What PBL looks like

Real Life ConnectionsProjects are authentic and provide real life connections for the learners. (Practice 4)

Optimal Learning StatesHumans learn best when the brain is anticipating, curious, suspense, inquisitive, intrigued, suspicious, expectant, puzzled or challenged.

Eric Jensen

The Launch/Entry EventThe launch is the “hook” that grabs the learners attention and give the purpose. (Practice 3)

Driving QuestionThe driving question gives the learners focus and directs their understandings. (Practice 5)

Knows &Need to Knows

Knowledge that is known is written. Knowledge or skills that are needed are written down. These guide the educator when designing scaffolding experiences. This information is a living documents that changes and morphs throughout the project and, many times, throughout the year. (Practice 5)

HOW CAN WE, AS ______, ….

Choose something that you are currently teaching or are about to teach and write a driving question.

Project Team Contract

The contract reminds the learners of the expectations and their responsibilities within the project. (Practice 12)

Research

Many times, research is needed in order to answer some of the need to knows. This can be done through the use of technology, books, magazines, maps, brochures and other materials. (Practice 7)

Expert ResourcesCommunity members can be used as a source of information. This can be done through distance learning opportunities as well. (Practice 4)

Visiting ExpertsMany times visitors are willing to bring resources to the school to present to the learners. (Practice 4)

Scaffolding ExperiencesWorkshops are conducted to build understandings and skills that necessary to complete the project. (Practices 7,8,14)

Field Trips

Field trips or nature walks can offer information and can help build understandings. Many times these experiences spur on more questions that can be the basis for future projects. (Practice 4)

Inner-District Field TripsThe high school can offer field trips that can give the learners an opportunity to experience their future educational surroundings. (Practice 4)

Emotion and CognitionEmotions provide “hooks” to pay attention to learning and to better remember it.

Events that include positive emotions result in better memories.

“How we feel is real. It’s the link to what we think.”

-Eric Jensen

Groupings

Groupings can vary. Learners can create their own groups or the educator can assign groups. Depending on the project, the group dynamics may vary.

PlanningLearners have a difficult time planning how to complete the project. Guidance in the beginning will result in more independent planning later in the year.

Creating Presentation MaterialsGroups will create presentation materials. This presentation is a direct reflection on the driving question. (Practice 7)

Project Products

Many times the learners need time to create products for the projects. Materials are many times simple and recyclable or provided through the school or parents.

THINK OF AS MANY DIFFERENT PRODUCTS/PRESENTATIONS THAT COULD BE A RESULT OF LEARNING.

INFINITY MAP

The PresentationPresentations can take on many forms. They are rehearsed in order to give the learner confidence in speaking to others. (Practice 2)

Presentation Examples

A living museum about Europe provided the attendees to experience various aspects of Europe… including Mona Lisa.

Presentation ExamplesPresentations about famous people provide an opportunity for learners to take on the role of one of the people.

Presentation ExamplesBuilding something is a way for learners to build understandings through trial and error.

Presentation Examples

Many times the learners are astonished at what they could achieve! Many times the educators are as surprised as they are!

Additional QuestionsThrough completing the project, many more questions will arise. These questions can help the educator design the next project. This is an example of students-driven learning.

Reduced Re-Teaching TimeYour learner’s brain will either “mark” newly acquired information as “worth saving” or “let it go” and fail to make long term consolidation and encoding. When learners fail to encode, they forget. You are the primary determiner of how much re-teaching is needed.

Eric Jensen

Neurogenesis

New brain cell production is enhanced by exercise, complex environments, new learning, prosocial contact, nutrition and low stress.

Eric Jensen