The document outlines the principles and practices of project-based learning (PBL), emphasizing its benefits for student engagement and critical thinking. It discusses the planning and implementation steps for PBL, including setting objectives, assessing progress, and refining projects based on feedback. Additionally, it introduces specific models like the ARCS and TARGET models to enhance motivation and learning outcomes in the classroom.

1. Project-Based
Learning
By Andrew J. Zentner
American College of Education

2. Why PBL?
- Authenticity
- A way to incorporate standards into learning (Brown & Vargo, 2014)
- “English learners thrive in classrooms that use project-based
learning” (Almaguer, Diaz, & Esquierdo, 2015, p. 186)
- Build Student Engagement (Almaguer et. al., 2015)
- Promotes Critical Thinking (Brown & Vargo, 2014)
- Engages students to obtain a deeper understanding (De Jesus, 2012)
- Centered on underlying concepts common to several other real-
world applications (Feighny, 2013)

3. What is PBL?
Projects designed to engage and educate students.
Projects designed to provide 21st century skills and knowledge.
An approach that utilizes applications of content in the form of a project.
Provides real-world scenarios involving complex problem-solving skills.
Strategies used to implement standards (Brown & Vargo, 2014).

4. PBL Planning
1. Begin with the final product
a. What will the students create?
b. What questions will student ask?
2. Decide the culminating outcome
a. How will student present their finding?
b. How will students demonstrate their knowledge?
3. Identify enduring understanding, essential questions, content, and
performance skills
a. What skills will students demonstrate?
b. What skills will student need to develop?
4. Determine Action Plan
a. What will students need to know?
b. What will be scaffolded?
c. How will students demonstrate choice and creativity?
d. What are the project benchmarks and assessments?

5. TARGET model
This is a model includes key attributes to encourage student engagement
and motivation. How does your project incorporate these attributes?
T- Task - What does the performance entail?
A - Authority - Students have choice and decision making during the project
R - Recognition - Students get recognized for personal achievements.
G - Grouping - Collaboration included as a skill.
E - Evaluation - Expectations are clear and always present
T - Time - Time can influence intrinsic and extrinsic motivation (Bana, 2019)

6. ARCS Model
Another model used to increase motivation and engagement (Bana,
2019).
A - Attention Getter - How does the lesson that earn student “buy-in”.
R - Relevance - How does it relate to the students?
C - Confidence - How wills student build agency?
S - Satisfaction - How the student celebrate their achievements?

7. Steps in PBL design
1. Entry Event
2. Find out what student know and don’t know
3. Begin with teacher-centered instruction
4. Research and development of projects (Learner-centered)
5. Benchmarks and Debriefing
6. Tune Projects
7. Present final products

8. Entry Event
1. This is the A of the ARCS model, the“Attention Getter”.(Bana, 2019)
a. Videos
b. Articles
c. Field Trips
2. This is a prompt to gain student interest and investment
3. Could include socio-scientific issues (SSI) (Auerbach, 2012)
a. Genetically modified organisms
b. Policy
c. Problem-based

9. Knows and Don’t Knows
1. Find out what the student know and don't know
a. KWL
b. Pretest
c. Short-Constructed Responses
2. Based on student input, use what the student know and don’t know to guide
direct instruction and planning.
3. This activates schema, it gets the student ready to investigate their topics.

10. Instruction
1. Using the Knows and doesn't know, outline lesson and sequences to get the
student started with content.
2. Includes the following
a. Direct instruction
b. Labs
c. Vocabulary development
d. Assessments

11. Research And Development of projects
1. This is the “A” and “G”of the TARGET model.
Students have authority over project
processes and topics with their project
partners.
2. Student collaborate to create their projects.
3. This entails research, building a product,
and asking and answering questions.
4. The students develop new questions to
investigate in order to carry out their
projects.

12. Benchmarks and Debriefing
This is the “E” of the TARGET model and “C” or ARCS. The students build
agency and confidences from the evaluations. Evaluations are designed to
suggest improvements.
1. Benchmarks can be in many forms.
2. This is a checkpoint to monitor student progress.
3. Can include formative assessment and/or mini presentations.
4. Use to monitor or assess student progress.
5. Should include feedback such as the critical friends protocol or seminars.

13. Tuning Project
The student improve their projects as final steps to completing their projects.
After the benchmark, students will use the assessment and feedback to make
necessary improvements or changes to their projects and products

14. Final Products and Presentations
1. The “C” and “S” of the ARCS models and “E” of the TARGET model.
2. This is the culminated performance task or assessment.
3. Student will present their projects will confidence after the tuning protocol
while gaining satisfaction of their outcomes.

15. Next Steps
1. Reflection - Part of the “E” for the TARGET model. Have the students reflect
on their project performance
2. Peer reviews - Have the students evaluate partner contributions.
3. Exhibitions - Host a event where families, school staff, and students can
showcase their products.

16. What projects do you have in mind?
1. Teachers begin working with your content partners to collaboratively
develop a project.
2. Follow the ARCS and TARGET model to inform you project designs.
3. Start designing a playlist in our districts Platform for designing and
implementing projects on Empower.

17. References
Almaguer, I., Diaz, Z., & Esquierdo, J. J. (2015). Project-Based Learning: Innovative Pedagogy for 21st-Century English Learners.
Teacher Education & Practice, 28(1), 177–189.
Auerbach, A. (2012). Teaching diversity: Using a multifaceted approach to engage students. PS: Political Science and Politics, 45(3),
516-520.
Bana, J. (Course Lecturer) (2019). Self-Regulated Learning. Module 3 (Video) American College of Education. Retrieved from
http://ace.edu
Brown, B. and Vargo, M. (2014). Getting to the core: how early implementers are approaching the Common Core in California. Policy
Analysis for California Education.
De Jesus, O. N. (2012). Differentiated instruction: Can differentiated instruction provide success for all learners? National Teacher
Education Journal, 5(3), 5-11. Retrieved by
https://www.researchgate.net/publication/265047853_Differentiated_Instruction_Adjusting_to_the_Needs_of_All_Learners/download
Feighny, J. (Course Lecturer). (2013). Engaging Diversity in the Science Classroom Part 4: Next Generation Science Standards:
Module 2 [Video]. American College of Education. Retrieved from http://ace.edu