Project-Based Learning (PBL)

High school students have good ideas about how school can better serve learners, as the winners of a national challenge show.

People, places, and problems offer rich opportunities for real-world learning. This unit design framework ensures engaging, aligned learning objectives, experiences, and assessments.

One way to help students master skills is to let them cultivate their own English language arts content to explore. Here’s how.

Elementary students need rich content knowledge to become better readers and to be able to engage in project-based learning.

Assignments that are bigger than a lesson and smaller than a unit are a good way to experiment with inquiry-based learning.

Reflecting on learning and student voice and choice are core elements of project-based learning, and they’re also key to differentiation.

Two new gold-standard studies provide compelling evidence that project-based learning is an effective strategy for all students—including historically marginalized ones.

Project-based learning often culminates in a presentation for an audience beyond the classroom, and students need a lot of practice to be successful.

Project-based learning allows very young students to explore, research, and grow their knowledge. Presenting their work to the community validates their efforts.

One school used a PBL unit that combined science, math, and cooking dumplings to explore the many cultures that make up their community.

Taking students’ interests into account when designing project-based learning helps ensure that they stay engaged throughout the unit.

As you consider the following project possibilities, ask yourself: Would this project help my students meet important learning goals? Would my students find it engaging?

Good driving questions are written to help guide the teacher and the student.

A strategy called hexagonal thinking provides students with an effective way to launch project-based learning.