5 Critical Questions to Ask About Your Project #HackingPBL

After a recent live Twitter chat, I received a message from a member of my PLN asking for help. Here is the specific message:

“I feel that many of the resources available to help teachers fine-tune their projects are too clunky. How do I help them evaluate their practice? I am honestly looking for a ‘hacky’ way to evaluate project versus PBL.”

From the coaching perspective, I am wary of using the word “evaluate.” The fear of “getting it wrong” is a major symptom of PBL Paralysis (read more about PBL Paralysis here), which can keep teachers from taking instructional risks. However, interest in continually reflecting on and refining our practice is what separates good teachers from great teachers. When pausing for reflection, questions are always the best place to start. So, here are the five questions I suggest to drive discussions regarding PBL:

When does the learning occur?

Who assesses the learning?

Who is the audience?

To what extent can the learning be personalized?

What relevance does the project have on students’ lives outside the classroom?

Let’s apply the questions to two different instructional plans for a unit on body systems. Ultimately, the questions should help create a distinction between project-based learning and a traditional project.

PROJECT: Create A Model Of A Human Heart

When does the learning occur?

Students learn about the structure and function of the heart through a series of lectures and videos. They take notes in the unit’s packet and create foldables to study for assessments.

Who assesses the learning?

The teacher grades quizzes and tests throughout the unit and then grades the finished human heart models completed by the students. The rubric was created by a team of science teachers.

Who is the audience?

The teacher is the primary audience for the student work. However, students who are finished with their human heart models early are able to visit with other groups to view their work.

To what extent can the learning be personalized?

The teacher provides a variety of paper products and tools for the students to use while creating their models. Students choose which materials they want to use.

What relevance does the project have on students’ lives outside the classroom?

Students learn the parts of the human heart.

PROJECT: Disease Control

When does the learning occur?

Students choose a disease that is significant in their lives. They investigate the disease and the impact it has on the associated body system. Students uncover the intended function of the system and the barriers created by the disease. As a result, students synthesize their research into action by creating a method for sharing their learning with the community: healthy living diet website, public service announcement, fundraiser, etc.

Who assesses the learning?

Early in the project, the students and the teachers identify the elements of high-quality work related to each learning objective and organize this work on a Progress Assessment Tool (PAT – An alternative to a traditional rubric, that places the emphasis on feedback rather than the acquisition of points). Throughout the project, the focus is on feedback and progress. The PAT is used to gather student self-reflection and peer and teacher feedback as students make progress toward their goals.

Who is the audience?

The audience may vary depending on the avenue the students choose and will be directly related to the work they produce. For example, if a student chooses to make a care plan for an individual affected by the disease, then his or her audience would be that person. However, if he or she chooses to create a healthy living diet or public service announcement the audience would be the broader community. When appropriate, students connect with health care providers to garner feedback on their work.

To what extent can the learning be personalized?

Students choose the overall topic of their project and the method for synthesizing and disseminating their learning. The teacher funnels in mini-lessons based on the needs indicated by the class or individual students and exposes students to academic vocabulary they may not stumble upon during their work.

What relevance does the project have on students’ lives outside the classroom?

Students investigate and explore a disease that has an impact on their personal lives.

Each plan will expose students to the body systems, but the first example is a teacher-centered enterprise, while the second example centers on the learner. The level of individualization in Disease Control (the second example) will create a greater emotional connection for students and will lead to a more lasting memory of the learning (Read more about the impact of emotions on learning – NYU study). A fine-tuned PBL experience creates an atmosphere where students are driven to solve problems, self-assess, and reflect on their learning. Unlike a traditional project where students receive information and subsequently move that information to some kind of display. During PBL, the teacher instruction is individualized and meets students where they are in their work, rather than plodding through a series of predetermined lessons.

How do you reflect upon your project experiences to ensure they are learner-centered?