PROJECT BASED LEARNING (PBL)
According to the Buck Institute for Education (BIE), Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge.
Essential Project Design Elements include:
- Key Knowledge, Understanding, and Success Skills - The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, collaboration, and self-management.
- Challenging Problem or Question - The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge.
- Sustained Inquiry - Students engage in a rigorous, extended process of asking questions, finding resources, and applying information.
- Authenticity - The project features real-world context, tasks and tools, quality standards, or impact - or speaks to students' personal concerns, interests, and issues in their lives.
- Student Voice & Choice - Students make some decisions about the project, including how they work and what they create.
- Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.
- Critique & Revision - Students give, receive, and use feedback to improve their process and products.
- Public Product - Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom.
Create your Own PBL!
Here is the template TCSJ candidates use to write their PBL units!
Let Us Help
As a teacher, designing PBL units can be difficult. Below are PBLs designed by either TCSJ staff or M.Ed. candidates that you can implement with your students.
Be sure to check back regularly to view new PBLs!
Understanding Rational Numbers Through Project Design
Paul Villalovos and Brian Barnett, M.Ed. Students
Driving Question: Can we create a back pack rack unique and usable for the junior high students?View PBL
Chickens Come Home to Roost
Kathleen Dennis, M.Ed. Graduate
- Is it possible to design a self sustaining chicken farm in an urban, high crime and poverty ridden neighborhood?
- How can chickens help us to understand cell division, the role of DNA and inheritance?
Lincoln Ninja Warrior
Dr. Sylvia Turner, TCSJ Director of Graduate Studies and Research & Lori Green, M.Ed., Principal at Lincoln STEM Charter School
Driving Question: Will you make it?View PBL
Stacey Chuck and Crystal Wong, TCSJ M.Ed. Candidates
Driving Question: How can I be sure a bungee cord is safe?View PBL
Building an App for the Community
Kellene Ditler, Dae Dyer, Maria Ramirez, TCSJ M.Ed. Candidates
Driving Question: If you could create an App for elementary students, what would it be?View PBL
Programming with an Emphasis in Drone Technology
Rebecca Currin and Cathy Hofmann-Mook, M.Ed. Candidates
Driving Question: How can we program a drone to move through an obstacle course?View PBL
Genocide Past and Present
Adriana Enriquez, Kim Vocker, Justine Sares, TCSJ M.Ed. Graduates
Driving Question: Why would someone want to eliminate another race?View PBL
J.M. Mitchell Mesimer, Katie Chock, & Nathan Haley, TCSJ M.Ed. Graduates
Driving Question: What has prevented dinosaurs from taking over the earth?View PBL
All About Plants
Kristina Pinto, Karen Turner, & Katie Zellner, TCSJ M.Ed. Candidates
Driving Question: What plant would you choose to plant in our class garden?View PBL
Kathleen Dennis & Lou Vang, TCSJ M.Ed. Candidates
Driving Question: What would happen to Stockton if we were attacked with a pathogen that initiated a zombie apocalypse?View PBL