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The planning holds you accountable for what the students are learning.
Always have the standards in the forefront of your planning.

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*Purposeful planning and teacher accountability
*Careful wording of your Benchmarks and IAKT.

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Know you will teach some standards alongside the project that don't fit into the project.  Don't just stick them in because you feel like you have too.  Focus on building the standards while working on the project.
Be mindful the standards are the important parts and not the building of a project.  It's not a thematic unit.  This is where the pacing comes in.
*We're still struggling with this and it gets better. Plan an alongside guide with it.

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Truly plan with the end in mind - know the learning targets you want the students to acomplish and mindfully create the project to develop those skills along the way.  Thoroughly plan your scaffolds and mini lessons that will develop these targets.
Refer to and implement those targets everyday and teach the "why" to the students.
Remind them of the goal each day.

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LESS IS MORE!!  Start out slow with one or two projects and just a few benchmarks.
Do what works for you and your class.

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*The project has to be well planned..."don't try to build the plane while you're flying it"...
*We want our projects to be this big she-bang, but we need to start small and build up.
*There's No Crying in PBL- It's ok to fail! We'll get it right next time.
*Change- things change!
*However, think with the thing in mind.
*Expectations vs. Reality....but really

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You will make mistakes.
Don't do too many projects.
Keep it simple!  Not too much too fast.
Stick to your time line.

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Plan with the end in mind.
Plan, Plan, Plan
Be prepared for it to be messy and willing to change as you go when needed
You'll need to be flexible and adaptable.
Follow the toolkit - start with the benchmarks and break down from there
Not every class will look the same - that's okay
Break up the work among colleagues - share the load
Keep it simple  and authentic the first year.
Ask for help

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A successful Entry Event gives students the background knowledge, engages them, gives them a hook or something to be passionate about.

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Students are engaged and excited and able to determine knows, need to knows, and clear on what the driving question is (be able to explain in their own words)

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If it helps them connect to the project and transition easily  into working on the project.
If the students start asking questions and excited about working on the project.
It doesn't need to be big, just authentic.
The entry event can be different than the entry document.

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A great project has the following:
* an intriguing launch
* real world connections /problems - making it real - relatable  for the student (making some projects local and some whole world)
* thoroughly planned and scaffolded by the teacher
* differentiated instruction and support
* well rounded  mixed ability groups
* learning targets are developed and met within it
* teacher enthusiasum and buy - in

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A great hook, student buy in, engagement throughout the entire project, real world application, community support, and interesting subject matter that students can relate to.

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Student driven, needs to be authentic and relatable. It needs to be relevant to the students. Give students options to make choices throughout the project. It allows them to make connections. Appropriately challenging for your grade level.  Planning for pacing. Collaborating with your colleagues.

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A thoroughly planned engaging project that goes closely with your curriculum.

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QA: The teachers are concerned that students will just complete the project and not learn the content standards through the project. How do you ensure that students are spending the majority of the project time building skills and learning content? 

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QA: The teachers are concerned that students will just complete the project and not learn the content standards through the project. How do you ensure that students are spending the majority of the project time building skills and learning content? 

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(answer with A4)

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Q3: Looking back on our 1st year of PBL, what wisdom would you pass on to a first time PBL facilitator as they prepare to design standards based projects?

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Q3: Looking back on our 1st year of PBL, what wisdom would you pass on to a first time PBL facilitator as they prepare to design standards based projects?

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(answer with A3)

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Q2: How do we know if an entry event was successful?  

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Q2: How do we know if an entry event was successful?  

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(answer with A2)

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(answer with A1)