One method of achieving these aims is through interdisciplinary projects. For example, teachers collaborate to create a project that presents students with a problem, such as the need to build a new bridge. However, in order for this to occur, the voters need to pass a referendum agreeing to pay extra taxes. An architectural committee needs to investigate the history and art of bridges to make recommendations and create drawings and models. An environmental impact statement needs to be created that examines the effects of construction on the environment. The actual design of the bridge requires the integration of mathematics and science. Obviously, the teachers would help guide each of these actions with individual lessons and materials. The teachers would work together to assess each part of the project as it was completed.

It may be asked how each teacher grades a project such as this. One possibility would be that instead of expecting to pass each of the “standards” for a course sequentially or within the same year, students could pass standards individually and progress through each course at their own pace.

The idea of project-based instruction has been around for a long time. However, it is very hard for a teacher to implement this methodology. Trying to create an interdisciplinary project is even harder in the current educational system.

Obviously, the system described above would not work the way things stand today in education. A new approach to education, standards, and student learning is required.