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Project, Problem, and Passion-Based Learning (PBL) Resources

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Project, Problem, and Passion-Based Learning (PBL) Resources

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A passionate student is a learning student.

As the world is becoming increasingly connected, the nature, use, ownership, and purpose of knowledge are changing in profound ways. Our goal as educators is to leverage these connections and changes as powerful means to improve teaching and learning in our schools.

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Project, Problem, and Passion-Based Learning (PBL) Resources

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As the world is becoming increasingly connected, the nature, use, ownership, and purpose of knowledge are changing in profound ways. Our goal as educators is to leverage these connections and changes as powerful means to improve teaching and learning in our schools.

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Project-Based Learning and the Middle School Mind

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Project-Based Learning and the Middle School Mind

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If you're like many teachers, you've promised students the opportunity to do a project after they've learned what you wanted them to learn. This seems reasonable, right? Well, if you are using the project as a culminating assessment, perhaps. But, if that's the case, you are missing out on the opportunity to utilize the process itself as a learning experience. Project-based learning is not an enticement to reward compliance, but "an instructional strategy that enables students to learn meaningful content and practice skills needed for 21 st century success," as John Larmer and John Mergendoller explain in their article "The Main Course, Not Dessert."

The phrase "Project-Based Learning" gets tossed around casually, but PBL (with capital letters) meets specific criteria that drive especially effective practice in a middle school classroom.

Burning Questions and Engaged Inquiry

"Why do we have to do this?" is a dreaded question from where I stand, looking at a sea of middle school faces, some in full blown adolescence, while others resemble elementary children. Some students have high pressure parents, while others suffer from lack of involvement at all. That student didn't make the basketball team, this student is trying to practice lines for the play under her breath. If teachers fail to challenge their students to seek answers to burning questions and engage their sense of wonder, it won't be surprising that emotional, psychological, social, and physical needs of students will overcome what is happening in the classroom.

Project-based learning engages students, allowing them to ask the questions, develop a course of action, and make the content a part of their lives rather than something that is happening on the periphery. For example, as my 8 th grade explores the novel , they are fully entrenched in finding answers to the questions that are central to the novel: Why do people bully? What should bystanders do, if anything? How do we handle socio-economic difference? Should students have school choice? Should girls be allowed to play on all-boys' teams? Why do adults devalue the contributions of teenagers? Do we have a responsibility to protect the environment? Their projects are assigned before the novel begins, giving them a framework for the novel, while also personalizing a book that could have simply been written off as about a boy who plays soccer in Florida.

Begin with the end in mind

Stephen Covey's Seven Habits of Highly Effective People is a great resource for practitioners of PBL. The second habit, particularly, is crucial in the introductory phase of Project-Based Learning: "Begin with the end in mind." Impetuous students need for teachers to facilitate this step, and Covey's description of the process is perfect. He describes Habit 2 as being "based on the principle that all things are created twice. There is the mental (first) creation, and a physical (second) creation. The physical creation follows the mental, just as a building follows a blueprint."

So, as students formulate their burning questions and begin to actively inquire in multiple ways, the teacher-as-facilitator will guide students through the process of setting their vision. For example, let's say Anna chooses to explore the question "Should girls play on all boys' teams?" I'd ask her to map out a plan for sharing the knowledge they are going to attain while studying the novel. I keep a "ways to show what you know" poster and add to it as students push the boundaries with each new project. Some of the choices are: create a media mash-up, write a song and perform, design a video game, give a speech, start an email campaign, stage a debate, act it out, create a public service announcement, build a website, create an app, join a fandom, write fan fiction, crowdfund a solution to the problem, write an essay, or come up with something amazing of your own!

Student voice and choice

The project must be an outgrowth of the burning question, the information gathered from the inquiry, and the student's own personal reasons for pursuing a topic. Allowing Anna, the student mentioned above, to focus on the issue of girls on boys' sports teams opens up a world of possibilities-Title IV, gender expectations, and equality, to name a few. As a student becomes excited with the topic, I ask them questions about the best way to share their information. Let's say that in our class discussion Anna finds out that Michael is really opposed to girls on boys' sports teams. They can unite to do a "both sides" type exploration such as a debate or give speeches. When real engagement is offered, students jump at it, especially if there is a social aspect to it. I was amazed to watch Anna and Michael spend every study hall in the library researching, interviewing coaches, and taking copious notes. They decided that each of them would deliver a speech, which I would record and then show to my other classes, and all 144 students, along with a selection of adults in the building, would vote on who "won." Eric Jensen, in his article "Teachers: Why You Should Stop Telling Kids to Pay Attention," explains that when students are allowed the opportunity to voluntarily pay attention to specific tasks the retention rate is much higher. Clearly, students who are given these types of opportunities will retain much more than a one-size-fits-all assignment.

Authentic audience

At first students might be excited enough by the novelty of having such an active role in their own learning, but even that can become a part of their culture. To allow PBL its greatest impact, an authentic audience is a must. High Tech High is a great example of this, showcased in the new book and movie, Most Likely to Succeed . Yes, their classmates are a representative audience, but inviting parents, administrators, and other students to share in their learning experiences takes their work to a whole new level. While they might be satisfied to do a Prezi for our class without obsessing over spelling or grammar, I've watched as students begged each other to give it "one last look" before our principal was coming to see what they've been working on.

When utilizing the full potential of Project-Based Learning, instead of the dreaded "Why do we have to do this?" the teacher is able to turn the tables. The teacher asks, "Why are you choosing to do a debate?" or "How will you share your argument?" Some of you might be thinking that this is all well and good, but how do you make time for this? The answer is simple: this (the discussions, planning, researching, imagining, and eventually creating) is the unit, not a carrot at the end. Middle school students need this type of environment to compete with the multitude of issues they face in their changing lives. There is nothing quite like the air of excitement when students are buzzing away about seeing a speech or listening to someone's new song-a sure sign that you have their full attention and they have a purpose for learning.

For more, check out:

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Project-Based Learning and the Middle School Mind

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By Amber Chandler - Middle school students need project-based learning environments to compete with the multitude of issues they face.

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In this interview with Bryon Demerson, PBLWorks Lead National Faculty member and math specialist, he candidly shares his initial

As Teacher Appreciation Week unfolds, it's a time to reflect on the transformative power of educators who share their knowledge

PBL World , celebrating its 13th year, is a one-of-a-kind annual event dedicated to Project Based Learning. Immerse yourself in

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Project Based Learning for all. We build the capacity of teachers and school leaders to design and facilitate quality Project Based Learning.

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Join over 100 primary and secondary level projects designed and facilitated by teachers and students. In addition to meeting curriculum needs, projects must answer the question, "How will this project improve the quality of life on the planet?" This vision and purpose is the glue that holds iEARN together, enabling participants to become global citizens who make a difference by collaborating with peers around the world. Visit the iEARN Teachers Forum and Youth Forum to meet, share ideas, make announcements, and find partners. Click here to view this year's iEARN Project Book online.

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Join over 100 primary and secondary level projects designed and facilitated by teachers and students. In addition to meeting curriculum needs, projects must answer the question, "How will this project improve the quality of life on the planet?"

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PBL leads to deeper understanding and greater retention of content knowledge

PBLWorks offers online and in-person Project Based Learning workshops and courses for educators seeking to give their students more. Whether you are new to Project Based Learning, advancing your practice, teaching in-person, or facilitating PBL curricula online, we have a path just for you. Pick your pathway and explore how to get started today...

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Project Based Learning for all. We build the capacity of teachers and school leaders to design and facilitate quality Project Based Learning.

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Discover the power of project-based learning at High Tech High with these examples of student work. It's our record of what we've done and how to get there.

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Project-based learning is rooted in several key principles that distinguish it from other teaching methods. The pedagogical theories that underpin project-based learning and problem-based learning draw from constructivism and socio-cultural learning. Constructivism posits that learners construct knowledge through active learning and real world applications. Project-based learning aligns with this theory by providing students with opportunities to actively construct knowledge through inquiry, hands-on projects, real-world contexts, and collaboration.
Students as active participants
Project-based learning is characterized by learner-centered, inquiry-based, real world learning, which encourages students to take an active role in their own learning. Instead of rote memorization of information, students engage in meaningful learning opportunities, exercise voice and choice, and develop student agency skills. This empowers students to explore their interests, make choices, and take ownership of their learning process, with teachers acting as facilitators rather than the center of instruction.
Real-world and authentic contexts
Project-based learning emphasizes real-world problems that encourage students to connect academic content to meaningful contexts, enabling students to see the practical application of what they are learning. By tackling personally meaningful projects and engaging in hands-on tasks, students develop a deeper understanding of the subject matter and its relevance in their lives.
Collaboration and teamwork
Another essential element of project-based learning is collaborative work. Students collaborating with their peers towards the culmination of a project, mirrors real-world scenarios where teamwork and effective communication are crucial. Through collaboration, students develop essential social and emotional skills, learn from diverse perspectives, and engage in constructive dialogue.

Project-based learning embodies student-centered learning, real-world relevance, and collaborative work. These principles, rooted in pedagogical theories like constructivism, socio-cultural learning, and experiential learning, create a powerful learning environment, across multiple academic domains, that foster active engagement, thinking critically, and the development of essential skills for success in college or career or life beyond school.

The power of PBL is the way in which it encourages students to think critically, collaborate, and sharpen communication skills, which are all highly sought-after in today's rapidly evolving workforce. By engaging in authentic, real-world projects, and collaborating with business and community leaders and community members, students develop the ability to tackle complex problems, think creatively, and adapt to changing circumstances.

These skills are essential in preparing students for the dynamic and unpredictable nature of the future job market, where flexibility, innovation, and adaptability are paramount.

"Joining New Tech Network provides us an opportunity to reframe many things about the school, not just PBL," said Bay City Public Schools Chief Academic Officer Patrick Malley. "Eliminating the deficit mindset about kids is the first step to establishing a culture that makes sure everyone in that school is focused on next-level readiness for these kids."

The New Tech Network Learning Outcomes align with the qualities companies are looking for in new hires: Knowledge and Thinking, Oral Communication, Written Communication, Collaboration and Agency.

NTN schools prioritize equipping students with the necessary skills and knowledge to pursue postsecondary education or training successfully. By integrating college readiness and career readiness into the fabric of PBL, NTN ensures that students develop the academic, technical, and professional skills needed for future success.

Through authentic projects, students learn to engage in research, analysis, and presentation of their work, mirroring the expectations and demands of postsecondary education and the workplace. NTN's commitment to college and career readiness ensures that students are well-prepared to transition seamlessly into higher education or enter the workforce with the skills and confidence to excel in their chosen paths.

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The Comprehensive Guide to Project-Based Learning: Empowering Student Choice through an Effective Teaching Method - New Tech Network

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In K-12 education, project-based learning (PBL) has gained momentum as an effective inquiry-based, teaching strategy that encourages students to take ownership of their learning journey.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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THE HOLOCAUST: A Human Tapestry of Voices in History is inspired by and follows the pedagogical philosophy of Yad Vashem World Holocaust Remembrance Centre in Jerusalem, Israel, and is a product of my experiences during the Gandel Holocaust Studies Program for Australian Educators at Yad Vashem,

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Shifting to PBL in Shifting to PBL in the AP Context

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Shifting to PBL in Shifting to PBL in the AP Context

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El arte de formular preguntas esenciales

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El arte de formular preguntas esenciales

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We help educators around the world use technology to solve tough problems.

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Essential Project Design Elements Checklist

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Essential Project Design Elements Checklist

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Debe tener una cuenta (gratis) en PBL Works

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Creativity & Innovation Rubrics

Research-Based Creativity and Innovation Rubrics

These rubrics are designed to provide useful, formative information that teachers can use to guide instruction and provide feedback to students on their overall performance. Students can also use the rubrics to reflect on their own learning.

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To view or download this resource, log in here.

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Creativity & Innovation Rubrics Research-Based Creativity and Innovation Rubrics These rubrics are designed to provide useful, formative information that teachers can use to guide instruction and provide feedback to students on their overall performance. Students can also use the rubrics to reflect on their own learning. Log in to get this resource...

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Debe tener cuenta (gratis) en PBL Works.

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Research-Based Presentation Rubrics These rubrics are designed to provide useful, formative information that teachers can use to guide instruction and provide feedback to students.

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Este espacio es para que su equipo pueda compartir el plan del Proyecto de PBL (lo pueden encontrar en la primera columna con recursos), fotos, videos, actividades, trabajos de estudiantes, entre otros. Cualquier duda o pregunta estamos a sus ordenes.

Att. Natalia, Leandra y Kenya

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Este espacio es para que su equipo pueda compartir el plan del Proyecto de PBL (lo pueden encontrar en la primera columna con recursos), fotos, videos, actividades, trabajos de estudiantes, entre otros. Cualquier duda o pregunta estamos a sus ordenes.

Att. Natalia, Leandra y Kenya

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Este espacio es para que su equipo pueda compartir el plan del Proyecto de PBL (lo pueden encontrar en la primera columna con recursos), fotos, videos, actividades, trabajos de estudiantes, entre otros. Cualquier duda o pregunta estamos a sus ordenes.

Att. Natalia, Leandra y Kenya

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Este espacio es para que su equipo pueda compartir el plan del Proyecto de PBL (lo pueden encontrar en la primera columna con recursos), fotos, videos, actividades, trabajos de estudiantes, entre otros. Cualquier duda o pregunta estamos a sus ordenes.

Att. Natalia, Leandra y Kenya

# data[].attributes.body
Este espacio es para que su equipo pueda compartir el plan del Proyecto de PBL (lo pueden encontrar en la primera columna con recursos), fotos, videos, actividades, trabajos de estudiantes, entre otros. Cualquier duda o pregunta estamos a sus ordenes.

Att. Natalia, Leandra y Kenya

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Este espacio es para que su equipo pueda compartir el plan del Proyecto de PBL (lo pueden encontrar en la primera columna con recursos), fotos, videos, actividades, trabajos de estudiantes, entre otros. Cualquier duda o pregunta estamos a sus ordenes.

Att. Natalia, Leandra y Kenya

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Este espacio es para que su equipo pueda compartir el plan del Proyecto de PBL (lo pueden encontrar en la primera columna con recursos), fotos, videos, actividades, trabajos de estudiantes, entre otros. Cualquier duda o pregunta estamos a sus ordenes.

Att. Natalia, Leandra y Kenya

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Este espacio es para que su equipo pueda compartir el plan del Proyecto de PBL (lo pueden encontrar en la primera columna con recursos), fotos, videos, actividades, trabajos de estudiantes, entre otros. Cualquier duda o pregunta estamos a sus ordenes.

Att. Natalia, Leandra y Kenya

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Este espacio es para que su equipo pueda compartir el plan del Proyecto de PBL (lo pueden encontrar en la primera columna con recursos), fotos, videos, actividades, trabajos de estudiantes, entre otros. Cualquier duda o pregunta estamos a sus ordenes.

Att. Natalia, Leandra y Kenya

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Este proyecto tiene un enfoque de Project-Based Learning para investigar los beneficios del deporte en la salud física, mental y social, involucrando a la comunidad de ancianos cercana para enriquecer la experiencia y el aprendizaje.

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Exploring Weather Systems: Engineering Rain Gauges to Measure Precipitation 

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Exploring Weather Systems: Engineering Rain Gauges to Measure Precipitation 

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Creación de alcancías para sistema de ahorros. Primer grado.

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Create a rain gauge to collect the amount of water in different areas of Carolina Community

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Escritura de mensajes en español e ingles

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Escritura de mensajes en español e ingles

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Escritura de mensajes en español e ingles

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Escritura de mensajes en español e ingles

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Este PBL tuvo como objetivo involucrar todas las materias que los estudiantes toman actualmente. Estuvimos integrando Ciencias (área de ingeniería y construcción), Español (Lenguaje y vocabulario), Matemáticas (cantidad, identificar números, contar), Teatro (interpretación del cuento), Inglés (Lenguaje, vocabulario).

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Students proposal - School Recycling Program

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Students proposal - School Recycling Program

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Excited to share this proposal from our sixth-grade students, who are leading the way in creating a Recycling Program for our school!

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Seller and Buyer Roll Playing

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PBL Project: “Recycling for a Sustainable Future” ♻️

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PBL Project: “Recycling for a Sustainable Future” ♻️

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Objective: Students explore the environmental impact of waste and learn the importance of recycling by designing and creating useful objects from recycled materials.

Example: A piggy bank made from a recycled cardboard box, encouraging both reusing materials and saving money sustainably!

Students are using creativity and problem-solving to make a real impact!

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Visita de Populoso - charla educativa sobre el ahorro