Project Based Learning – Creating Balance
I was heavily involved in the theater departments in my high school and college. While I loved acting, I was also extremely drawn to the light and sound booth. I was taken by our ability to use specific lighting or sound to create a mood for the set or impact how the audience saw the performers.
The more involved I became with PBL, I found that creating the right balance for a project was a key to a successful project for my students (and for me). Just like adjusting the lights on a stage to set the perfect mood, teachers can manipulate various aspects of PBL to create an effective learning environment. Here’s how you can achieve that balance using key PBL levers:
1. Student Driven vs. Teacher Driven
Finding the Balance: In a student-driven PBL environment, students take the lead, making decisions about their projects and learning paths. This fosters autonomy and intrinsic motivation. On the other hand, a teacher-driven approach provides more guidance and structure, which can be crucial for students who need clear directions or are new to PBL.
Tips for Balance:
- Start with a teacher-driven approach for initial projects to build students’ confidence.
- Gradually shift more responsibility to students as they become comfortable with the PBL process.
- Use check-ins and feedback sessions to ensure students are on track without micromanaging their efforts.
2. Public Audience vs. Private Audience
Finding the Balance: Presenting projects to a public audience can increase students’ sense of purpose and accountability. It also helps develop communication skills. Conversely, sharing projects within the classroom (private audience) can create a safer space for feedback and learning.
Tips for Balance:
- Begin with classroom presentations to build students’ presentation skills and confidence.
- Once students are ready, expand to include a public audience, such as other classes, parents, or community members.
- Consider hybrid approaches, like recording presentations for a wider audience while initially presenting in class.
3. Long Term vs. Short Term
Finding the Balance: Long-term projects allow for in-depth exploration and sustained engagement with a topic, but they can be overwhelming if not managed well. Short-term projects are easier to manage and can be used to teach specific skills or concepts quickly.
Tips for Balance:
- Mix long-term and short-term projects throughout the year to keep students engaged.
- Use long-term projects to dive deep into major themes or interdisciplinary topics.
- Implement short-term projects for skills practice, quick assessments, or to introduce new concepts.
4. Product Agnostic vs. Set Product
Finding the Balance: A product-agnostic approach gives students the freedom to choose how they demonstrate their learning, fostering creativity and innovation. A set product provides clear expectations and can simplify assessment.
Tips for Balance:
- Offer a choice board of project options to give students some freedom while ensuring all meet the learning objectives.
- Use set products for foundational skills and product-agnostic projects for more advanced or creative tasks.
- Encourage students to propose their own project ideas for approval, blending structure with creativity.
5. Real World vs. Classroom Specific
Finding the Balance: Connecting projects to real-world issues can make learning more relevant and engaging. However, some concepts might be best explored within the classroom context where students feel more secure.
Tips for Balance:
- Start with classroom-specific projects to build foundational skills and knowledge.
- Gradually introduce real-world projects that connect classroom learning to community issues, current events, or global challenges.
- Incorporate guest speakers, field trips, and partnerships with local organizations to enhance real-world connections.
By thoughtfully adjusting these elements, you can design PBL experiences that cater to the needs of your students, fostering engagement, creativity, and deep learning.
