Project Based Learning presents several challenges for implementation in schools. It requires more time and resources compared to traditional teaching methods. It can also be difficult to assess student learning in open-ended projects. Student groups may also struggle with collaboration, time management, and dividing work evenly. Finally, some teachers may lack training in facilitating open-inquiry student projects.

1. Project based
learning (PBL)
Toolkit for Teachers
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By Stephen Andrew
stephenn255@gmail.com

2. Introduction
Project management is Application of knowledge, skills, and resources to
accomplish activities intended to achieve a specific goal.
The project cycle( 4 stages)
• Initiating( defining what end product, end user, scope, size, shape ,
outcomes)
• Planning ( showing how to complete a project within given time frame
time . The energy spent correlate with how well project observed ( time,
quality of products, budget and targets)
• Executing ( the actual doing/ implementation of the plan)
• Closing ( focus on quality of products, outcomes, effectiveness of the team,
documenting lessons learned, and plans to share)
Monitoring and controlling are essentially integrated in the 4 stages
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3. Project Based Learning (PBL)
 Project Based Learning is a teaching approach that applies Project
management skills and knowledge in a classroom ( teaching –learning
environment)
 A powerful approach to learning that provides;
- opportunity to build essential 21stC skills
- deeper knowledge and expertise needed for life and carrier
 A proven methodology for achieving students higher success
 Inquiry , Design and Collaborative approaches in learning proved to yield
very high results
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4. Benefits of PBL Approach
Skills and knowledge in project management when applied in a Project
Based Learning(PBL) in a classroom results in the following benefits for
students;
 Learn more deeply when they apply their knowledge to real world
problems
 Participate and contribute in tasks that require sustained engagement
and collaboration
 Achieve higher levels of academic performance
 Achieve personal development irrespective of their background and
past academic performance
 Become more successful by learning how to learn as well as what to
learn
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5. Benefits of the approach ….
 Students will gain basic understanding on how to initiate , plan and manage
projects including the 4 important aspects of a project viz. Time, Scope,
Budget and Quality
 Students will build skills and carrier readiness, leading processes and
terminology that are universally applicable in business world
 Students will develop their own projects and demonstrate their
understanding with assessable work products that demonstrate their
project management experiences
 Provides for students –centered approach-students are the center of the
learning process taking control of their learning
 Provides opportunity for engaging instructional strategies-students are
motivated by challenging questions and finding solutions to real –world
problems
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6. Benefits of the approach ….
Provides opportunity for technology integration in the
learning process
Provides opportunity for ongoing feedback- students
participate in multiple self, peer and teacher assessment
throughout their projects
Provides opportunity for demonstration of knowledge-
students prepare and preset reports to various
audiences
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7. Major contents of the toolkit
Project Management Toolkit for Teachers:
- A framework for understanding how projects work
- Explicates how to effectively support , manage and guide students in leading projects using Project
Management tools
1. Preface( overview of the toolkit resources, tips for using assessments in projects and background information on
project management)
2. Information and classroom support for initiating phase
3. Information and classroom support for planning phase
4. Information and classroom support for executing phase
5. Information and classroom support for closing phase
6. Appendices for each phase( Initiating, planning, executing and closing and assessment resources)
Each appendix contains the following;
- Worksheet for student’s project plan for each phase i.e. initiating, planning, executing , closing and assessment
resources
 - Activity
 - Exercises for each phase
7. Power point presentation describing each project phase to detail( Initiating, planning Executing and Closing)
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8. PBL – Procedure
The Project Cycle
•Initiating ( Defining)
•Planning ( Planning)
•Executing ( Doing)
•Closing ( Reviewing)
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9. PBL -
Procedure
Students are expected to run successful projects
 Consider the 3 legged stool on the right side
 The top represents Achieving Great Projects- Successful projects.
 The next represents Assessment: how we decide if the project was successful.
 First leg Learning Gains: any standards required to address & other learning objectives
 Second leg End Product: includes not only a final product, such as a presentation,
performance, or digital production, but all the products created on the way, such as
prototypes, drafts of prepared work, and designs, drawings, and flow charts.
 Third leg Project Processes: Specific instructions and assessments in project
management skills.
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10. Defining Phase steps
1. Project Goals & Driving Challenge
2. Resources, Constraints, and Assumptions
3. Scope
4. Deliverables and Dependencies
5. Stakeholders
6. Project Managers
7. Monitor and Control
For every phase there is Student’s project plan and
corresponding Teacher’s guide
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11. Student Project Plan for Defining(
Initiating) Phase
Initiating Phase
Team Name ____________________________________________
Project Name __________________________________________
WHAT IS THE QUESTION, PROBLEM, ISSUE, OR PERSPECTIVE THAT IS
DRIVING YOUR PROJECT?
STEP ONE: ESTABLISH YOUR GOALS
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12. 12
CATEGORY GOAL
What are your measureable or
observable learning goals?
What are your measureable or
observable goals for your end
product?
What are your measureable or
observable goals for project
management processes?

13. Corresponding activities across the 4 Phases of a
project cycle
1. Assessments must take place throughout the phases of the
project cycle; Initiating( defining), Planning, Executing( Doing)
and Closing( reviewing)
2.Group work checklist must be used to ascertain effectiveness of
team work/ collaboration throughout the 4 phases
3.Always ascertain success by use of the success rubrics
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14. 1. Assessments plan template
• Consider how to include:
• Assessment of all three parts of the 3-legged stool of good
projects (learning gains, project processes, and end product)
• Use a variety of formal/informal assessment tools (e.g., rubrics,
essays, conferences, journals, exams, checklists, etc.)
• Assessments and feedback provided by teachers, peers, and self
• Formative assessments throughout the project encouraging
student reflection and revision
• Assessments that focus on individual accomplishment as well as
on group work
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15. 15
When
Which project
phase?
Why
Why are you assessing? Consider:
 Project processes
 Learning gains
 [End] product(s)
What
What is being assessed?
How
How will you
assess?
Who
Who is
assessing?

16. 2. Group work checklist (Use this checklist throughout your project to assess how
well your group is working together)
YES NO COMMENTS
Did our group understand the purpose of our task?
Did our group successfully complete the task?
Did we set realistic goals?
Did we move toward our goals?
Did we meet our deadlines?
Did all members of the group share and contribute?
Were tasks equally distributed among group members?
Did our group use our time wisely and productively?
Was our group able to solve problems that we encountered?
Did we save our work in the appropriate places?
Did we discuss a plan for next steps?
Did we communicate well?
Did we resolve problems well?
Did we have regular check-in meetings? 16

17. 3. Success Rubrics
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Learning Gains 4 3 2 1
Content
Knowledge
 Demonstrate deep
understanding of topic
 Clearly address driving
challenge
 All learning standards
exceeded
 Questions answered
with explanations and
elaborations
 Demonstrates
understanding of topic
 Addresses driving
challenge
 All learning standards met
 Questions answered with
explanations
 Demonstrates some
understanding of
topic
 Minimally addresses
driving challenge
 Most learning
standards not met
 Difficulty answering
questions
 Demonstrates
minimal
understanding of
topic
 Does not address
driving challenge
 Learning
standards not met
 Cannot answer
questions

18. 18
Project Processes 4 3 2 1
Self-Direction For each stage of the project
cycle, the Student Project
Plan is:
 Complete
 Well-organized
 Clear
 On schedule
Clear indication of
competency in using project
management tools. Would be
able to use in other projects.
Students on team easily co-
manage the project.
For each stage of the project
cycle, the Student Project Plan is:
 Mostly complete
 Mostly organized
 Mostly clear
 Generally on schedule
Some indication of competency
in using project management
tools. May be able to use in other
projects.
Students on team co-manage the
project.
For most stages of the
project cycle, the Student
Project Plan is:
 Incomplete
 Disorganized
 Unclear
 Behind schedule
Unclear if competent in
using project management
tools. Likely would be hard
to use in other projects.
Students on team have
difficulty co-managing the
project.
The entire Student
Project Plan is:
 Incomplete
 Disorganized
 Unclear
 Behind schedule
Difficulty using project
management tools.
Co-management
presents many
challenges for the team.

19. 19
Collaboration Group:
 Works well together on all
parts of project
 Divides activities and tasks
appropriately
 Has frequent check-ins
 Sets and meets daily goals
 Uses time wisely and
productively
 Problem-solves effectively
Group:
 Works well together on most
parts of project
 Divides activities and tasks
 Has regular check-ins
 Sets daily goals
 Uses time productively
 Problem-solves appropriately
Group:
 Has trouble working
together
 Divides activities and
tasks unevenly
 Has infrequent check-ins
 Sets and meets daily
goals
 Uses time inefficiently
 Requires teacher help to
problem solve
Group:
 Does not work well
together
 Uses time
inefficiently
 Cannot problem
solve
Creativity  Several different
strategies used to come
up with new ideas
 Surprising and unusual
changes and additions
made throughout project
to improve it
 Some strategies used to think
of ideas
 Some surprising and
interesting changes or
additions made to project
 Minimal use of strategies
to come up with ideas
 Project work lacks
imagination
 No demonstration of
idea generation
 Lacks imagination

20. 20
(End) Products 4 3 2 1
Deliverables Throughout the project cycle:
 Deliverables exceed
success measures
 Deliverables are high
quality, complete, and
build to the final product
 Deliverables are done on
or ahead of time
Throughout the project cycle:
 Deliverables meet success
measures
 Deliverables are mostly
complete and build to the
final product
 Deliverables are done on time
Throughout the project
cycle:
 Deliverables incomplete
or poor quality
 Deliverables are done
independent of the final
product
 Deliverables are behind
schedule
Throughout the project
cycle:
 Deliverables are
missing and/or low
quality
 Deliverables are
behind schedule
Final product The end product:
 Exceeds success measures
 Fulfills the project goals
 Clearly answers the
Driving Challenge
The end product:
 Meets success measures
 Fulfills the project goals
 Answers the Driving Challenge
The end product:
 Meets some of the
success measures
 Fulfills some of the
project goals
 Partially addresses the
Driving Challenge
The end product:
 Does not meet
success measures
 Does not meet
project goals
 Does not address
Driving Challenge
Presentation Presentation of final product:
 Uses a logical and
interesting sequence
 Addresses all
requirements
 Uses visual or audio aids
to enhance the key
information
 Highly engaging
Presentation of final product:
 Uses a logical sequence
 Addresses most requirements
 Uses visual or audio aids when
appropriate
 Engaging
Presentation of final
product:
 Incomplete or
disorganized
 Addresses some
requirements
 Visual or audio aids (if
used) are distracting
 Not very engaging
Presentation of final
product:
 Incomplete or
disorganized
 Addresses a few or
no requirements
 Visual or audio aids
(if used) are
distracting or used
inappropriately
 Incomprehensible

21. Group work
Discuss the challenges of using Project Based Learning
Approach in your school
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