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.

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?

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.

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.

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.

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.

I enjoyed college because most of the learning activities that professors used would be considered active learning strategies. We engaged in many case studies or projects, and the professor would utilize relevant current events to lead class discussions. I can share specific learning activities that I experienced during undergraduate and graduate school which occurred over 15 years ago. We want students to remember their learning experiences two decades later as well. This episode will explore how to ensure that your PBL unit includes active exploration and applied learning opportunities so that students can experience academic-related content beyond the classroom.

In Adria Steinberg's Connected Learning Communities: A Toolkit for Reinventing High School, written in 2001, she shares the 6 A's of instructional or project design. One instructional design component is to include adult connections/relationships when designing learning experiences. Integrating adult connections or relationships means providing students with adult mentors and coaches from the wider community. This episode will explore how incorporating community partners can positively impact your students' project-based learning experience and ways to prepare adult partners for collaboration.