PBL that is inquiry-based ignites a desire and belief in oneself to learn more. It is appropriate for general students, students identified as having special needs, students identified as gifted, English Language Learners, early childhood – college and graduate school.
With direct instruction, after the test students usually cannot recall what they have learned. With PBL, students integrate and recall academic learning. They strengthen skills and attitudes that help them thrive and contribute positively to life. Reluctant learners realize they have learning strengths and can succeed in learning and in helping others. Advanced learners realize they can put their learning to good use. A desire for lifelong learning can be awakened.
After a PBL unit, I noticed students’ interest and engagement in learning extended to learning through direct instruction and other means. This was true with students in K-12 grades, adult education, and higher education.
Service Learning
For Deeper Learning’s PBL model incorporates service learning. Students work to solve a real-life challenge.They engage in advocacy service learning by sharing their findings, conclusions, and recommendations with an enacting individual or organization. Or they provide direct service by personally putting their recommendations into action.
Plan Project-Based Learning with Inquiry and Service Workshop
Implement Project-Based Learning Workshop – Keeping Students On Track
When planning a PBL unit, include these features for strong, engaging, memorable learning:
Real-Life Challenge. Draft a challenge question based on a topic that would interest most of your students and through which curriculum objectives can be achieved. (English Language Arts objectives and Math objectives can be in almost any PBL.)
Structure & Scaffolds. Structure and scaffolds are integral to inquiry learning and best quality project-based learning. Examples of structures are collaborative group contracts and due dates for minor products along the way. Examples of scaffolds are quick conferences with you at checkpoints, graphic organizers, and lists of relevant websites.
Hook. Plan an engaging activity at the outset of the unit that will further draw in students. Examples are a compelling talk from someone directly affected by the situation, an engrossing video with call for action, a gripping newspaper or Internet article, a letter asking for help. Another hook can be provided later in the unit, to ensure students’ continuing passion for the topic.
Products. A culminating group product is core to PBL. The culminating product is shared with people beyond the class (could be a verbal presentation and could include a slide show or poster, or sharing with brochures, website, bulletin board, podcast, mural, etc.) Examples of other possible products are drafts, video script, individual essays, interview questions, music performance, business proposal, quiz responses, and more…
Inquiry. A special benefit of PBL is it involves inquiry learning. In a recursive cycle, students reflect on what they know, they generate questions needed to solve the challenge, connect with appropriate resources to find answers, use careful/critical thinking to analyze their findings, and come to conclusions.
Public Audience. Part of the reason students are excited about the project and motivated to put in best efforts is they collaboratively share their findings and conclusions beyond their class. It could be a verbal presentation or shared with brochures, website, mural, bulletin board, podcast, and more. The students’ sharing and their deeper learning is strongest, if their sharing includes their reflections on their process.
Collaborative & Independent Work. Students working in small groups is an important feature of PBL. They bring their individual or partner findings to the group. Based on the findings, with different group members taking different roles, a collaborative product is planned. Here are ways students’ successful collaboration can be supported. But don’t think you need to provide all of these in advance. Students will learn through their reflections on their experiences. Scaffolds that should be provided soon in the
PBL unit are a group contract and collaborative work and individual work self-assessment checklists. For both, when students have input they have an invested interest.
Voice and Choice. The Challenge Question is relevant to students or reflects students’ interests. A recommendation is for students to contribute ideas for collaborative group contracts and assessment checklists. Students can choose their individual group role. Students choose the part of the final product they will produce. Small group’s decisions should be made using a consensus process where everyone’s voice is heard. Sometimes students choose or help choose their group members.
Outside Expert. Connecting to someone outside the class who has special expertise on the topic, whether in person or other ways, adds to the project’s authenticity and piques students’ interest.
Deeper Learning Skills/Attitudes & Academic Objectives, Identified/ Formatively & Summatively Assessed. At the outset of the project, let students know the PBL unit’s focus two-three academic objectives and one-two focus deeper learning outcomes they will gain or strengthen; and how and when progress will be formatively assessed and summatively assessed.
Arts in some form, whether rudimentary diagrams or actual art further and brighten learning.