to weave best practices together without feeling overwhelmed.”

Cooper and Murphy are both experienced educators who have integrated inquiry-based learning into their own classrooms. Between the two of them, they have collected a large amount of anecdotal evidence and lived experience from which they have constructed the framework of this book.

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