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.

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.

Project-based learning provides an excellent answer to a question that students ask a lot: “Why are we learning this?”

I love the charrette protocol because it provides a structure for brainstorming lots of ideas for developing an initial idea for a project.