Tag: PBL

Students strengthen their learning by practicing skills that may not fit directly into a project but build the foundation for authentic, high-quality work.

HTHGSE’s PBL Design Camp has adapted the design process to represent the cyclical nature of designing in education.

Artifacts of learning provide opportunities for students and teachers to share what was learned and how students developed during its creation.

Self-understanding is one of the oldest and most venerated forms of wisdom; but it does not come easily.

Here are seven questions to help you develop an engaging and profound essential question.

With simple revisions, tuning protocols are also very useful in the classroom, helping students share their own ideas with peers for critique.

The product, and the audience it is intended for, provides a focus for student work from the beginning, and students continue to develop it over multiple drafts, until they have created something worthy of exhibiting.

Essential questions are open-ended points of inquiry—relevant to academia, students’ lives and the world beyond school—expressed in student-friendly language.

Projects come to life because students feel an authentic need to master thoughtfully selected learning goals in their quest to create meaningful and beautiful work.

Alec Patton talks to PBLWorks Lead National Faculty in Math Bryon Demerson about what led him to shift from being a highly successful "traditional" math teacher to embracing project-based learning.