PBL

PBLPROJECT BASED LEARNING

When we give kids a REAL need to know, understand, and demonstrate what they have learned, student motivation increases.You don’t have to push kids to learn.

Pull your them through with meaningful inquiry.

A project is central and drives your instruction; it is not a “fun activity” to end a unit.

PBL is not… PBL is…

PBL is the main course…think about it as the UNIT

PBL Defined…

A systematic teaching method that engages students in learning important knowledge and 21st century skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and learning tasks.

PBL essential elements:

1. Significant Content

2. 21st Century Skills

3. In-depth Inquiry

4. Driving Question

5. Need to Know

6. Voice and Choice

7. Revision and Reflection

8. Public Audience

1. Significant ContentThe core of PBL is focused on

teaching important knowledge and

skills derived from standards.

2. In-depth InquiryStudents must be engaged in a

rigorous, extended process of

asking questions, using

resources, and developing

answers.

3. 21st Century SkillsToday’s learner needs to have

(1) critical thinking skills,

(2) problem solving skills,

(3) collaboration, and

(4) communication skills.

4. Driving Question

Project work is focused

by an open-ended

question that students

explore.

5. Need to KnowKnowledge , understanding

concepts, and applying skills are

necessary in order to create the

project.

6. Voice and Choice Students have choice in product

creation, how they work, and how

they use time.

7. Revision and Reflection The process includes feedback in

order to create high-quality

products and reflect on how they

are learning. DoOver

8. Public Audience Student projects/work are presented

to people beyond classmates and

teachers.

RESEARCHWhat does research and experience tell us?More effective in increasing student

achievementIncreases motivation and

engagement Improves retention of knowledgeImproves mastery of 21st century

skillsEffective with at-risk learnersIncreases proficiency on

standardized tests

Driving questions are derived from content standards and the major projects students create require demonstration of knowledge and understandingMISCONCEPTION #1

PBL isn’t standards based and simply focuses on soft skills such as critical thinking and collaboration without content.

Projects can increase motivation to read. Content-rich projects across domains such as science and social studies can build background knowledge that influence comprehension. Literacy skills can be taught in the context of a project.

MISCONCEPTION #2

There isn’t time and the children aren’t ready. We must teach literacy and math skills first.

While PBL is often focused on creating physical artifacts, the important part is the intellectual challenge involved in addressing the driving question.

MISCONCEPTION #3

PBL is the same as “making something,” “hands-on learning”, or “doing an activity.”

PBL is time well spent. The point is to teach selected standards in greater depth versus “covering” information.

MISCONCEPTION #4

A project takes too much time

Preschool through graduate school have used PBL effectively. Doing a project is a natural way to learn.

MISCONCEPTION #5

PBL is only for older, gen-ed

students

Those whose style approach is more direct instruction may find the open-endedness of PBL challenging. You can conduct a project with more structure if you need it.

MISCONCEPTION #6

PBL is too hard to

manage or doesn’t fit

my teaching style

Ideas for projects

Explore a philosophical question

•What is a healthy community?

•When are people justified in revolting

against an established government?

•What does it mean to be a good friend?

•How do we make peace?

•Should our playground be changed?

An investigation of a historical event, time period, or natural phenomenon•Why did European explorers of the New World risk

their lives?•What was life like for our grandparents when they

were young?

•What is the “price” of progress?

•Who were the best leaders of the 20th century?

•Will China be the next super power?

•What effects does the Civil War still have on us

today?

A problem-solving situation- either real or fictitious

Issue: A local nature reserve is not drawing many visitors from elementary schools or families with young children.

Project: Students create a field guide for parents, teachers, and children to encourage them to explore the reserve’s animal and plant life, geology, and caves.

A problem-solving situation- either real or fictitious

Issue: Some historic buildings in the community are slated for destruction to make way for redevelopment.

Project: Students decide where they stand in the debate over saving the buildings by analyzing their historic significance and weighing the economic pros and cons of the issue. They create website pages, posters, and presentations for the public and local officials to advocate for their point of view, backed by evidence.

An examination of a controversial issue

•Should we produce genetically engineered

food?

•How should criminals be treated?

•Should there be censorship?

•Is the American Dream possible?

•Who were the best leaders of the 20th

century?

A challenge to design an artifact, develop a plan, or produce an event

Issue: Families who are new to the community, especially recent immigrants to the U.S., need to learn more about places such as parks, stores, fire and police stations, hospitals, churches, and transportation.

Project: Students create a map of the community locating and describing various places, to make available and present at Back-to-School Night.

A challenge to design an artifact, develop a plan, or produce an event

Issue: Many community residents are not recycling.

Project: Students analyze numerical data on the extent of recycling and plan and conduct a campaign, including public service announcements, presentations, and displays at public places to increase participation in a community recycling program.

PBL in action