An official definition for PBL would be something like “A framework or “skeleton” for engaging students in authentic real world challenges or problems through content knowledge.” But for me, Project Based Learning is the instructional model I use when developing my yearly goals, curriculum maps, and scope/sequence aligned assessments. It is the means by which my students learn as much as I can logically connect.
Why do I try to make this the bread and butter of every academic year? Simple, because research shows it works! Most PBL elements engage what we know are best practices in education. AND… it’s more fun for me and my students!
How PBL begins...typically
PBL typically starts with a real world challenge or problem, which is focused into a driving question. At it’s core a driving question has many answers and leads students through the inquiry process to find an answer. Driving questions cannot be “Googled” and should have many options to solve on their own.
Learn all about driving questions, including lots of examples, with all of my DQ posts linked here.
That Messy Middle
Once students have the driving question, they begin to walk through a Know and Need to Know process by which they find important questions to ask and learn answers to. Utilizing community resources, such as places and people, students dive deeply into how their learning connects to the real world where they are solving the problem or challenge.
Through the unit, students work towards answering the driving question with a culminating event or end product. This end product or event should answer the driving question and be completed, created, and organized by the students, as their answer to the problem or challenge.
The End-ish
In order to help students reach this end product or event, the unit is planned with “benchmarks” or “checkpoints” and a calendar. This helps the students and teacher keep track of due dates, curriculum needs, community relations, etc. It also helps keep students from “falling in the cracks”, as regular touchpoints mean regularly checking in and updating.
Once the unit is complete, reflection occurs with facilitators, caring adults, students, and any community partners.
This is a VERY quick snapshot of a PBL unit and how it works. Different Project Based Learning educators differ on a few minor points, but most of the principles stay the same. You can find some of my recommended PBL professional development resources here.
You might also find it helpful to learn more about the difference between a PBL unit, project, and thematic unit. Learn more with this free download "How can you tell the difference between a PBL unit and a project or thematic unit?"
Check out my FREE resource with examples for each of these and the ways they are similar/different. This resource is especially helpful for co-ops, professional developments, and caring adults.