This document provides guidance on developing project-based learning (PBL) lessons. It recommends that teachers 1) ensure the project concept fits what was taught, 2) incorporate student interests into project topics, and 3) consider available resources and space before planning a project. The document also outlines developing a project outline with timelines and materials needed. Finally, it stresses presenting projects to students as fun opportunities rather than extra work.

1. Project Based Learning
PBL
Nabaegha

2. Where Do I Start With PBL
It means that it can be a lot of
work, but projects are a great time
for the kids to learn in fun way and
usually result in some laughs, or
at least warm and fuzzy feelings,
for the teachers. Furthermore, it
lets them realize that learning can
be fun.

3. Research Having said all that, planning projects can
be a lot of work. It can be hard to decide
where to start. One thing is clear. It would
be best if the planning could take place
before the necessary topic is taught in
regular lessons. That gives the teacher
time to add in any vocabulary or key
phrases necessary for the project itself.
Before we launch into the discussion of
how, make sure you actually have time
to complete a project based lesson.
Many of these projects will take two to four
classes to see through. That seems like a
lot, but no worries! Here are 5 steps to
building killer projects to help sum up a
unit.

4. Consider Fresh Ideas for End of Unit
Fabulous Projects

6. Concepts
The concept is the bedrock of
the project.
What will they produce over the
course of the project?
What will the students actually
enjoy?
What material was taught and
how will it be applied in the
project?

7. So, the concepts for
your project based
lesson (PBL) must fit the points
and topics you are trying to
teach. This leads to some pretty
clear pairings as well as
immediately letting certain
topics out.

8. Here are some examples of
concepts that pair well with certain
topics:
1.Plant and manage a garden to
feed local homeless
2.Design an alert system to halt
the spread of a deadly disease
3.Artfully illustrate the global
history of civil rights
4.Market activities for shopping
units.

9. What Do They Love?
Considering student interest and project concepts should probably happen around
the same time.
What do your students care about?
What gets them interested?
What do they talk about when you bump into them in the hallways?
If you don’t have the answers to any of the questions you can ask some of your colleagues,
especially those with kids (you should also get to know your students better). If at all
possible, try to incorporate some of these interests into your projects.
Student enthusiasm will skyrocket and you will have a better chance of drawing quiet
students out of their shells. Something to note is that in certain age groups and certain
cultures, male and female students have very different interests. Make sure you are not
alienating one to please the other.

10. What Resources Are Available?
Often overlooked, this can result in teacher frantically buying materials with
their own funds the night before. Not that there is anything wrong with teachers
buying a few things for school, but it should really be by choice rather than necessity.
A big part of this question is space.
If you are planning a puppet show as the PBL for your personalities and physical
descriptions unit, do you have space to put up the stage?
Where will you store the puppets without them being destroyed?
All these sorts of questions are pretty important to sort out well before deciding to go
forward with a PBL.

11. Develop a Project Outline
This can be very simple.
How many days do you plan to allocate?
What is the main project they will create?
What materials do you need? What is a rough
timetable?
Below is a sample table that I have found
useful in creating a PBL outline. It is partially
completed as an example. In the primary
outline area you can include notes about
extensions, where you need to be (computer
lab vs. classroom), or if there are materials
that you need for only one day. Using this
table, you can see at a glance, what you
need, what you are doing that day, and where
your students should be in their progress.

13. Build it Up
PBLs are fun, but if they are presented to the class in the wrong light they can just look
like a lot of work. “What do you mean we have to create an entire travel itinerary? We just
spent three weeks talking about travel language.” We have all heard those complaints. It’s not
another activity, it’s a cool project that we get to do instead of more lectures, vocabulary
worksheets, and phrase practice! It’s going to be super fun, there’s posters, and presentations,
all kinds of cool stuff. I am sure we are also familiar with the appropriate language so I won’t
beat it to death.
The only other thing I would note is that it can be helpful to tie PBLs into your classroom
rewards system in some big way.

15. Yes it still requires a fair bit of creativity to come
up with fun and/or realistic ways for the
students to use the language, but I can assure
you it is worth it. If you follow these steps, the
process starts to simplify itself and before you
know it you will be knee deep in projects. Enjoy!