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Lots of great stuff for PBL and beyond!

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Problem-Based Learning | Center for Teaching Innovation

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Problem-based learning (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning.

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Project Based Learning in Elementary Grades.

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Project Based Learning in Elementary Grades.

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To be honest, I was lost. Elementary teaching was something so new to me when I took a job as a Technology Staff Developer.

I taught middle school. I taught high school. I'd written curriculum for those levels, and connected with many educators who teach at those levels, learning so much along the way.

As a K-5 Instructional Coach, my eyes were open wide the first time I stepped into a 1st Grade Classroom. The teacher was actually teaching the kids HOW to read.

I immediately sent an email to my former high school colleagues saying that I had no idea what it was like in an Elementary school (and we should be lucky of the issues we had to deal with at HS)!

Flash forward 10 years and I've spent a ton of time working with Elementary schools, teachers, and students in some way or capacity (administrator, teaching, curriculum design, technology, consulting etc).

I've learned so much from Elementary teachers around this country who continue to inspire me, but nothing has made me more focused in on what innovation and project-based learning looks like than my own crew of kids.

Yes, I have four kids, all 9 and under (it is a blast...and a bit crazy at our house!). Two are in school right now, and I love seeing their faces light up when they come home working on a project or feeling excited about the day's learning activities.

I get to see what Project-Based Learning looks like in an Elementary Classroom and the difference it can make in a student's learning life.
Project-based learning is shown to work in all kinds of schools, in all different grade levels, with students of varying backgrounds and abilities.
So, if this is what the research says about PBL, then why do we still have so many schools falling into the test prep trap? Why do some many teachers feel like they cannot make the jump into PBL? Why haven't we seen a nationwide movement towards PBL as a best and effective practice for all students?
It comes back to HOW to do PBL in the midst of standards and curriculum. I've put together a free workshop to show you the 5-step process to do just that.
A Free Workshop on PBL

I'm holding three workshops this week (for K-5, 6-12, and school leaders):

You can sign-up to be a part of the training right here! If you can't make the time, please sign-up so you can get the recording.

When I got the question a few weeks ago from an Elementary teacher, "What does this ACTUALLY look like in an Elementary classroom?", I was pumped to put together this article with lots of real examples of PBL K-5.

Check out what PBL looks like in an Elementary classroom, and thanks to the teachers who shared their stories!

If you asked any teacher, administrator, parent, school board member, student, or community member to list their top goals for an academic program, you would see achievement, 21st-century competencies, equity, and motivation all at the top.

We Bought a Zoo

Ashleigh Anderson (Micro Elementary in North Carolina, 1st-grade teacher, 6 years of teaching experience)

When Ashleigh Anderson student-taught just a few years ago, lecturing was the norm and she was not a fan. Ashley was introduced to PBL during her second year of teaching, and she now feels passionate about teaching. She explains that with PBL, she has two steps throughout the unit. The first one involves the student work and the second is the students collaborating together.

Ashleigh's first-grade class "bought a zoo" and named it together. Each zookeeper was in charge of selecting one animal for the zoo, researching the animal, and convincing the rest of the class that they should have this animal. They were in charge of preparing a habitat for their animal and providing educational resources for visitors. Ashleigh assembled a long list of standards this unit was fulfilling. Just to name a few: 1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive. 1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food, and shelter and that these may be found in their environment. 1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Individual student work involved creating a book about their animal to use when they presented to the group to advocate for their animal to earn a position in the zoo. They also created an animal advertisement to convince the other "zookeepers" to bring this animal to the zoo. During the group work, the zoo was divided into different ecosystems, and the children collaborated together to decide which animals would be featured in that ecosystem. They then worked together to create that habitat and animal together.

Ashleigh testifies that the impact of Project-Based Learning is far greater than any other way she has ever taught. Her student's learning is personalized to their needs and wants. It is about a student's learning and engaging about they want to learn. Yes, it surrounds a topic, but their choices of what to do with the information are endless. The learning is endless.

What better educational practice can you offer a struggling student? Your job as a teacher is to set every student up to succeed. No matter a child's background, the impact is greater with this practice. Project-Based Learning allows a hands-on approach that offers a time to investigate and respond to a complex question. Students are learning at their own pace, and Ashleigh encourages them as they do.

For assessment, Ashleigh uses checkpoints throughout her projects to ensure student learning. She uses self-made rubrics or other rubrics that she has already found and tweaks them to make them her own. Project-Based Learning has given her students a chance to travel the globe and experience things that they never could sitting in a desk in North Carolina.

Ashleigh will admit that with PBL you will always fail, but it's the great teachers that come up with a different plan and try again. Ashleigh personally has had times where she felt defeated and got upset that the projects did not work out the way she wanted them to. But it's the moments when her students can tell you exactly what they learned and the smiles on their faces that are priceless.

PBL Project: The Mouse Library

Lisa Mitchell: Grade-2 teacher and curriculum coordinator

Barbara Reade: Grade-2 teacher

(12 years and 26 years of teaching experience, Hillfield Strathallan College, Hamilton, Ontario)

Lisa Mitchell attended a PBL conference held at Hillfield Strathallan College. She was eager to get back to school and discuss what she had learned with her teaching partner, Barbara Reade. They were both super excited to try this innovative approach to learning.

Lisa wrote a blog post with numerous details about this project. You can find it here: http://www.hsc.on.ca/HSCMouseLibrary.

The idea for this project was born when a student asked a question and it turned into an entire grade cross multidiscipline collaboration to build a library for the second grade's stuffed mice. After researching and interviewing several experts, the library quickly grew beyond just shelving for books. The grade 2 students built a four-story learning environment for their mice that included working elevators, a café, a mindfulness zone, a rooftop patio, a gender-neutral washroom, a creativity center, a computer lab for research, and even a maintenance room! The students authored and illustrated an abundance of mini books for the book stacks.

Lisa explained that she doesn't really strive to approach facilitating learning with a unit approach. Rather, she considers PBL as more of a mind-set and a process where learning skills and strategies are infused into the project as her class goes along. Barb and Lisa both feel that their students covered far more learning outcomes, skills, and strategies than they ever could have imagined and they're confident the students will remember this experience for many years to come. The confidence, pride, and communication skills alone that the students gained through sharing this project were remarkable.

Their students used conversations, self-reflection, peer assessments, rubrics, and expert critique during their Mouse Library project. Lisa appreciates that this one project truly changed her approach to education. Facilitating her first PBL project was liberating, and the energy and engagement in her students were remarkable. This project was featured on the local news channel's "Advertising Excellence in Education" segment; it has appeared in blogs and on Twitter and has been the highlight of her students' learning!

Geometry Shoe-Applying Geometry to the Real World

Brandi Leggett (Rosehill Elementary, Instructional Coach, 12 years of teaching experience)

Brandi Leggett took a group of K-2 students and transformed how they learned about geometry. Students discovered how geometry is used in the real world. This unit built on smaller projects all leading to their culmination that is actually driving the unit. Students learned about shapes and lines and were able to describe their attributes and compare/contrast. Students learned the shapes through videos and memorized them. They completed worksheets on them and made some with play dough. This one project covered a number of common core geometry standards from K-2: K.G.2, K.G.3, K.G.4, K.G.5, 1.G.1, 1.G.2, 1.G.3, 2.G.1, 2.G.2, 2.G.3.

Students kicked off the unit by going around the school and looking at shapes. They took photos of different shapes and then discussed why they were used the way they were in the school, but also what shape could replace it and how that would change the architecture of the building. Next, students used a geometry stencil to create a picture combining shapes. They wrote about it and make a stop motion movie of the object they created. Then, students learned about symmetry by making symmetric masks. They had to discuss their designs and what all the attributes were. Students also read about shapes and then created two- and three-dimensional shapes using marshmallows and toothpicks. After this, students looked at different designs to see how shapes are used in the real world. They then drew a geometric city using some requirements and then are able to design them however they would like.

Finally, the students designed shoes using newspaper and tape but also were able to add on materials. It was supposed to be newspaper and tape, but when the media specialist looked at the shoes, she discussed with Brandi how they could be so much better with materials from the MakerSpace. Once one group got their shoes created, everyone just became much more creative. Also, students changed their designs many times. Some failed, so they redesigned and made them much better. Students learned how to persevere and how to combine all their ideas as a team. The students got district administrators shoe sizes and then designed the shoes for them. When they were done, students had to describe all the attributes of the shoe and all the geometry used in them. To complete the unit, all the adults came and participated in a geometry fashion show where the students were able to share the geometry concepts, what they learned, and walk down the red carpet.

Brandi's greatest memory is how excited and proud her students were. She recalls that students who struggled in other academic areas gained so much confidence because they shined with their designs. One student who was normally very shy, walked the runway with confidence, completely shocking her parents. Students could not believe that their district administrators actually were able to wear their creations. Brandi's students were able to learn much more because things that were not in the grade-level standards may have been in their shoe. The learning was relevant to them. Brandi supplied us with a few links to showcase the famous fashion show that the students were so proud of: https://www.kansascity.com/news/local/community/joco-913/shawnee-lenexa/article196790759.html.
https://www.youtube.com/watch?v=Rs5of1PSDUk.

Brandi's assessment procedure involved asking questions and also having the students describe their learning. She reviewed the grade-level shapes they needed to know and showed images where students had to be able to say what they are and/or compare them and list their attributes. This allowed Brandi to see who may need more practice. A lot of the assessment was ongoing by observing and listening to group work and prompting for information. Students also took a summative test.

One unique piece of advice Brandi conveyed when using PBL was to start backward. Always look at the standards and what you are trying to accomplish first. Identify the learning targets and then think about ways that it can become relevant to students. Start small and don't try to take on too much at once.

Book and Bake Sale-Economics Unit

Lisa Uesugi and Hazel Tagatac (Island Pacific Academy-4th-grade classroom teachers, 15 years and 7 years teaching experience, respectively)

To begin this unit, Lisa and Hazel's students start by discussing what economics is. They go over economic vocabulary and do mini lessons about scarcity, supply and demand, and past and present assembly lines. They do activities on how to budget, instant gratification and opportunity cost, and creating a business based on their interest and passions.

Through student initiative, they then organized a book and bake sale. The students applied for their positions and got placed in teams. Each team took take care of a different aspect and had decision-making power. The Marketing Team met with the school Advancement Team to learn and partner with them to market the event. They also helped with social media as well as logos, merchandising and all signage. The Leadership Team met with Admin and Advancement to learn how to lead. They also created a market survey for the school and helped organize the event. The Finance Team met and worked with the school account clerks to work out the budget, spreadsheets, and plan out expenses as well as work as cashiers and reported the totals after the event. The Crew took care of organization and worked with facilities. They were our workforce. All students were mindful of their deadlines. During this time Lisa and Hazel also had guest speakers come in to talk about small businesses. They also got a panel of small business owners to come in to meet with the students. The students were able to ask these business owners questions about why and how they started their business. They were also given the opportunity to ask these business owners advice about their own event. There was a field trip to the Four Seasons where they learned about customer service and marketing. They followed a cookie from concept, marketing, creation, price point, and sale. All culminating in a school-wide sale where they worked every aspect of the event, also becoming customer service reps, created the entertainment (they wrote a jingle), and documented it. It was a huge success, almost selling out and making well over what was projected. This year when they implement, they will have rubrics that are teacher/student created for each team.

Lisa and Hazel noticed that there were a couple of students on the marketing team, specifically, who were able to problem-solve creatively and use their artistic talent to market. They were amazed and completely excited to see that their skills worked and shined in this arena.

Lisa has also been using "discussion sticks" so that the students take charge of the discussions. That activity blows her away every time. These fourth graders discuss respectfully, meaningfully, and intelligently. Lisa maps out the flow of the conversation using the Equity Maps app. The app provides quantified data that she uses to conference with students to help them reflect on how areas for growth in their collaboration skills. She will be trying "fish bowl" next.

Lisa implements multiple reflections and discussions based on their prior and current knowledge and how they are connecting it to the content. Lisa proclaims that she is excited to teach again. The depth of knowledge is incredible, and the kids are constantly amazing her. She knows these are the kinds of projects the kids will remember for a very long time. PBL is a way to get students engaged in real-world problem-solving while incorporating the standards across the curriculum. The students walk away excited, with so many soft and hard skills, as well as a deeper understanding of the world around them. They are also extremely proud of themselves and of their classmates. Talk about a long-term bonding lesson!

The Great Spinner Debate

Jon Tobergte (Sycamore Community Schools, 5th-Grade Language Arts Teacher, 5 years of teaching experience)

For this project, Jon Tobergte had students research the pros and cons of using spinners in school. Students picked a side and gathered evidence to prove their case. Following that, students joined a debate team and debated in front of a panel of judges that included a variety of people (superintendent, board member, administration, and teachers). Whatever the judges decided would become the policy of the team. This project fulfilled several research standards, presentation standards, and text evidence standards and included opinion writing, and reading rigorous leveled texts.

Student level of engagement was incredibly high, and their passion for learning was more evidence than Jon has ever seen. Students developed a critical eye for good evidence versus bad evidence. He used a research data sheet, and students wrote a "brief" for their debates. They also assessed their knowledge through debate presentations. Jon has now realized the importance of allowing student voice and choice in his projects; making learning mean something to the kids makes all the difference.

There have been many, many success stories thus far. One student, in particular, happens to be a low-achieving student who is also on free and reduced lunch. This is a student who struggles daily academically. She was put into a group where one of the other students was a very, very bright student but struggles with the English language and has emotional issues that get in the way of his success at school on a daily basis. One day, the student who struggles emotionally had completely shut down (this happens often). The other student came to Jon for help, and he told her that he had "specifically" chosen her for her patience and determination to work with this student and that she was to be the leader of the group. The student looked unsure of herself but went back to the group and immediately began encouraging the emotionally challenged student to get into the work. She would say things like "I know you can do this. You are so smart, and we need you." She would tell him "great job" and "we are making progress." Within a half hour, the emotionally struggling student had a smile and had produced an entire page of writing, which we had not seen from him the entire year. The low-achieving student could not believe how great of a job she had done. Jon gave her an award and acknowledged her in front of all her peers as being the leader he always thought she could be.

Another one of Jon's students struggles with reading fluently so much so that she can be tough to listen to. With the debates, Jon was very worried about how she might perform being that she struggles with reading in general. He wondered how she would sound for her group when presenting. However, what she produced was unlike anything Jon had seen from her before. She spoke loudly, fluently, and with great confidence. She was definitely the most surprising performance he had and was a big reason why her team made it all the way to the semifinals.

The struggle Jon encountered with this project is the amount of planning time. PBL projects take more time than he expected. He plans with his team every day for at least an hour a day, many days up to two hours. They have been able to take a full school day just to plan on top of that. Grouping the students in different ways presents some challenges as well because students work differently with different students. They also have many different ability levels. It is also a challenge to involve all four subjects into a PBL unit. Finding common standards can be a tough task.

To sum it up in a short and sweet manner, Jon took the jump with PBL because his Principal decided his team would be a good fit to try out the program. When he and his team researched it and tried it out, they never looked back.

Mission: Planet Z

Melissa Dyas (Alvey Elementary, Prince William County Schools, VA, 5th-grade teacher, 16 years of teaching experience)

Melissa Dyas sparks an interest in her students by telling them that a distant planet has recently been discovered that is similar to Earth and ideal for colonizing. They will work in teams of a captain, geologist, farmer, and engineer to learn as much about Earth's resources as possible, engineering designs and energy sources, and farming techniques. Experiencing a modern-day journey like the courageous settlers of the Midwest, this adventure will establish a new frontier for pioneers.

This is a two-month endeavor in which most of the day is dedicated toward this project. Almost every subject is integrated as well as fourth-grade science standards which are tested in fifth grade. The integration is natural. Melissa and her students study and make connections between weather phenomena, climates, regions, Earth's rotation, and seasons. They study rock types, locations, and uses. They discuss natural, renewable, and nonrenewable resources as well as alternative forms of energy. They discuss the human impact, both negative and positive. They make observations and inferences, and always connect back to why this knowledge would be useful in colonizing a new planet. In social studies, they study regions and in learning about the Midwest, discuss early settlers in the pioneering days, using resources around them and farming techniques. They take an abundance of notes, journal their plans, and prepare for the trip to the unknown. Truly students do not know what they will be experiencing.

The "trip" is a one-day culmination of this project where the skills are put to use. Melissa spends a long weekend creating a planet in an empty classroom in her building. She designs the room so students will have much to discover: rocks, fossils, plants, sand, soil, water (fresh and salt), an active volcano, and signs of animal life (tracks, droppings). Students pack a bag of supplies to take with them, and they travel to this new planet still with no idea of what to expect. When they arrive, each team has a journal (like Lewis & Clark), and they explore their surroundings. They identify as much as they can, make inferences about this new environment, and eventually choose a place to settle. They take advantage of the resources on the planet, including a large forest (donated boxes) and build a shelter large enough for their team. Then they must plant crops to begin farming, begin to set up and use alternative energy sources (solar power, hydropower, water filters, etc.), and establish a colony on this new planet. Their final task is to create a video broadcast to be sent back to the people of Earth (parents, to be watched the next day in class, clip for morning announcements, etc.) highlighting their discoveries and settlement on Planet Z. Throughout the entire day, Melissa is discussing all their observations and choices with them. She also invites other teachers and administrative personnel to visit and interview students.

Students know the information at a much more meaningful level because they are thinking critically and applying so many different ideas in an authentic and natural way. They are excited to learn and prepare for the mission because they truly don't know what to expect.

Melissa assesses their knowledge throughout the project with activities that have them demonstrate both their understanding and their application. She also learns a lot about what they know based on her interviews and discussions with them during the day of the "trip." It's essentially a six-hour test of skills.

Melissa is constantly amazed at what she's seen students think of. She's seen students create homemade functional water filters. Another group used a circuit kit to build a radio system to try to signal back to Earth. She's seen students build solar panels and plant crops/seeds that later "sprouted" as they replaced crops with pipe cleaners. She once saw a very quiet student make a medical kit using special rocks and shells she collected around the land and then pretending to treat people in need. I've seen students get into live video recordings and act as news reporters showing all different features of the new planet. When "night" descends upon the new planet, all of the students suddenly start pretending to be wild animals and truly get into the creative spirit and role-play of the project. Working in teams of four, there are always some students who just jump into leadership and some quiet workers who really just work hard contributing to their teams. Melissa didn't expect or anticipate any of those creations or ideas, but allowing the students to guide the project and being open to following their journey led her to so many more experiences and connections.

Now that Melissa is so comfortable with the curriculum and knows the connections between content areas and having the ability to integrate larger-scale activities throughout the day, she finds that she is able to make more in-depth, meaningful, and authentic experiences. Students are more motivated to learn, more active in the learning process, and usually end up covering way more than the curriculum actually requires. Students also learn better communication and teamwork skills, organization, problem-solving, and time management in the process of PBL than in anything that would been planned in a traditional setting.

The obvious struggle with this PBL project is the amount of time and curriculum it encompasses as well as preparing students for the unknown. Melissa spends about six weeks and integrates in just about every subject area. Maintaining momentum and excitement, especially when the students don't actually know what they're preparing for, is sometimes hard. She doesn't want to give them information about the "big trip" event so it's a lot of discussions of "how would this information help you..." or "why might this be important to know?" The other challenge is physically setting up the space for this one. It takes several hours to transform a room into another planet. Melissa would like to someday have real water for sampling and the illusion of water (blue plastic tablecloths) plus an active volcano, forest, rocks correctly placed, plants, signs of animal life, and the like.

Melissa's advice regarding PBL is to choose an area of the curriculum that you are very comfortable and confident in first. Think of an authentic application/experience for the skills, and a way to share that knowledge outside of your classroom. Be prepared that the path of knowledge will stray far from the traditional line that you are used to. If students get too far off track, include some mini-lessons to fit in the must-know information, but continually tie in the project goal and how this new information will/could fit into it. Highlight the important and innovative ideas that groups come up with, and other groups will follow their example (without you even telling them to). Relax and just go with it-enjoy the students and their learning.

Next Steps
It comes back to HOW to do PBL in the midst of standards and curriculum. I've put together a free workshop to show you the 5-step process to do just that. You don't need to start from scratch, instead, you can get a jumpstart on the process.
I'm holding three workshops this week (for K-5, 6-12, and school leaders):

You can sign-up to be a part of the training right here! If you can't make the time, please sign-up so you can get the recording.
Are you ready to hit the ground running? Let's get started!

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What Project-Based Learning Looks Like In An Elementary Classroom

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To be honest, I was lost. Elementary teaching was something so new to me when I took a job as a Technology Staff Developer. I taught middle school. I taught high school. I'd written curriculum for those levels, and connected with many educators who teach at those levels, learning so much along the way.

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Faculty Focus | Higher Ed Teaching & Learning

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Twenty-first century skills necessitate the implementation of instruction that allows students to apply course content, take ownership of their learning, use technology meaningfully, and collaborate. Problem-Based Learning (PBL) is one pedagogical approach that might fit in your teaching toolbox.

PBL is a student-centered, inquiry-based instructional model in which learners engage with an authentic, ill-structured problem that requires further research (Jonassen & Hung, 2008). Students identify gaps in their knowledge, conduct research, and apply their learning to develop solutions and present their findings (Barrows, 1996). Through collaboration and inquiry, students can cultivate problem solving (Norman & Schmidt, 1992), metacognitive skills (Gijbels et al., 2005), engagement in learning (Dochy et al., 2003), and intrinsic motivation. Despite PBL's potential benefits, many instructors lack the confidence or knowledge to utilize it (Ertmer & Simons, 2006; Onyon, 2005). By breaking down the PBL cycle into six steps, you can begin to design, implement, and assess PBL in your own courses.

Step One: Identify Outcomes/Assessments

PBL fits best with process-oriented course outcomes such as collaboration, research, and problem solving. It can help students acquire content or conceptual knowledge, or develop disciplinary habits such as writing or communication. After determining whether your course has learning outcomes that fit with PBL, you will develop formative and summative assessments to measure student learning. Group contracts, self/peer-evaluation forms, learning reflections, writing samples, and rubrics are potential PBL assessments.

Step Two: Design the Scenario

Next you design the PBL scenario with an embedded problem that will emerge through student brainstorming. Think of a real, complex issue related to your course content. It's seldom difficult to identify lots of problems in our fields; the key is writing a scenario for our students that will elicit the types of thinking, discussion, research, and learning that need to take place to meet the learning outcomes. Scenarios should be motivating, interesting, and generate good discussion. Check out the websites below for examples of PBL problems and scenarios.
Problem-Based Learning at University of Delaware Problem-Based Learning in Biology Science PBL
Step Three: Introduce PBL

If PBL is new to your students, you can practice with an "easy problem," such as a scenario about long lines in the dining hall. After grouping students and allowing time to engage in an abbreviated version of PBL, introduce the assignment expectations, rubrics, and timelines. Then let groups read through the scenario(s). You might develop a single scenario and let each group tackle it in their own way, or you could design multiple scenarios addressing a unique problem for each group to discuss and research.

Step Four: Research

PBL research begins with small-group brainstorming sessions where students define the problem and determine what they know about the problem (background knowledge), what they need to learn more about (topics to research), and where they need to look to find data (databases, interviews, etc.). Groups should write the problem as a statement or research question. They will likely need assistance. Think about your own research: without good research questions, the process can be unguided or far too specific. Students should decide upon group roles and assign responsibility for researching topics necessary for them to fully understand their problems. Students then develop an initial hypothesis to "test" as they research a solution. Remember: research questions and hypotheses can change after students find information disconfirming their initial beliefs.

Step Five: Product Performance

After researching, the students create products and presentations that synthesize their research, solutions, and learning. The format of the summative assessment is completely up to you. We treat this step like a research fair. Students find resources to develop background knowledge that informs their understanding, and then they collaboratively present their findings, including one or more viable solutions, as research posters to the class.

Step Six: Assessment

During the PBL assessment step, evaluate the groups' products and performances. Use rubrics to determine whether students have clearly communicated the problem, background, research methods, solutions (feasible and research-based), and resources, and to decide whether all group members participated meaningfully. You should consider having your students fill out reflections about their learning (including what they've learned about the content and the research process) every day, and at the conclusion of the process.

Although we presented PBL as steps, it really functions cyclically. For example, you might teach an economics course and develop a scenario about crowded campus sidewalks. After the groups have read the scenario, they develop initial hypotheses about why the sidewalks are crowded and how to solve the problem. If one group believes they are crowded because they are too narrow and the solution is widening the sidewalks, their subsequent research on the economic and environmental impacts might inform them that sidewalk widening isn't feasible. They should jump back to step four, discuss another hypothesis, and begin a different research path.

This type of process-oriented, self-directed, and collaborative pedagogical strategy can prepare our students for successful post-undergraduate careers. Is it time to put PBL to work in your courses?

References
Barrows, H.S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson, & W. H. Gijselaers (Eds.), New directions for teaching and learning, No.68 (pp. 3-11). San Francisco: Jossey-Bass.

Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and instruction, 13(5), 533-568.

Ertmer, P. A., & Simons, K. D. (2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. Interdisciplinary Journal of Problem-based Learning, 1(1), 5.

Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27-61.

Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 2(2), 4.

Norman, G. R., & Schmidt, H. G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9), 557-565.

Onyon, C. (2012). Problem-based learning: A review of the educational and psychological theory. The Clinical Teacher, 9(1), 22-26.
Vincent R. Genareo is a postdoctoral research associate at Iowa State University, Research Institute for Studies of Education (RISE). Renee Lyons is a PhD candidate at Clemson University, Department of Education.

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Problem-Based Learning: Six Steps to Design, Implement, and Assess

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Twenty-first century skills necessitate the implementation of instruction that allows students to apply course content, take ownership of their learning, use technology meaningfully, and collaborate. Problem-Based Learning (PBL) is one pedagogical approach that might fit in your teaching toolbox.

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Over the course of two years or so, we learned, tried things out, shared ideas with each other, tried more, and eventually Inquiry became a driving force in our school.

It didn't look exactly the same in every classroom, and it certainly looked different in each grade level, but we came to share certain beliefs about inquiry:

Students lead, teachers support.

Questions drive the research, not topics.

Collaboration within a group is vital, and must be taught.

Findings should be shared.

Themed Inquiry Projects

In the early years of our "inquiry revolution," my third grade team and I did large inquiry-based research projects centered around a theme. We did an "Immigration" inquiry project near Thanksgiving, and an "Environmental Issues" inquiry project in the spring.

The basic layout to one of our inquiry projects went something like this:

First, we did a whole group read-aloud of an engaging text that fit our broad theme. (This became our "anchor text.") As we read, students brainstormed questions they were wondering and recorded them on sticky-notes. Then we looked closely at all of our questions, looking for ones that could become the basis for an inquiry research project. We looked for questions that:

were BIG (not questions with easy or short answers)

were RESEARCHABLE (questions that we could actually find facts and information about)

were INTERESTING (questions that students actually wanted to find the answers to)

were IMPORTANT (questions that others might also care about, questions that might even be important to the greater good of the world!)

Once we identified strong inquiry questions, students chose which question they wanted to research, and we formed small groups of inquiry teams. During the research phase, we would infuse strategy lessons on collaborating successfully, on finding relevant information, and on recording notes.

After researching and gathering information, students then decided how best to share their information. We usually required some sort of visual aid and some sort of spoken element. Students worked to create their final "products" and then presented them to the entire class.

Moving Toward Independence

As students school-wide experienced more inquiry-based projects, I was noticing that each year, students were coming into third grade as more sophisticated "inquirers."

I had to take advantage of this.

I decided to start making "inquiry research" one of students' choices in our Daily 5 framework, where students could choose to initiate their own inquiry research projects.

Making it happen wasn't easy.

I needed students to be able to do the bulk of the project independently. Not alone--they'd still be working with each other. But independent in the sense that groups would not rely on me, since I would be meeting with guided reading groups during Daily 5.

It took training and practice. Here are some key points I learned to hone in on:

Agreeing on how to get started: Students find a partner or a group of three with a shared interest, and then together find an "anchor text" that will help them generate possible inquiry questions.

Keeping commitments: It's important that a student doesn't get involved in an inquiry group only to abandon the group halfway through.

Asking strong inquiry questions: Getting students to "think big" takes practice and modeling.

Finding resources: Students need a procedure for when they can go to the library to find additional resources.

Researching BEFORE creating: Students often want to reverse the inquiry process. A group might share a PowerPoint presentation to the class, and then a student thinks, "I want to make a PowerPoint too. Let's see, what could I do one about?" When really, the answers and information learned through their research should determine the best "vehicle" to share it.

Checking in with the teacher: We establish checkpoints in which students briefly meet with me before moving on to the next phase. For me, I (1) approve the group's inquiry question before they begin research, (2) approve the group's plan for what to create, and (3) schedule a presentation date and time.

Creating an anchor chart of the agreed upon procedures.

Just like with our other Daily 5 choices like Read-to-Self, Read-with-Partner, Word Work, and Writing, gaining independence with Inquiry Research is built over time, and procedures are revisited and refined as needed.

To keep moving toward independence, students used this organizer to help them stay on track:

Download the organizer for free by signing up for my email newsletter below...

To help students gather and organize their research, I give them a half-sheet research notebook, like in the following photos.

These notebook pages help students breakdown their research into manageable parts. (Plus, you'd be surprised how motivating it is to have their own little research notebook.) These pages are part of my highly versatile, differentiatedResponse Pages for Informational Text resource. Check it out!

Giving students ownership of what they are learning brings with it high motivation, and in turn, high engagement. As a side benefit, I can rely on students to be productive at this Daily 5 (or reader's workshop) choice.

But more importantly, these projects matter to students. They want to find out answers to their questions. They are proud of what they create. And that makes their teacher proud too.

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Student Led Research Projects: Moving Students Toward Independence

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Over the course of two years or so, we learned, tried things out, shared ideas with each other, tried more, and eventually Inquiry became a driving force in our school. It didn't look exactly the same in every classroom, and it certainly looked different in each grade level, but we came to share certain beliefs about inquiry: Students lead, teachers support.

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Suggested Readings and Viewings, Sample Session Schedules, A PowerPoint Presentation

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Free materials and downloads for building rigorous projects for all grade levels, from our Project-Based Learning Professional Development Guide.

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Do not worry...Bill is harmless.

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When I started on my Project-Based Learning journey, I always wondered what other teachers were already doing with PBL in classrooms around the country and world. I remember joining Ning sites and finding other teachers who were doing PBL, it was like a dream come true to chat and discuss and learn.

With the growth of Twitter, blogging, and conference I was able to meet educators from around the world who have inspired me to go deeper into Project-Based Learning. Their ideas were what got me started documenting projects and step-by-step practices that would enhance any PBL experience.

PBL is growing because it engages and empowers students to learn experientially and share that learning in new and unique ways that go well beyond the classroom. Yet, many teachers are asking: How do we plan and implement PBL? How do we "fit it in" our current curriculum? How do we assess it using our current grading guidelines? How do we manage this type of learning?

These are all real concerns and questions that cannot be dismissed. PBL takes time to plan, implement, manage, and assess. Then it takes time to tweak, improve, and highlight. In my new book, The PBL Playbook, we dive into specific answers to all those questions, and what PBL looks like in each grade level and subject area!

You are a teacher ready to move towards an authentic learning experience for your students.

You are a superintendent, district administrator, or principal who is leading a school through project-based learning.

You are a coach, staff developer, or teacher leader that wants to help guide colleagues into PBL with a game plan that works.

Oh, and I forgot to mention, The PBL Playbook is on a deal right now where you can get the book for FREE. That's right, the first 5000 copies of the book will be given away free, and all you have to pay is the shipping to get it to your house.

Ideas to Get You Started

I've listed 100 PBL ideas below to help get you started on the project-based learning journey. The ideas below that are hyperlinked will send you to the project that is already developed. These 100 PBL experiences will be the first 100 projects created by our PBLK12 team and I can't wait to share them out. In the meantime, use them to get inspired and give you some ideas to start PBL with your students.

Grades K-2

3. Better Playground Project

4. Catching the Tooth Fairy Project

5. Illustrate A Short Story Project

7. Build a Snowman Project

9. The First National Holiday Project

10. Make Your Own Animal Project

Grades 3-5

11. Life as a Rock Project

12. Natural Disaster Project

14. Pinball Machine Project

17. Create Your Own City Project

18. Carnival Games Project

20. Analog Oregon Trail Project

Grades 6-8 ELA

21. Book to Movie Project

22. The Storyboard Project

23. Press Release Project

24. Book-In-An-Hour Project

25. The Ultimate Debate Project

26. Junk Sculpture Project

28. Live In Your Shoes Project

29. A Character on Social Media Project

30. Lit Circles Talkshow Project

Grades 6-8 Social Studies

31. Digital Voting Project

32. The Making of a U.S. President Project

34. Civil War Tour Guide Project

35. Unknown American Hero Project

36. Fallen Empire Project

38. The Honor Code Project

39. The Cultural Exchange Project

40. The Constitution Right Now Project

Grades 6-8 Science

Grades 6-8 Math

52. Curveball/Whiffleball Project

53. Rollercoaster Tycoon Project

54. Raising of Chicago Project

59. Create a Safari Project

60. The Basketball Shot Project

Grades 9-12 ELA

61. Lit Circles Reality TV Project

63. The Novel Documentary Project

64. Character Cribs Project

65. Fiction Mirrors Reality Project

66. The Bystander Project

67. Dystopian vs Utopian Project

68. 10 Laws of Power Project

Grades 9-12 Math

73. Election Data Analysis Project

74. Amazon vs Apple Data Analysis Project

75. Google vs Facebook Data Analysis Project

76. Crypto vs Regular Currency Project

77. Making Sense of Nutrition Label Project

78. Rebuilding the Pyramid Project

79. Linear vs Exponential Technology Project

80. The Moneyball Project

Grades 9-12 Science

81. Rubber Band Car Project

83. Rube Goldberg Project

84. Chemistry Mythbusters Project

85. Biology Mythbusters Project

86. Physics Mythbusters Project

87. Envi/Sci Mythbusters Project

88. The Waste Problem Project

89. DNA Barcoding Project

90. Tiny Theme Park Design Project

Grades 9-12 Social Studies

92. Become a Dictator Project

94. The Hamilton Project (using current language to tell a history)

95. The American Dream Project

96. The Making of a Revolution Project

97. The Role of Art Project

98. WWI Documentary Project

99. WWII Documentary Project

100. Cold War Spy Project

The PBL Playbook

I've written other education books, but The PBL Playbook is different. This book comes from a place of desperation and frustration. For years I've seen the transformative power of project-based learning experiences in my own classroom, in my colleagues' classrooms, and in countless learning places around the world.

Yet, for many teachers, including myself, it can be almost paralyzing to start the work of moving away from how we've always taught. I've made the mistake of sometimes writing up in the clouds (theory) instead of in the dirt (practical). While this can help us understand the WHY (which is important) it leaves us wanting to know HOW.

This book is about the HOW.

You'll get step-by-step ideas and strategies to implement in your role as a teacher, coach, or leader tomorrow. You'll get ideas from over thirty different educators who were interviewed and share their PBL tactics and best practices. You'll be able to apply this to your work, and most importantly to help transform the learning experiences our students have on a daily basis.

As a coach, I always believed that a playbook opened up the possibilities instead of limiting them. In The PBL Playbook, I hope to hit on that balance of providing enough guidance, support, and practical steps-while also allowing for the creativity and innovation inside each of you to shine through when designing, building, and running a project-based learning experience.
Are you ready to hit the ground running? Let's get started!

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100 Project-Based Learning Ideas for Every Age

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When I started on my Project-Based Learning journey, I always wondered what other teachers were already doing with PBL in classrooms around the country and world. I remember joining Ning sites and finding other teachers who were doing PBL, it was like a dream come true to chat and discuss and learn.

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I was introduced to Project Based Learning several years ago. I had taken
some time off of teaching to be a mom and when I came back to the "World
of Education" it was a little nerve wracking because so much had changed.
Technology was more widely used, behavior was worse, common core was in most schools and the ways to teach were all so much different than I had done or was taught.

I knew going back into education was going to be a challenge, but I wanted
to accept the challenge especially since my own children were just entering the public school system.

New Beginnings

I had gotten a job as a 1st grade teacher. We were new to the area and new to the school. As soon as I could, I got my classroom organized and was completely overwhelmed by the curriculum that sat on the desks.

At my first team meeting before the school year started, we discussed curriculum and one of the teachers mentioned that we were a PBL School. They may have mentioned that in my interview process, but it must have just flown over my head and I probably thought, I'll figure that one out later.

I said, "We are are what school?"

They went on to explain to me what PBL was.

I can't remember what I said, but I do remember my reaction, "Oh, that sounds like a lot of work and brain power to teach that". My next thought was, "Do we have a curriculum for this?".

I looked through my curriculum to find the PBL curriculum and there wasn't any. So, I went over to the teacher next door, and said, "So for this first project based learning unit, where do I find the curriculum for that?" She then informed me, "We don't have one."

"We don't have one!" I didn't scream this, but in my head I was.

Feeling Overwhelmed

Here were my thoughts: "So I need to plan this entire unit, using this system that is super involved, that I have no idea on how to do it, meanwhile put together my classroom management, routines, figure out the Math Curriculum and the ELA curriculum.

To say the least, I was a bit overwhelmed. Oh and did I mention, I had just moved there from about 7 hours away and we didn't have a house to live in. We were staying with my mother in law's boyfriend til we found a place to live.

I got a few ideas from the teachers who were on my team, all of us were new to 1st grade and I began to put the ideas together and wrap my head around what Project Based Learning looks like in the classroom.

I am proud to say, I figured it out somewhat quickly and by our 3rd unit, I
was getting it down. But I had put in a TON of work.

My purpose today is to share some of the wisdom that I have about using and implementing Project Based Learning in your classroom.

What is Project Based Learning?

It is a way of teaching that introduces students to the 21st century. They get to solve real life problems and it brings the big world into their little world. It makes learning relevant and it gives learning a purpose.

It gives learning a purpose.

Project Based Learning involves teamwork to solve a problem, it is inquiry based and takes student's questions and they get to dive deeper. Students
are more engaged because the lessons are interactive.

My favorite part is that it involves all subject areas in one project. Students can work on technology, math, writing, speaking and listening, reading, science and/or social studies all in one unit.

But the downfall is that you have to tie in all those subject areas in your planning which very is time consuming.

Advantages

You hit various academic subject areas and grade level standards in just one unit

Students are more engaged

There are very few worksheets

There is much less work to grade (Hallelujah!)

Students work in small groups and/or partners

Lots of teamwork

Interactive

Inquiry Based

Lots of student choice

Cater to your class needs

Disadvantages

They take a very LONG time to plan, especially if you want to incorporate multiple subjects

Group Work can be noisy

Sometimes you will need extra supplies, because many activities are hands on

Project Based Learning must include ...

Grade Level Content: I always use the grade level standards when planning them.

Life Skills & Problem Solving: Incorporate Life Skills, Problem Solving, Team Work, and communication with each other

Differentiated: Lessons need to be differentiated to fit all learners

Driving Question: An open-ended question that has to do with their project they are working through.

Inquiry Based: The students need to be inspired to ask questions that reach below the surface. Then they need opportunities to seek out those answers and talk to classmates on how they discovered something.

Need to Know: Students can't wait to work on the project each day

Student Choice: Students need to have a say in the project, which one they want to do, how the project looks, what to write about or what goes on the class rubric.

Critique and Revision: The students get a chance to critique each other's project or presentation and then students get a chance to revise what they did and fix it. It gives students a chance to produce higher quality work.

Public Audience: Student will need to present this project to adults, parents, staff, other student's, etc. It can be a culmination of what they worked on and a chance to show off their project. Students work on their public speaking and listening to others present.

Are you overwhelmed?

I don't want to discourage anyone from planning their own PBL Unit, one that works for your students. There are advantages in that way to cater it to your class needs.

If you have the time to plan it, then go for it.

I highly recommend this book PBL in the Elementary Grades, if you are looking for a resource in creating your own. It does not have any PBLs included in the book, but it gives a very in depth explanation on how to teach and plan Project Based Learning.

But if you are a teacher like I was, overwhelmed by the thought of it, then seek out purchasing PBL units on TPT. I have several ones that I love and am always working on the next one. Since they are very time consuming, it does take me a very long time to put it together.

My Favorite PBL Unit is my Economics Unit where students create their own small business and then sell products or services in the classroom marketplace. I put all the planning together for you. Read here to see how it worked in my classroom.

Here are links to the Full PBL units that I have put together for you:
Animal Adaptations Project and Activities (NGSS 1-LS12) Economics Unit includes Class Marketplace and Economy System Winter Sports and STEM Activity Habitat and Ecosystems (NGSS 2-LS41) Icebergs Lab and Informational Writing (NGSS 2-ESS2-3) Johnny Appleseed and Community Service Our Solar System
This post contains Affiliate Links.

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How to Teach Project Based Learning - Special Treat Friday

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I was introduced to Project Based Learning several years ago. I had takensome time off of teaching to be a mom and when I came back to the "Worldof Education" it was a little nerve wracking because so much had changed.Technology was more widely used, behavior was worse, common core was in most schools and the ways to teach were all so much different than I had done or was taught.

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Project Based Learning: Why, How, and Examples

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5 Keys to Rigorous PBL Video

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5 Keys to Rigorous Project-Based Learning

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Well-designed project-based learning (PBL) has been shown to result in deeper learning and engaged, self-directed learners. Learn more about the five core elements of successful PBL.

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What to do when PBL doesn't work like we intend?

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What to do when PBL doesn't work like we intend?

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Unfortunately, all of our brilliant lesson plans do not work out. Here is what to do if that happens.

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"Failure is success in progress." -Albert Einstein

At the outset of a project, enthusiasm and idealism are high. As educators, we approach our project-based learning (PBL) with an eye toward success, but what happens when things don't turn out as planned?

My co-teacher and I launched a Choose Your Own Adventure (CYOA) video project on World War I and World War II in our integrated American history and English language arts class. The project married the concept of CYOA books with videos where viewers choose what to do next. Rather than have each group make its own video, we decided to have our whole classes divide up the tasks to create one giant adventure.

Students were placed in different teams based on self-identified skills, and roles included writers, actors, directors, artists for props, lighting and camera operators, and video editors. Each class created a storyboard on a whiteboard wall, plotting all of the paths and choices like a sideways tree. Groups of students began writing scripts for each scene, including details of the setting and props.

The students did an excellent job of distributing roles and diagramming the big-picture storyboard, but they struggled with the rest of the project. Ultimately, we were unable to finish the videos, but the challenges gave us new insights on how to successfully implement this type of project in the future.

Model Risk-Taking

The project was our first attempt at having student groups work together on a single final product. When it came time to film, we had students making props and shooting scenes all over campus, indoors and outdoors. The organization and management of a project of this complexity and scale were new for us.

Brain research supports the idea of failing forward and a growth mindset. If we want students to be fearless and think outside the box in class, we need to model that behavior as teachers. Trying this new project without knowing for sure whether or not it would work demonstrated the way we want students to attack problems.

Scaffold to Empower

Although it is necessary to scaffold lessons for students who require support, it's important that scaffolding serve as a temporary framework while a building is being constructed. Scaffolding should be removed as students gain confidence and skills.

During the CYOA project, my co-teacher and I thought we were not organized enough. Our mistake was not about our disorganization. Instead, it was that we did not provide students with the tools to organize themselves. When teachers coordinate everything in class, they steal the opportunity to lead from students.

Instead of preparing every aspect of a project, we should teach students how to use tools like a student scrum board (an example is included here, or you can try this Trello template) to manage themselves. Project management is one of the most important skills that students can learn through PBL, but that happens only if they have the opportunity.

Reflection

Reflection is key to deeper learning. In reflecting on our CYOA project, we realized that our biggest mistake was underestimating the technology part of the project and not devising a clear process for getting footage from the cameras to the video editors. We also needed to talk more directly about conflict resolution among the groups.

In PBL, the teacher and the students should be reflecting both during and after a project. When a project is not working, refrain from rescuing your students. Instead, have them work through their difficulties. Provide questions related to their struggles and ask them to journal about the experience.

For example, asking, "What is preventing my group from being successful right now?" and "How can we fix this challenge?" can provide an opportunity for reflection. Students can meet in their groups and discuss issues and potential solutions.

Benchmarks

Teachers should assess and provide feedback throughout the PBL project-not just at the end.

Even though our final product never materialized, students still mastered the required content of World War I and World War II because we checked their progress along the way. They met benchmarks, including the storyboard and script writing, that demonstrated their content mastery.

Sometimes, assessing content standards in the final product feels forced, especially if students are applying historical concepts to modern-day issues. Giving additional writing assignments or tests can help measure learning.

Persistence

Trust the process. Not everything in PBL will go smoothly. Listen with empathy to students and teach them how to negotiate differences with each other. Staying the course with a project yields long-term benefits.

Although I was disappointed that students never completed their videos, there was a silver lining. At the end of the year, we launched another PBL unit, about water, in all of their classes. This time, students owned the whole PBL process. During final reflection, one of the student leaders told me, "Because we failed on the CYOA video, we learned how to work together and succeed on the water project."

Good teaching doesn't mean that everything that happens in class turns out the way we expect. Students develop skills gradually over the course of a class. Using setbacks in projects as learning tools demonstrates for students how challenges can be turned into opportunities.

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"Failure is success in progress." -Albert Einstein At the outset of a project, enthusiasm and idealism are high. As educators, we approach our project-based learning (PBL) with an eye toward success, but what happens when things don't turn out as planned?

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In her elective course built on project-based learning, the author learned a few things about how to help students make choices well.

When I first started teaching my Media and Design and Art elective back in 2014, I knew I wanted to give my students a choice in what they learned. Many of them ended up in the class not by choice, but simply because it fit in their schedule, and those students needed some kind of agency to feel engaged and be successful. Choice would establish that agency.

Traditionally, projects in my classroom were based around an essential question and a few important understandings and skills that I wanted students to take away. I would usually set up an assigned topic and specific checkpoints for them to complete. But that first year, I tried something completely new. I had students come up with a project idea and a proposal for me to approve, and then they worked on the project for the entire quarter (about 16 class periods).

Each week, they would submit a one-sentence update to Canvas (our learning management system) explaining what they had accomplished, and I would meet with students each class to discuss their progress and support them as needed. The classes met only twice a week and had over 30 students each, and it was a struggle to meet with each student to see how they were progressing and to review nearly 120 ongoing projects on a weekly basis.

The Problem of Too Much Choice-and How to Fix It

Many students did not manage their time well, and the projects they submitted at the end of the quarter were lackluster and often incomplete. I realized that I had given them too much choice without the necessary guidance to help them be successful. Students often got stuck when they struggled with a piece of software or art medium, and some either gave up on their idea or spent many class periods frozen and unable to move ahead. In the course evaluation, a student told me that I should have had more checkpoints to hold them more accountable-and I took that to heart.

Over the last few years, I have strategically built structures around student choice in my classroom, starting with giving students the choice of a number of loosely defined, open-ended projects that last only a couple of weeks instead of an entire quarter. I now have a continuous feedback loop between me and my students-they use a Google Slides file in Google Classroom to document their daily progress on their project in both words and pictures, which allows me to catch kids before they get stuck-I can provide just-in-time feedback. These portfolios also allow both me and the students see the projects' development over time, and I can review them on my own if I don't have time to meet with a student in class.

One of the biggest challenges in a choice-based classroom is when a student has buyer's remorse: They chose a project and then, a few days or weeks into the work, they regret their decision. I use this issue as a teaching moment around resilience and planning, conferencing with the student about what they're struggling with and why they want to quit the project. That's not an option, which I make clear to them from the beginning-they're going to work on the project for only a few weeks, so there isn't time to switch.

When meeting with these students, I try to get to the root cause of the frustration. Sometimes it's a lack of confidence or a misunderstanding about what they're expected to do, and sometimes the kid really just regrets their choice. Depending on the situation, I may ask some probing questions or sit with the student and model aspects of the project for them. Together we tackle the issue they've been grappling with so they can get out of their rut.

Buyer's remorse can be an important lesson for students. They learn what kinds of things they do and don't enjoy doing. And they learn that doing something they don't enjoy can still be a valuable source of learning.

Another thing they're sometimes surprised to learn is that they are often each other's best resource. The collaborating they do on these projects can make the work more engaging, and it allows them to see how their peers tackle a similar problem.

Continuing to Refine the Process

While I've worked to fine-tune how I use choice in my classroom, it's always a work in progress. What matters is that students feel a true sense of accomplishment, even when things don't turn out the way they wish they had, because they owned the process, no matter what grade they ended up with.

In reading the reflections that students complete at the end of every project, I find that sometimes a student who struggled with a piece of software or whose project did not turn out they way they wanted has learned a lot about perseverance or about how to they could manage their time better. In a project-based classroom with a lot of student choice, the journey is as important as the product: The journey is messy, but the rewards are worth it.

By setting parameters around choice while allowing each student to explore their own interests, I've seen my students' independence increase, and the quality of their work has improved dramatically. It was inspiring to see them work independently during our last project of this year using the strategies they'd learned. This was completely different from my first year-students were more invested in what they were learning and, with continuous feedback and better scaffolding on my part, were managing their time more effectively.

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In her elective course built on project-based learning, the author learned a few things about how to help students make choices well. When I first started teaching my Media and Design and Art elective back in 2014, I knew I wanted to give my students a choice in what they learned.

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https://www.hightechhigh.org/hte/project/healthy-me-project/

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Introduction to Project Based Learning (PBL) Process

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5 Keys to Rigorous Project-Based Learning

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Well-designed project-based learning (PBL) has been shown to result in deeper learning and engaged, self-directed learners. Learn more about the five core elements of successful PBL.

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There is a teacher rubric that will help you evaluate how you are doing while designing PBL.

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Edutopia is awesome for PBL! You can follow it on Twitter.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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If you're still unsure about how to implement PBL within your classroom, this article is long, but quite thorough!

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The Buck's Institute Website "My PBL Works" has lesson plans, checklists, and other helpful tools to get started!

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Featured Projects

How can we support younger students through the transition to middle school?

Are GMOs the way to go?

How can we keep our communities safe and prepared for natural hazards?

Featured Resources

The Buck Institute has created this short video to help explain the Project Based Teaching Practices in our model for Gold Standard PBL.. Learn more

How to create and use norms in your classroom to build, positive, productive culture. Learn more

Sample: Explaining PBL and giving project details. Learn more

Announcements

Online Course - PBL Jumpstart: Teach

Register for our 8-week course PBL Jumpstart: Teach. You will learn how to incorporate effective teaching practices you already use into the framework of PBL, and you'll learn how to assume a new and rewarding role in the classroom.

Course Dates:

Winter: Mondays, January 8 - February 26, 2024
Summer: Mondays, July 1 - August 19, 2024
Fall: Mondays, September 9 - October 28, 2024
Learn more about the course

Online Course - PBL Jumpstart: Design

Register for our 8-week course PBL Jumpstart: Design. You will learn how to incorporate effective teaching practices you already use into the framework of PBL and you'll learn how to assume a new and rewarding role in the classroom.

Course Dates:

Winter: Mondays, January 8 - February 26, 2024
Summer: Mondays, July 8 - August 19, 2024
Fall: Mondays, September 9 - October 28, 2024
Learn more about the course

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Your gateway to the very best in Project Based Learning, no matter where you are in your PBL journey. Here, you will find a growing set of resources to help you design and implement powerful learning in your classroom.

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Project Based Learning: Am I Doing it Right? How Do I know?