The "project" doesn't have to be completed in one 45 minute period, it can extend over several days.

If you can't leave your 4 walls you can use the Internet...

In science, at least in high school where understanding the structure of the subject is important, scientific model(s) should guide projects. One model solves an infinite number of problems.

These guiding principles are explicated in Professor David Hestenes' research publications, at http://modeling.asu.edu/R&E/Research.html. They are implemented in Modeling Instruction, a STEM curriculum design that recreates what scientists do. A quote from David Hestenes: "Modeling is about making and using scientific descriptions (models) of physical phenomena and processes. Modeling Instruction is an inquiry method for teaching science by actively engaging students in all aspects of scientific modeling."

Thanks for your interest in our video -- I agree that transcripts would be great! But unfortunately we don't currently have transcripts available online for all of our videos. I may actually have one for this particular video, I'll take a look and message you if I find it. Thanks!

Sure would be nice to have TRANSCRIPTS of these videos available...

I have the same concerns about using PBL in a high school introduction to journalism classroom. I love the idea of authentic products, but what do you do when students are 'class bound' for 45 minutes? I suppose we could roam around the school and look for story ideas or invite community members to come to our class to be interviewed for stories, but outside of that, if anyone has suggestions for other approaches, I am open! Thanks

Chris - So do Administrators! They haven't a clue! As the saying goes "districts don't know what they know". They are always looking past there own in-house instruction, because (sarcastic tone) "what is going on globally must be better than anything that we could be doing here". Great point.

PBL is nothing new (even in '07). That said, in regards to the Lackawanna, Pennsylvania project (about :40 in), am I the only person that was disturbed by the endorsement of misconceptions: there can't be fire, where there isn't oxygen. I see far too often educational "movements" overshadowing proper quality instruction, and in this case something so simple. I will never be convinced that the experience and "creative problem solving" that could result is more important than the absolute by-product: wrong science.

Some theorists argue that project-based learning is a little too open-ended, in that they not all students are able to visualize and carry out valuable projects. The same theorists present *problem* based learning as an alternative. Problem-based learning solves this issue because the problem itself provides a very concrete goal, whereas project based presents a scenario where whatever students end up with is the 'goal'. Similar to project based learning, students can plan and enact their own solutions, so it is student centered, and a very open process, however, it is much easier for the students to measure their own success or failure. This isn't to say that 'failure' is a negative aspect, only that it represents real life.
Here is one link, but there are many:
http://www.pbl.uci.edu/whatispbl.html

Are you still willing to share your PBLs for an English classroom?

Collaboration and cross-curricular learning will make PBL even more interesting to teach and to learn. The other part of your school that you should look to for help and talent is your school librarian. I would love to work on a PBL topic with teachers in my school.