Questions about PBL to explore further
What about Inquiry Based Learning?
6 Strategies to Truly Personalize PBL
What is PBL?
Project-Based Learning A Resource for Instructors and Program Coordinators
Project Based Learning- BIE
Is PBL more effective than other interactive teaching and learning? Research to support this? Is PBL the best for everyone? Is it more fun for everyone?
Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning
Evidence that PBL Works
What Research Says About … / Project-Based Learning
Project-Based Learning Research Review
Summary of Research on PBL
How does PBL fit with our school mission?
Redefining Teachers with a 21st Century Education ‘Story’
How are projects designed?
Practical PBL Series: Design an Instructional Unit in Seven Phases
Designing your Project
Resources for Getting Started With Project-Based Learning Learning by Doing: A Teacher Transitions Into PBL
My PBL Failure: 4 Tips for Planning Successful PBL
6 Strategies to Truly Personalize PBL
Demonstrating Authentic and Rigorous Learning in PBL
Web Tools to support PBL
How are students grouped? In regards to students who require assistance, how is PBL structured? (specific roles? social dynamics?) How are we helping students develop their weaknesses if PBL only plays to strengths?
How do groups function in PBL?
PBL Pilot: Navigating Group Work
6 Strategies for Differentiated Instruction in Project-Based Learning
Do our current classroom layouts allow for such learning? Do we have the technology to support it? Are there enough resources both print and digital to support PBL school wide?
Design Features for Project-Based Learning
How to Make Your Classroom a Thinking Space
Is it possible to structure a whole year around PBL or is it something that is done a few times a year? What is the common length of a PBL project? Could a hybrid system work in a linear school?
At ACS they aim to have 1 PBL unit per course in a semester system.
For high skill subjects (ie. Math) how do you create meaningful projects before kids have developed skills and done practice to strengthen their foundation? (How do you do PBL in Math?)
Problem-Based Learning in Mathematics
Tips for Using Project-Based Learning to Teach Math Standards
How can all aspects of foreign language learning (Spanish, Mandarin, French) be integrated into PBL?
Using Project-Based Learning to Teach World Languages
Project-based learning in World Languages
What Research Model is the best (Big 6, Points of Inquiry, The Alberta Model)?
Comparison of Information Literacy Models
Information Inquiry and Instructional Analysis
How do teachers come up with Essential Questions? How do we teach students to ask good questions?
How to Refine Driving Questions for Effective Project-Based Learning
What does classroom management look like in a PBL class? Are there consequences for poor use of class time? How do we help students make the most of work time? How do we ensure students are doing the work required? ex. reading the novel
Twenty Tips for Managing Project-Based Learning
What does multi-faceted assessment look like? Are there rubric banks? How are rubrics formed? Does the report card structure need to change to include assessment of process?
Resources for Assessment in Project-Based Learning
Group collaboration Rubric
Final project Rubric
PBL and Standardized Tests?
What are some specific examples of PBL projects? (examples from http://www.intel.com/content/www/us/en/education/k12/project-design/unit-plans/grade-index.html#5)
PBL Stem Projects
¡Vamonos!: Grade: 9-12, Foreign Language High school. Students team up to plan a trip to a foreign city or country of their choice. They develop promotional materials to market their trip to their peers. At a travel fair, students share their guides and “sell” their trips.
Romeo and Juliet: Insight into Ourselves: Grade: 8-10, Language Arts. Students use Romeo and Juliet to look at personal responsibility, an individual's freedom of choice, and the effect of one’s actions on others.
Signs of the Times: What does the past tell us? Grade: 10-12, Language Arts. Students study how literature is affected by the times in which it was created and the impact that fiction can have on society. They choose a novel that highlights a social or political issue from the past and examine primary sources from the time in which it was written.
Famine: Grade 9-12, Social Studies. Famine is a human tragedy that shreds the lives of millions of people around the world each day. Students take on different real life roles to identify ways to address current relief needs and to propose recommendations for reducing famine in the world.
Equality: Are Some More Equal than Others?: Whose responsibility is it to create the conditions that promote equal rights for all? Grade: 9-12, Social Studies. High school students work in groups to build an understanding of the history of the struggle for human rights in the United States and around the world.
Phabulous Physics: Can all the events around us be anticipated and explained? Grade: 11-12, ScienceUse Physics! Phabulous Physics! To solve physics puzzles presented by linear motion, students learn about motion by working with challenging physics problems. Students use spreadsheet software to analyze and represent data from a physics problem and then present their physics findings to their peers by creating a brochure. To seek community input about local traffic hazards, students then produce a survey or blog and post it on a site. Armed with this community data and their own research, student groups take on the role of members of a highway safety advocacy group. Their task is to create and deliver a slideshow presentation to the city planners proposing changes to a dangerous section of road or intersection.
Small, Smaller, Smallest: Grade: 9-12, Science. After studying current theories about the structure of an atom, students develop a creative digital product that shows how scientists’ understanding of the building blocks of matter has evolved over time.
Biomes: Action for a Healthy Planet: What can I do to affect the future?Grade: 9-10, Science. Student activists explore the biomes of the world and develop a campaign to increase public awareness to assure protection of biome health.
Cell-to-Cell: What's the connection? Grade: 9, ScienceStudents assume the role of medical researchers and use their understanding of groundbreaking cell biology research to trace the origins of diseases back to the cellular level.
Lights, Camera, Reaction!: What causes change? Grade: 9-10, Science. Lights, Camera, Reaction! In a high school chemistry class, student film moguls have been hired to produce a video masterpiece featuring classic compounds whose chemistry lights up the screen!
Energy Innovations: What is a quality life? Grade: 9-10, Math, Algebra, Science, Social IssuesTo encourage global consciousness, students research the impact of alternative fuel sources and how their daily decisions about energy will affect their quality of life, personally and globally. As a culminating project, students simulate the decision making process of buying their first car and investigate how data and statistics can impact their decision.
Track the Trends: Predict the Future?: Grade: 9-12, Math. From population growth to crime rates, students use socially relevant data to plot historic trends and project them into the future. Students assess the validity of their statistical analysis as they try to predict the future.
The Silk of Our Lives: What role does art play in our lives? Grade: 9-12, Art. In this unit, students create painted silk scarves that reflect the culture and traditional art of a country or area. They write research papers and prepare slideshow presentation proposals for a fabric art exhibit to include the painted scarves in the upcoming World’s Fair.
What about Inquiry Based Learning?
Resources and Downloads to Facilitate Inquiry-Based Learning
What about preparing students for exams? For University?
At High Tech High 99% of students go on to Post Secondary Education
How do you justify time spent through the project not directly linked to curriculum ie. time spent filming the project? What do we lose?
How do we cater to the needs of different students with different learning preferences?
How do we prepare staff further to implement this? Will resources be shared?
District Support Strategies for a PBL Launch
How much extra time has admin allocated to teachers to prepare PBL projects?
At ACS they devoted late start staff development time for this, encouraged teachers to get more Pro-D on the PBL, and are hosting a week long session on PBL this summer. In their daily schedule they provide Big Audacious Blocks (2.5 hours) once a week.