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What changed in your classroom/practice as you implemented PBL? Where can you still grow?

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What changed in your classroom/practice as you implemented PBL? Where can you still grow?

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Questions to consider:

How did your teaching practice change as a result of your PBL training?

What surprised you most about PBL teaching?

How did your classroom change?

What changes did you see in students (behavior and work)?

Of what are you most proud?

What evidence best captures your growth as a teacher?

As it relates to Project Based Teaching Practices, where do you still need to grow?  What evidence supports this?

What tool/learning/artifact would be helpful to share with the audience?

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Which design element do you feel the most confident in? Which design element is an area of growth or be a focus for you in the future?

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Which design element do you feel the most confident in? Which design element is an area of growth or be a focus for you in the future?

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Which equity lever has been most impactful for your practice? How has knowledge of students impacted your planning and facilitation?

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Which equity lever has been most impactful for your practice? How has knowledge of students impacted your planning and facilitation?

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Please add any feedback/quotes/comments from parents regarding your PBL(s) from this year. This could be from Dojo/Rooms messages or anything else.

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Please add any feedback/quotes/comments from parents regarding your PBL(s) from this year. This could be from Dojo/Rooms messages or anything else.

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The design element that I feel the most confident in is student voice/choice. I allowed students to choose the design of their device from a selection of materials. For a different PBL, students were able to select their partner(s) and the community they wished to collaborate with for development. They were required to use their own knowledge and resources to determine the approach for community development, based on provided criteria and the designated space.

The design element that I would like to focus on more would be sustained inquiry, ensuring that I engage students in rigorous instruction/exploration, ongoing questioning, and the application of standards suitable for their grade level/learning.

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The equity lever that was the most impactful was shared power. Embracing this approach was a learning experience for me, as it involved relinquishing control and granting students autonomy over their learning process. This shift significantly enhanced student engagement, as they became self-directed navigators with a meaningful role in shaping their learning experiences and the mastery of identified objectives.

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Throughout the process, I had to consider what my students could do independently, as well as pinpoint areas where they might require support. Furthermore, I sought clarity on how to provide scaffolding and conduct ongoing assessments to facilitate their understanding throughout the learning journey.

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My classroom practice has changed in many ways as a result of implementing PBL. I find myself constantly looking for ways to enhance lessons and content for my students beyond just raising the rigor. My students are very engaged in their learning, are curious, and ask questions to clarify or extend their own thinking. I will continue to grow by refining past PBL's for future students and seeking new opportunities for PBL in my classroom.

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The design element that I am most comfortable with is sustained inquiry and student voice and choice. I feel like I can adapt and adjust lessons as needed to sustain student engagement and inquiry. I include as much choice as I feel possible for students as we work through the PBL.

The design element that is a growth area for me is to seek authentic PBL opportunities for students. I feel like it's difficult to find authenticity at the age level of my students.

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The equity lever that has been most impactful for me and my students has been shared power. Throughout this process, I have had to use the knowledge I have of my students to plan and prepare my classroom PBL's. Thinking about current student knowledge and how to scaffold the work through the PBL process.