Project Based Learning and Invitations: A Comparison


  • Cheu-jey Lee Indiana University-Purdue University Fort Wayne


Thispaper compares two instructional approaches: project based learning andinvitations. It begins with a discussion of the definitions of project basedlearning and invitations as well as their theoretical bases. Then these two approachesare compared in the following aspects: student choice, inquiry question, scopeof inquiry, purpose of inquiry, critical thinking versus critical literacy, andaction orientation. Although project based learning and invitations share somefeatures of inquiry-based learning, it is important to know their distinction thathas significant pedagogical implications. This paper aims to contribute to abetter understanding of project based learning and invitations, theirinterrelationships, and their applications in the classrooms.

Author Biography

Cheu-jey Lee, Indiana University-Purdue University Fort Wayne

Cheu-jey Lee is an associate professor in the College of Education and Public Policy at Indiana University-Purdue University Fort Wayne. He received his Ph.D. in Language Education (minor in Educational Inquiry Methodology) from Indiana University-Bloomington. His primary teaching responsibilities include undergraduate methods courses in literacy and critical reading and graduate research courses. His research focuses on literacy education (especially critical literacy), philosophy of educational research, and educational inquiry methodology.