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Welcome to the Impactful PBL™ Podcast Season 2 – your resource for cultivating a thriving project-based learning culture in your school. Season 2 provides insight on enhancing project-based learning experiences to spark students' intellectual curiosity while promoting student voice and choice. Join us as we embark on a journey to explore strategies and tips to empower instructional leaders and teachers to become highly effective project-based educators.
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How can we write a compelling scenario for a PBL unit?
Phase 2 of the Impactful PBL™ Roadmap is to map the scenario and write a driving question. The initial scenario structure will involve first determining what students will learn (i.e. standards), thinking of a theme or topic second, and then writing the driving question. The next step is to draft a scenario. I've noticed that most teachers can select standards, a theme, and compose a driving question but some struggle with writing the scenario in its entirety. In this article, we will explore how to write a compelling scenario for a PBL unit.
How can we create a project-based learning unit plan?
As I support teachers to design project-based learning experiences, I notice confusion often arises during phase 5 of the Impactful PBL Roadmap™ planning process. Phase 5 is about creating students' daily learning experiences or lessons. Teachers are usually excited about exploring project-based learning as an instructional method. However, when asked why they haven't implemented project-based learning in their classroom as of yet or why they don't facilitate a project-based learning unit often, teachers typically state that time is a factor. In this episode, we will explore how to write a PBL unit plan.
What type of public products can students create during PBL? 50+ ideas
An essential part of the project-based learning experience is producing a public product or artifact to showcase knowledge for an authentic audience. Depending on the PBL topic and driving questions, the audience could be peers, parents, or community members. Teachers often wonder what students can create for projects besides designing a poster or presentation. In this episode, will explore how to utilize the driving question to help students brainstorm public products to share their knowledge.
How can we get students excited about the PBL topic?
It is essential students buy into their project since they will be exploring their complex question or challenge over an extended time. While hooks for traditional lessons are typically short, less than ten minutes, project-based learning hooks may vary in length to sustain students' interest over a more extended period. A PBL hook typically occurs at the start of the unit, although it is not uncommon for teachers to integrate several ways to cultivate students' interest throughout the project. In this episode, we will explore how to get students excited about the project-based learning topic.
How can we promote STEM education during project-based learning?
In traditional learning experiences, subject areas are taught in silos, and teaching often focuses on the "what" of a subject area. Students do not synthesize the material when they memorize parts of a cell in isolation or memorize the steps to solve a math problem without understanding why the process works. Educators know that knowledge should not be measured by simple content regurgitation. It is often encouraged to connect multiple content areas within lessons. In this episode, we will explore how to promote STEM education during PBL?
How can we support a cause via project-based learning?
We've all participated in a fundraiser at some point in our life, especially as a student. By engaging in a school fundraiser, students can develop their leadership skills and enhance their ability to pursue personal and collective goals. Furthermore, committing to support a cause allows students to feel and show empathy for others while addressing the inequity that exists in the world. Students can now see that they can tackle challenges within their school and community versus waiting to become adults. In this episode, we explore how students can support a cause via project-based learning.
How can we create a dynamic group culture during PBL?
Project-based learning is an effective way to help students foster their social-emotional learning skills, especially during group collaboration. It’s easy to assume that all students enjoy collaborating, possess the skills to handle conflict effectively, and understand how to interact with feedback. However, as educators, we must teach students how to contribute as effective group members. In this episode, we will explore how to create a dynamic group culture during project-based learning.
What role does reflection play in the PBL process?
Recently I’ve heard from many of you that listen to the podcast, attend my workshops, or communicate with me on LinkedIn that you're finishing up a project-based learning unit. I love to listen to what's working, what's not working, and what you're learning. I know it can be easy to wrap up a project-based learning unit and immediately move on without really having closure. In this episode, we will explore the role reflection play in the project-based learning process.
How can we teach standards and facilitate a PBL unit?
As a project-based learning coach, I'm often asked if it's possible to design a PBL unit that integrates standards. Teachers wonder how they will find time to teach content standards and allow students to create public products. In this episode, I will share the audio version of a short training that I led to help educators select purposeful learning objectives for their PBL unit. If you are struggling with this phase, perhaps this training will help you move forward in your planning process.