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Project Based Learning

This document delves into the essential principles of Project-Based Learning (PBL), emphasizing the importance of backward design, authenticity, and student engagement. PBL is a problem-oriented, performance-based, and collaborative approach where teachers act as coaches. Key elements include entry documents, ongoing assessment, and class reflections. It highlights pros and cons, providing examples from New Technology High School and High Tech High. These insights aim to enhance understanding and implementation of PBL in educational settings, fostering a student-driven learning environment.

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Project Based Learning

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  1. Project Based Learning Fall 2009

  2. Spectrum of PBL

  3. Principles of PBL • Basic principles of backwards design still apply. • “Problem” oriented • Authentic • For students and the audience • Performance-based • Collaborative • Student-initiated and driven • Teachers as coaches

  4. Pieces of PBL(each element can have varying degrees of teacher involvement) • Entry document—presentation of the problem and eventual solution / product • The process • Final exhibition, benchmarks, grades, rubrics • Constant assessment of what is known and not known • Class & student reflection along the way • Document the group’s growing knowledge base • “Benchmarks” and check-ins

  5. Pros and Cons of PBL

  6. A couple of examples of PBL • New Technology High School (Sacramento) • http://schools.scusd.edu/SacNewTech/ • High Tech High (San Diego) • http://www.hightechhigh.org/

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