This document provides an overview of project-based learning (PBL), outlining several key elements: - PBL involves structuring learning around an authentic driving question or "big idea" that creates a need for students to research and problem solve in teams. - Effective PBL gives students choice in their work, such as the content or presentation format, and produces tangible outputs for real audiences. - Teachers provide support through clear structures, timelines, and communication tools while allowing flexibility for student-driven processes. - Elements like draft critiques and peer assessment are important for providing meaningful feedback without compromising risky learning.

1. PBL introduction

2. PBL in 25 words or more
Learning through a structured activity that
creates an authentic "need to learn" and
allows for student-driven decision making
processes and research.
PBL has many elements which take learning
beyond simply doing busy work projects. An
inability to fulfill any of the elements should
not be an inhibitor to implementing PBL

3. http://www.slideshare.net/dolton/learning-pbl-by-doing-pbl-to-create-pbl

4. A big idea
• leads to a driving question
• a theme
• something that takes learning beyond
• forms the basis for an "entry event"
• authentic - relates to a real world issue

5. Integrate Science curriculum of
hot
greenhouse effect with
house Geography curriculum of global
issues.
students operate in teams of 4
specialists to prepare a presentation
(with a purpose) on a global issue
the original big idea for this topic was actually a UN
simulation

6. do/create/write/build
• identify clearly the output of the PBL
• this output also needs to be considered in
light of its intended audience
• the audience should be as authentic as
possible
• the purpose of this activity is to create the
"need to learn" the content.

7. Invisibl the big idea here was to have students
e learn the theory and then put it into
Forces action in a construction project of
their choice.
• students learn
about gravity,
magnetism, friction
and electrostatics
• students complete a
project planner to
manage resources
and time, as they build
a project of their
choice

11. choice
it is essential that there is an element of student
choice in the PBL
possibilities to choose from:
• the nature of the presentation
• the specific content in a case study
• the role that a student might take on
• the nature of the task itself may be flexible
enough

12. Ideas Save Lives
In the face of global
inequalities it is
ideas that save
lives. Ideas are the
precursor to action.
Ideas become
reality through the
efforts of scientists,
engineers,
inventors, artists
and activists.

17. structure and timeline
• the flexibility, freedom and choice for the
student
• requires rock solid logistics and structure
from the teacher
• teachers need the support of a structure
(they can understand even though they may
not have invested heavily in its development)
o overview - we use a spreadsheet
o communication - forum, spreadsheet, edmodo
o timing - specified in activities, tracking tools

18. why should i care about the environment?
start local and go global
prepare a local planet guide
prepare a crowded planet guide

21. draft critique
• this is essential for providing rich feedback
• it is a logical and meaningful framework for
peer assessment
• needs guidance but not necessarily a rigid
structure

22. assessment
decisions to be made
• if the outcome of a PBL is an assessment
task, risky learning is compromised
• PBL allows for real assessment of learning,
for learning, as learning.
• a PBL task doesn't have to cover all syllabus
outcomes contained in a unit
• PBL can be one of many tools in the toolbox