Essential Information About Project Based Learning

Who doesn’t like to feel amazing? We live to be helpful and to be relevant. We evaluate and validate our usefulness through our interactions with others—

So why not bring these kinds of interactions into the classroom?

Project Based Learning (PBL) is the best pedagogical approach available to facilitate interactive curriculum and validate a student’s self-worth.

Within PBL structures, students collaborate in groups applying what they know and learn to assigned tasks, comparing and analyzing alternative ideas for strength and validity, and blending and synthesizing findings into something useful to others.

Students amaze themselves when experiencing success. With enough collaborative projects, they come to believe they are amazing without always relying on validation from peers.

They learn to trust themselves and their work. 

As a result, they become intelligent thinkers and self-confident individuals able to make things happen for themselves and others. They become leaders with the best of intentions not only for themselves, but for the well-being of others, too.

The Origins of PBL

Project Based Learning (PBL) began in the 1960s at the McMaster University School of Medicine in Canada. The structure enabled flexible thinking and problem-solving within collaborative groups, and enabled a deeper understanding of content while also developing an intrinsic level of self-confidence and self-worth.

These same concepts are applied to PBL structures in K-12 education because according to Jane L. David,  in her article published on the Association for Supervision and Curriculum Development (ACSD), “the core idea of project-based learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context.”

The PBL model has become one that transfers well to any learning environment. Use the information below to begin or update an understanding of PBL, and help move learning into the 21st century.

Edutopia – The PBL Authority For K-12 Education

The quest for how to implement PBL structures within a district, school or classroom begins with Edutopia. They have developed every “How-to” scenario thought of or asked about by education professionals, and they have initiated many of their own.
These links on Edutopia are great places to start.

  1. Project-Based Learning
  2. Project-Based Learning – Professional Development Guide
  3. Project-Based Learning Workshop Activities

PBL Lesson Structures that Work 

Many lesson plan sites, including Edutopia, offer resources useful to teachers; however, the most comprehensive PBL units of study have been designed by Kate Parker, CFO ofGoTeachGo. Kate’s units make implementation  of content within the PBL structure easy. You can find these lessons at Teachers-Pay-Teachers. The units provide the essential elements of what makes a PBL unit work:

  1. Thematic with Integrated Curriculum Options
  2. Each lesson driven by an Essential Question
  3. Exhaustive lists of references from various media
  4. Rubrics for peer, group and teacher evaluation
  5. Visuals such as graphs and photos to accompany each lesson
  6. Critical thinking activities
  7. Team building activities
  8. Lesson assessments used as formative assessments of progress toward unit objective
  9. Summative assessments both paper and product
  10. Product analysis as evaluation success level

The Vocabulary of Project Based Learning (PBL)

The following websites provide comprehensives vocabulary lists particular to Project Based Learning.

  1. friEdTechnology: This site provides the following PBL vocabulary with definitions and usage suggestions.
  1.  Quizlet: This comprehensive list of terms has some of the words listed on friEd Technology and more.

Innovations in PBL and Technology

Further innovations and ideas and for technology applications can be found at these two sites.

  1. MindSight: How to Reinvent Project Based Learning to Be More Meaningful
  2. New Tech Network: Project-Based Learning and New Tech Network


Recommended Reading

Graphics obtained from

  • Bethany Guillon – LinkedIn
  • Edutopia


Be sure to visit Kate’s TeachersPayTeachers site for lots of great PBL units.

Posted by Sheri Rose at 11:58 AM

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Labels: 21st century skillsCritical Thinkingdeconstructedevaluationformative assessment,innovative instructionPBLProblem SolvingProject Based Learningsynthesis

Posted by guest blogger Sheri Rose –  Be sure to visit Kate’s TeachersPayTeachers site for lots of great PBL units.

Jan 30, 2014

 (reposted from from a brilliant, caring teacher!)


A few weeks ago, I went into Chase’s class for tutoring.

I’d emailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math – but I’m not sure I believe him. Help, please.” She emailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth grade classroom staring at rows of shapes that Chase’s teacher kept referring to as “numbers.”

I stood a little shakily at the chalkboard while Chase’s teacher sat behind me, perched on her desk, using a soothing voice to try to help me understand the “new way we teach long division.”  Luckily for me, I didn’t have to unlearn much because I never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but l could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common.

Afterwards, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are the least important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger  community – and we discussed our mutual dream that those communities might be made up of individuals who are Kind and Brave above all.

And then she told me this.

Every Friday afternoon Chase’s teacher asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student whom they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her.

And every single Friday afternoon, after the students go home, Chase’s teacher takes out those slips of paper, places them in front of her and studies them. She looks for patterns.

Who is not getting requested by anyone else?

Who doesn’t even know who to request?

Who never gets noticed enough to be nominated?

Who had a million friends last week and none this week?

You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down- right away- who’s being bullied and who is doing the bullying.

As a teacher, parent, and lover of all children – I think that this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold – the gold being those little ones who need a little help – who need adults to step in and TEACH them how to make friends, how to ask others to play, how to join a group, or how to share their gifts with others. And it’s a bully deterrent because every teacher knows that bullying usually happens outside of her eyeshot –  and that often kids being bullied are too intimidated to share. But as she said – the truth comes out on those safe, private, little sheets of paper.

As Chase’s teacher explained this simple, ingenious idea – I stared at her with my mouth hanging open. “How long have you been using this system?” I said.

Ever since Columbine, she said.  Every single Friday afternoon since Columbine.

Good Lord.

This brilliant woman watched Columbine knowing that ALL VIOLENCE BEGINS WITH DISCONNECTION. All outward violence begins as inner loneliness. She watched that tragedy KNOWING that children who aren’t being noticed will eventually resort to being noticed by any means necessary.

And so she decided to start fighting violence early and often, and with the world within her reach. What Chase’s teacher is doing when she sits in her empty classroom studying those lists written with shaky 11 year old hands  – is SAVING LIVES. I am convinced of it. She is saving lives.

And what this mathematician has learned while using this system is something she really already knew: that everything – even love, even belonging – has a pattern to it. And she finds those patterns through those lists – she breaks the codes of disconnection. And then she gets lonely kids the help they need. It’s math to her. It’s MATH.

All is love- even math.  Amazing.

Chase’s teacher retires this year –  after decades of saving lives. What a way to spend a life: looking for patterns of love and loneliness. Stepping in, every single day-  and altering the trajectory of our world.

TEACH ON, WARRIORS. You are the first responders, the front line, the disconnection detectives, and the best and ONLY hope we’ve got for a better world. What you do in those classrooms when no one  is watching-  it’s our best hope.

Teachers- you’ve got a million parents behind you whispering together: “We don’t care about the damn standardized tests. We only care that you teach our children to be Brave and Kind. And we thank you. We thank you for saving lives.”

Love – All of Us

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